Vygotsky's Educational Theory in Cultural Context (Learning in Doing: Social, Cognitive and Computational Perspectives)

Cover......Page 1
Half-title......Page 3
Series-title......Page 5
Title......Page 7
Copyright......Page 8
Contents......Page 9
Contributors......Page 13
Series Foreword......Page 15
Introduction......Page 17
Reference......Page 27
PART I CONCEPTS AND PARADIGMS......Page 29
1 Psychological Tools and Mediated Learning......Page 31
AGENTS OF MEDIATION......Page 34
THE HUMAN MEDIATOR......Page 35
SYMBOLIC MEDIATORS......Page 39
MEDIATION: UNIVERSAL OR CULTURALLY SPECIFIC?......Page 43
COGNITIVE EDUCATION AND PSYCHOLOGICAL TOOLS......Page 45
COGNITIVE EDUCATION: CONTENT-BASED OR CONTENT-NEUTRAL?......Page 47
References......Page 51
2 The Zone of Proximal Development in Vygotsky’s Analysis of Learning and Instruction......Page 55
LOCATING THE ZONE OF PROXIMAL DEVELOPMENT......Page 56
Common Conceptions of the Zone of Proximal Development......Page 57
Generality Assumption......Page 58
Potential Assumption......Page 59
ZONE OF PROXIMAL DEVELOPMENT IN VYGOTSKY’S THEORETICAL PERSPECTIVE......Page 61
Vygotsky’s Theory of Child Development......Page 62
The Zone of Proximal Development in Vygotsky’s Theory of Child Development......Page 64
Why Do We Want to Assess the Zone of Proximal Development?......Page 66
Why Does the (Subjective) Zone of Proximal Development Exist?......Page 67
Further Clarification of Imitation......Page 68
Using Imitation to Assess the Zone of Proximal Development......Page 69
Purpose of Collaboration in Assessing and Characterizing the Size of the Zone of Proximal Development......Page 70
Interpreting the Results of Collaboration......Page 71
Handling Some Theoretical Inelegancies......Page 72
PERSPECTIVES AND IMPLICATIONS (IN LIEU OF A SUMMARY)......Page 73
CONCLUDING COMMENT......Page 74
References......Page 75
3 Vygotsky’s Doctrine of Scientific Concepts......Page 81
THE ACQUISITION OF SCIENTIFIC KNOWLEDGE AS THE CONTENT OF SCHOOL INSTRUCTION......Page 83
THEORETICAL LEARNING AS THE AVENUE FOR THE ACQUISITION OF SCIENTIFIC KNOWLEDGE......Page 85
DOES GUIDED DISCOVERY LEARNING LEAD TO THE ACQUISITION OF SCIENTIFIC KNOWLEDGE?......Page 89
CONCLUSION......Page 94
References......Page 95
THREE TRADITIONAL CONCEPTIONS OF THE EDUCATOR’S TASK......Page 99
A COGNITIVE TOOLS APPROACH......Page 101
The Limits of Reality and the Extremes of Experience......Page 103
Transcendence Within Reality – the Heroic......Page 105
Image and Concept......Page 106
Idealism and Revolt......Page 108
Details, Details......Page 109
Humanizing Knowledge......Page 110
CONCLUSION......Page 112
References......Page 113
VYGOTSKY’S CONCEPTUALIZATION OF THE ZPD AS A BASIS FOR DYNAMIC ASSESSMENT......Page 115
TYPES AND FORMATS OF DYNAMIC ASSESSMENT......Page 119
DEVELOPMENT OF DYNAMIC ASSESSMENT IN RUSSIA SINCE VYGOTSKY’S TIME......Page 121
THE APPLICATION OF COGNITIVE FUNCTIONS SCALE......Page 124
CASE STUDIES......Page 127
CONCLUDING REMARKS......Page 129
References......Page 130
PART II DEVELOPMENT AND LEARNING......Page 133
6 Periods in Child Development......Page 135
METHODOLOGICAL APPROACH......Page 137
CRITICAL PERIODS......Page 138
Transitions......Page 140
FEATURES OF CRITICAL PERIODS......Page 141
AUTONOMOUS SPEECH AND VERBAL THINKING......Page 142
SOCIAL RELATIONS......Page 144
CRITICAL PERIODS AND PEREZHIVANIE......Page 145
SOCIAL RELATIONS AND THE 3-YEAR-OLD......Page 146
DIFFERENTIATING THE INTERNAL AND EXTERNAL......Page 147
ADOLESCENCE......Page 148
Pedagogical Implications......Page 150
CONCLUSION......Page 151
References......Page 152
7 Development Through the Lifespan......Page 154
THE NEO-VYGOTSKIAN APPROACH: GENERAL THEORETICAL ASSUMPTIONS......Page 155
First Year of Life: Emotional Communication with Caregivers as the Leading Activity of Infants......Page 157
Second and Third Years of Life: Object-Centered Joint Activity as the Leading Activity of Toddlers......Page 159
