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A Vision of Vygotsky / Edition 1

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Vygotsky (1896-1934) was a Jewish Russian Marxist psychologist whose work, focusing on consciousness, has been influential in educational circles. In this volume, Wink (California State U.) and Putney (U. of Nevada-Las Vegas) introduce students of education and psychology to Vygotskian theories of language, teaching, learning, and development. Annotation c. Book News, Inc., Portland, OR (
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Product Details

  • ISBN-13: 9780321082404
  • Publisher: Allyn & Bacon, Inc.
  • Publication date: 9/28/2001
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 208
  • Product dimensions: 7.12 (w) x 9.26 (h) x 0.55 (d)

Table of Contents

Pt. 1 Why Vygotsky? 1
Why Do We Do What We Do? 1
Thought at the Turn of the Century: 1900 2
Thought at the Turn of the Century: 2000 3
Evolution of Thought: 1900 to 2000 4
1 Theorizing Theories and Thinking Thoughts 7
Why We Juxtapose Theories and Theorists 8
Searching for a New Psychology 21
Multiple Perspective for Multiple Realities 35
Pt. 2 Three Principal Principles 39
2 Thought and Language 41
Thinking about Words 41
The Vygotskian Venn Diagram 42
Expanding the Venn Diagram 43
Cognitive Development and Language 47
Framework for Critical Praxis 55
3 Sociocultural Teaching and Learning 60
Two Senses of the Term Social 60
Socioculturally Learning and Developing 62
Classrooms as Cultures 64
The Puzzle of Pedro 65
Sam: A Teaching Time Line 71
The Sociocultural and Pedagogical Puzzle 72
The Pedagogical and Political Puzzle 73
Manuel: To Name, to Reflect Critically, to Act 74
What Oscar Taught Retta 76
Blame the Victim 76
Structure for Success 77
Library Mapping 81
4 The Zone of Proximal Development (ZPD) 85
What is the Zone of Proximal Development? 86
Visualizing the ZPD 87
What Is Development? 87
Interpersonal-Intrapersonal Communication 91
Scientific and Spontaneous Concepts 91
Performance before Competence 95
What Are Funds of Knowledge? 97
Expanding the ZPD in Schools 102
Cognitively Slipping in the Zone 110
Children at Play 112
Assessment and ZPD 114
Pt. 3 A Construction of Community 117
Faltis's Framework 117
5 Intersubjectivity, Intertextuality, Intercontextuality, and Consequential Progressions 123
A Cognitive Coathook: Missing the Plane for New York 124
Demonstrating Complex Constructs 125
Social: Two Senses of Meaning 126
InterS: Intersubjectivity 128
InterS [is congruent to] InterT + InterC 132
InterT: Intertextuality 132
InterC: Intercontextuality 134
Consequential Progressions 135
The Bill of Rights and Responsibilities 137
Implications for Pull-Out Programs 142
6 Beyond Vygotsky 147
A Definition of Terms Used 148
Related Terms 154
7 Mentoring: Vygotsky's Vision Extended 156
Cultural Competency for Transformative Education 157
Gallavan Cultural Competencies Model 158
Serendipitous Meeting of Minds: LeAnn Reflects 160
LeAnn's Journal Reflection Continues 163
Years Later: The Mentoring Continues 164
New Directions: Our Mentoring Grows and Changes 166
References 169
Index 175
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