Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology / Edition 1

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Overview

More than any other theorist, the Soviet psychologist L.S. Vygotsky (1896-1934) viewed education as central to cognitive development. Vygotsky set out to develop a general approach to psychology that recognized the inseparability of the individual from the social; that addressed how thinking develops under particular social and historical conditions. He argued that higher or uniquely human psychological processes developed in children through enculturation into the practices of society; through the acquisition of society's technology, its signs and tools; through the process of education. As such, human pedagogy, in all its forms, is the defining characteristic of his approach, the central concept in his system. For Vygotsky, schools and other informal educational situations represented the best cultural laboratories to study thinking. He viewed schools as socially defined systems of activities, with special modes of discourse, and with major consequences for the development of thinking. This volume is devoted to analyzing educational implications and applications of Vygotsky's ideas as a means of bringing to light the relevance of Vygotskian concepts to education and the centrality of education to Vygotskian psychology.
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Editorial Reviews

From the Publisher
"Luis Moll has done an invaluable job in compiling and editing Vygotsky and Education, a major volume of original papers focusing on the educational implications of Vygotsky's psychological theory....Moll's introduction to the volume is an unusually informative and useful treatise in its own right. It elucidates several key issues in Vygotsky's thought in a way that goes clearly beyond the typical standards in the genre of introductions." The Quarterly Newsletter of the Laboratory of Comparative Human Cognition

"Vygotsky and Education is a useful book; it gives a true picture of Vygotskian scholarship in the West including its achievemnts, failures, and questions posed for future research." Alex Kozulin, American Journal of Psychology

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Product Details

  • ISBN-13: 9780521385794
  • Publisher: Cambridge University Press
  • Publication date: 6/28/2005
  • Edition description: REPRINT
  • Edition number: 1
  • Pages: 439
  • Product dimensions: 5.98 (w) x 8.98 (h) x 0.91 (d)

Table of Contents

Preface; Acknowledgments; Introduction Luis C. Moll; Part I. Historical and Theoretical Issues: 1. Vygotsky: the man and his cause Guillermo Blanck; 2. The historical context of Vygotsky's work: a sociohistorical approach Alberto Rosa and Ignacio Montero; 3. Congitive development and formal schooling: the evidence from cross-cultural research Michael Cole; 4. The voice of rationality in a sociocultural approach to mind James V. Wertsch; 5. The social origins of self-regulation Rafael M. Diaz, Cynthia J. Neal and Marina Amaya-Williams; 6. Vygotsky, the zone of proximal development, and peer collaboration: implications for classroom practice Jonathan Tudge; Part II. Educational Implications: 7. Teaching mind in society: teaching, schooling, and literate discourse Ronald Gallimore and Roland Tharp; 8. A ygotskian interpretation of Reading recovery Marie M. Clay and Courtney B. Cazden; 9. Vygotsky in a whole-language perspective Yetta M. Goodman and Kenneth S. Goodman; 10. The development of scientific concepts and discourse Carolyn P. Panofsky, Vera John-Steiner and Peggy J. Blackwell; Part III. Instructional Applications: 11. Changes in a teacher's views of interactive comprehension instruction Kathryn H. Au; 12. Learning to read and write in an inner-city setting: a longitudinal study of community change Gillian Dowley McNamee; 13. Writing as a cosial process Joan B. McLane; 14. Creating zones of possibilities: combining social contexts for instruction Luis C. Moll and James B. Greenberg; 15. The zone of proximal development as basis for instruction Mariane Hedgegaard; 16. Detecting and defining science problems: a study of video-mediated lessons Laura M. W. Martin; 17. Assisted performance in writing instruction with learning-disabled students Robert Rueda; Name index; Subject index.

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