The seminal work of Russian theorist Lev Vygotsky (1896-1934) has exerted a deep influence on psychology over the past 30 years. Vygotsky was an educator turned psychologist, and his writings clearly reflected his pedagogical concerns. For Vygotsky, schools and other informal educational situations represent the best cultural laboratories to study thinking. He emphasized the social organization of instruction, writing about the "unique form of cooperation between the child and the adult that is the central element of the educational process." Vygotsky's emphasis on the social context of thinking represents the reorganization of a key social system and associated modes of discourse, with potential consequences for developing new forms of thinking. This volume is devoted to analyzing Vygotsky's ideas as a means of bringing to light the relevance of his concepts to education. What does Vygotsky's approach have to offer education? Distinguished scholars from various countries and representing several disciplines discuss the essence and significance of Vygotsky's work, analyze the educational implications of his thoughts, and present applications in practice, addressing educational issues such as school organization, teacher training, educational achievement, literacy learning and development, uses of technology, community-based education, and special education.
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"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
"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
Book Description
The vital work of Russian theorist Lev Vygotsky (1896-1934) has exerted a strong influence on psychology over the past 30 years. As an educator turned psychologist, his writings clearly reflected his pedagogical concerns as well.
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16 of 19 people found the following review helpful:
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Specializated information about the sociohistoric paradigm,
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This review is from: Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology (Paperback)
This work, which features Luis Moll as compilator and also as writer of a well planned introduction (and as co - author of one of the chapters) , includes the works of several investigators in education which have the common view of the sociocultural (or sociohistoric) paradigm. Divided into three parts, the book tryes (and indeed does so) to give a complete view of the advances in Vygotsky's theory. Featuring authors like Michael Cole and James Wertsch this work places itself as a very useful and specializated source of information for the public interested in this innovative educational paradigm. I recommend to read the other publications of Cole and Wertsch, but also the books and articles of Barbara Rogoff to get a complete view and to realize the importance of the research in this field and also the educational practices that this research suggest.
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Inside This Book
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First Sentence:
"Not everything that was must pass." Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
independent verbalizations, pretest rule, referentially semantic content, decontextualized rationality, sociohistorical school, mildly handicapped students, schooled concepts, complex cultural activity, higher partners, joint productive activity, requesting personal information, assisting performance, lower partners, intrapsychological functioning, social speech types, more competent peer, topic chains, more competent partner, intrapsychological plane, story dictation, spontaneous concepts, proximal development, maternal withdrawal, performance assistance, literacy club Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Harvard University Press, Cambridge University Press, Laboratory of Comparative Human Cognition, San Francisco, United States, Academic Press, Buenos Aires, New Zealand, Puerto Rico, University of California, Head Start, Soviet Union, American Educational Research Association, Department of Education, University of Chicago Press, Academy of Sciences, Englewood Cliffs, College of Education, Center One, Communist Academy, Izdatel'stvo Pedagogika, John Glenn, National Council of Teachers of English, National Science Foundation New!
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Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
"Not everything that was must pass." Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
independent verbalizations, pretest rule, referentially semantic content, decontextualized rationality, sociohistorical school, mildly handicapped students, schooled concepts, complex cultural activity, higher partners, joint productive activity, requesting personal information, assisting performance, lower partners, intrapsychological functioning, social speech types, more competent peer, topic chains, more competent partner, intrapsychological plane, story dictation, spontaneous concepts, proximal development, maternal withdrawal, performance assistance, literacy club Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Harvard University Press, Cambridge University Press, Laboratory of Comparative Human Cognition, San Francisco, United States, Academic Press, Buenos Aires, New Zealand, Puerto Rico, University of California, Head Start, Soviet Union, American Educational Research Association, Department of Education, University of Chicago Press, Academy of Sciences, Englewood Cliffs, College of Education, Center One, Communist Academy, Izdatel'stvo Pedagogika, John Glenn, National Council of Teachers of English, National Science Foundation New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 32
books:
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25
books
cite this book:
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- Psychology of Art by Lev S. Vygotsky on page 37, page 41, and page 75
- Language and Literacy: The Selected Writings of Kenneth S. Goodman. by Kenneth S. Goodman on page 249, and page 423
- Child Development: A Very Short Introduction (Very Short Introductions) by Richard Griffin on page 303, and page 370
- Language and Literacy (High/Scope Preschool Key Experiences) by J. Maher on page 249, and page 423
- Educational Psychology (Classics in Soviet Psychology Series) by L.S. Vygotsky in Front Matter, and page 402
See all 32 books this book cites
- Apprenticeship in Literacy by Linda J. Dorn in Back Matter (1), and Back Matter (2)
- Encyclopedia of Language and Education: Volume 3: Oral Discourse and Education (v. 3) by Bronwyn Davies on page 28, and page 226
- Scaffolding Literacy Instruction: Strategies for K-4 Classrooms by Adrian Rodgers in Back Matter
- Understanding Learning at Work by David Boud on page 63
- Rallying the Whole Village: The Comer Process for Reforming Education by James P. Comer on page 71
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