Three-to Six-Year-Olds: Sociodramatic Play as the Leading Activity During the Period of Early Childhood......Page 162
The Period of Middle Childhood: Learning in Educational Settings as Children’s Leading Activity......Page 164
The Period of Adolescence: Interaction with Peers as the Leading Activity of Adolescents......Page 166
THE NEO-VYGOTSKIAN APPROACH TO CHILD DEVELOPMENT: ACCOMPLISHMENTS AND SHORTCOMINGS......Page 167
References......Page 169
DEFINITION OF PRESCHOOL AGE......Page 172
Acquisition of Cultural Tools and Emergence of Higher Mental Functions......Page 174
Development of Self-Regulation......Page 176
Make-Believe Play as a Leading Activity......Page 177
Integration of Emotions and Cognition......Page 178
Importance of Make-Believe Play for the Development of Preschool Children......Page 179
Acquisition of Cultural Tools and Cognitive Development of Preschoolers......Page 180
Emotional Development of Preschoolers......Page 182
Transition to School and the Issue of School Readiness......Page 184
Implementing Vygotsky: Accomplishments and Challenges......Page 185
Scaffolded Writing......Page 186
References......Page 190
9 The Learning Activity in the First Years of Schooling......Page 193
LEARNING ACTIVITY CONSTRUCTS THE ORIENTING BASIS FOR FUTURE ACTION......Page 194
LEARNING ACTIVITY: A NEW VISION OF AGE-APPROPRIATE DEVELOPMENTAL TASKS......Page 196
LEARNING ACTIVITY: A NEW VISION OF THE ZONE OF PROXIMAL DEVELOPMENT......Page 197
LEARNING ACTIVITY AS THE SCAFFOLD FOR DEVELOPMENT OF REFLECTIVE ABILITIES......Page 198
THE CONTENT OF LEARNING ACTIVITY......Page 200
Independent, Yet Not Alone......Page 202
The Content and the Form of Interaction......Page 203
The Difference Between Imitation and Learning Cooperation......Page 205
Cooperation with Peers as the Necessary Condition for Development of Reflective Abilities......Page 208
CONCLUSION......Page 211
References......Page 213
10 Remediation Through Education......Page 216
HANDICAP AS A SOCIAL AND CULTURAL PHENOMENON......Page 218
HANDICAP IN THE DEVELOPMENTAL PROSPECTIVE......Page 220
HANDICAP AS A QUALITATIVELY SPECIFIC WAY OF DEVELOPMENT......Page 222
HANDICAP AND PSYCHOEDUCATIONAL ASSESSMENT......Page 223
REHABILITATION, COMPENSATION, AND REMEDIATION FROM A SOCIOCULTURAL PERSPECTIVE......Page 224
‘‘INTEGRATION BASED ON POSITIVE DIFFERENTIATION’’ AS THE FUTURE DESIGN FOR SPECIAL EDUCATION......Page 227
SOCIOCULTURAL THEORY AND THE PRACTICE IN CONTEMPORARY SPECIAL EDUCATION......Page 229
References......Page 233
PART III SOCIOCULTURAL THEORY APPLICATION IN THE CLASSROOM......Page 239
11 Cultural–Historical Theory and Mathematics Education......Page 241
A VYGOTSKIAN LEARNING PARADIGM FOR NUMBER AND MULTIPLICATION......Page 244
Generation of Number from Measurement......Page 245
Progressive Task Difficulty......Page 246
Genetic Analysis of Concepts......Page 247
A CROSS-CULTURAL STUDY OF THE CONCEPTUAL STRUCTURE OF MULTIPLICATION......Page 251
MULTIPLICATION AS A VYGOTSKIAN SCIENTIFIC CONCEPT......Page 257
THE EXTENSION OF MULTIPLICATION TO EXPONENTIATION: ANOTHER GENERATIVE METONYMY......Page 258
CONCLUSION......Page 259
References......Page 260
12 Sociocultural Theory and the Practice of Teaching Historical Concepts......Page 262
CONCEPTUAL CHANGE......Page 263
DEVELOPMENTAL TEACHING......Page 265
TWO TYPES OF CONCEPTS......Page 266
ZONE OF PROXIMAL DEVELOPMENT......Page 267
THE FORMATION OF MENTAL ACTIONS......Page 268
THE PRACTICAL IMPLICATIONS OF GALPERIN’S APPROACH......Page 270
CONCEPTS AS CATEGORIES......Page 271
STARTING A LESSON ON IMPERIALISM......Page 273
THE SERIES OF ASSIGNMENTS......Page 276
THE PRACTICE OF INITIAL TEACHER EDUCATION......Page 277
TRAINEE TEACHERS’ RESPONSIVENESS......Page 279
References......Page 280
PROBLEMS OF SCIENCE CLASSROOMS......Page 283
Theoretical Prerequisites......Page 285
Developmental Teaching......Page 287
Ascending from the Abstract to the Concrete......Page 289
Operationalization of the Theoretical Approach......Page 290
Selected Results of the Formation Experiment......Page 295
Transdisciplinary Classroom, Distance Learning, and Hypermedia......Page 296
CONCLUSIONS......Page 300
References......Page 301
14 How Literature Discussion Shapes Thinking......Page 305
RESEARCH ON CLASSROOM TALK......Page 306
THE NEED TO TRANSFORM CLASSROOM CONTEXT – ROLES, PURPOSES, EPISTEMOLOGIES......Page 308
“Trying to Understand Together” in Linda’s Class......Page 309
The “Text Written in Stone” in Rita’s Class......Page 310
Supporting Interpretive Questioning......Page 312
Supporting Evaluative Questioning......Page 313
INSTRUCTIONAL ASSISTANCE FOR STUDENTS WITH MANY NEEDS – SHARON’S CLASSES......Page 316
Teacher-Mediated Discussion in the Narrative Mode......Page 317
Student-Initiated Narrative Reflection......Page 318
Assisting Critical-Narrative Thinking......Page 320
Interiorizing Critical-Narrative Thinking......Page 322
THE ROLE OF LITERATURE IN LEARNING ACROSS THE CURRICULUM......Page 324
Use of Strategies Learned in Literature in Other Classes......Page 325
CONCLUSIONS AND IMPLICATIONS......Page 328
References......Page 329
15 Beyond Cognition......Page 333
VYGOTSKY ON EMOTIONS......Page 334
RECENT PERSPECTIVES ON EMOTION AND TEACHING......Page 338
Chris: Isolation and the Problem of “Burnout”......Page 343
Max: Vital Company and Mindful Practice......Page 347
EMOTIONS AND THE DYNAMIC OF TEACHERS’ LIVES......Page 352
References......Page 355
PART IV DIVERSE LEARNERS AND CONTEXTS OF EDUCATION......Page 363
16 Intrapersonal Communication and Internalization in the Second Language Classroom......Page 365
Internalization......Page 366
Private Speech......Page 367
Imitation......Page 368
Language Play......Page 371
Children......Page 372
Japanese as a Foreign Language......Page 376
An English as a Second Language Learner......Page 378
An Adult Learner of Spanish......Page 379
CONCLUSION......Page 381
References......Page 384
17 Mediation in Cognitive Socialization......Page 387
THEORETICAL AND RESEARCH QUESTIONS IN UNDERSTANDING THE INFLUENCE OF SOCIOECONOMIC STATUS......Page 388
ADULT–CHILD INTERACTION RESEARCH......Page 390
Adult–Child Interaction Research Related to Cultural–Historical Activity Theory......Page 391
Mainstream and Cultural–Historical Activity Theory Cross-Cultural Studies......Page 393
Summary of Mainstream and Cultural–Historical Activity Theory (CHAT) Adult–Child Interaction Research......Page 394
HISTORICAL CONSTRUCTION OF SOCIOECONOMIC STATUS......Page 395
Adult–Child Interaction Differences and Socioeconomic Status......Page 397
Cultural Capital as an Interdisciplinary Concept......Page 398
A Cultural–Historical Dynamic Model......Page 399
CONCLUDING THOUGHTS AND FUTURE RESEARCH......Page 403
References......Page 404
18 Cultural Modeling......Page 409
VYGOTSKIAN ANALYTICAL TOOLS......Page 410
AFRICAN AMERICAN DISCOURSE NORMS......Page 411
INSTRUCTIONAL DISCOURSE WITHIN A CULTURAL MODELING FRAMEWORK......Page 412
STUDENTS’ USE OF AFRICAN AMERICAN ENGLISH RHETORICAL TRADITION IN THE SERVICE OF LITERARY REASONING......Page 413
“It’s WRONG ta Kill”......Page 414
APPLYING VYGOTSKIAN TOOLS IN ANALYSIS......Page 419
CONCLUSION......Page 423
References......Page 424
19 The Relations of Learning and Student Social Class......Page 427
BACKGROUND: VYGOTSKY AND ‘‘CLASS’’......Page 428
FRAMEWORK FOR THE EXAMINATION OF SOCIAL CLASS IN SCHOOLING......Page 430
ETHNOGRAPHIC STUDIES OF SOCIAL CLASS DIFFERENCE IN SCHOOLS......Page 433
DISCUSSION......Page 441
IMPLICATIONS FOR SOCIOCULTURAL LEARNING THEORY......Page 443
FINAL WORD......Page 445
References......Page 446
20 Vygotsky in the Mirror of Cultural Interpretations......Page 448
BIOLOGICAL AND INDIVIDUALISTIC REDUCTIONISM......Page 449
MEASUREMENT AND QUANTIFICATION......Page 451
DECONTEXTUALIZING THE SOCIOCULTURAL APPROACH......Page 453
VYGOTSKY AND MULTICULTURALISM......Page 455
CULTURAL SPECIFICITY IN SOCIAL INTERACTION AND THE TEACHING–LEARNING PROCESS......Page 458
FINAL WORD......Page 462
References......Page 463
Author Index......Page 467
Subject Index......Page 473