Vygotsky's Theory

The Educational Theory of Lev Vygotsky: an analysis
|Researched and Written by: |[pic] |
|M. Dahms, K. Geonnotti, D. Passalacqua. J. N. Schilk, A. Wetzel, | |
|and M. Zulkowsky | |

Introduction
Born in Czarist Russia in 1896, Lev Vygotsky lived a relatively short life, dying of tuberculosis in 1934. Because he was Jewish, the law limited his higher education options. He was, however, one of the 5% maximum of Jews permitted admission to a university. He was, however, not permitted to fulfill his ambition to pursue training as a teacher. In consequence, between the years of 1913 and 1917, Vygotsky studied medicine, philosophy, history, and law.[1]
Vygotsky began teaching in his home city almost immediately after the 1917 Communist Revolution. However, he was disappointed if he anticipated that this upheaval would result in greater overall freedom. The ascension of Joseph Stalin to power in 1922 meant that all of Vygotsky 's scholarly work was to be accomplished in an ever more repressive police state.
Vygotsky 's investigations of child development and educational psychology were influenced by his own Marxism – a philosophy that emphasizes the importance of one 's social origins and place in the scheme of production.[2] Vygotsky 's works, consisting of more than one hundred books and articles, were not published until after his death in 1934. Just two years later they were suppressed. This suppression endured for two decades during which time his works were held in a secret library that could only be accessed by permission of the Peoples Commissariat for Internal Affairs — commonly known as the NKVD.[3] Despite this prolonged attempt to suppress his ideas, Vygotsky 's work survived and, particularly after the Cold War, came to wield considerable influence

Citations: [5] "Psychology Applied to Education: Lev. S. Vygotsky 's Approach" Communiquè 25, no. 2 (1997), http://www.bgcenter.com/Vygotsky_Appr.htm. [6] Preston D. Feden and Robert M. Vogel, Methods of Teaching: Applying Cognitive Science to Promote Student Learning (New York: McGraw Hill, 1993). [7] Richard Hamilton and Elizabeth Ghatala, Learning and Instruction (New York: McGraw-Hill, 1994), 255. [9] Preston D. Feden & Robert M. Vogel, Methods of Teaching: Applying Cognitive Science to Promote Student Learning ( New York: McGraw Hill, 1993). [10] M.F. Goldfarb, The Educational Theory of Lev Semenovich Vygotsky (1896-1934) [11] Robert Silverman, Educational Psychology [12] Vasily V. Davydov and Stephen T. Kerr. 1995. The Influence of L. S. Vygotsky on Education Theory, Research, and Practice. Educational Researcher 24 (3). 18. [13] Sûlr˙n B. KristinsdÛttir, Lev Vygotsky, 31 July 07, Retrieved September 10, 2007 from http://starfsfolk.khi.is/solrunb/vygotsky.htm [14] Fosnot, C For an independent supporting analysis, see Edward G. Rozycki (1970) The Philosophical Foundations of Human Cognition available at http://www.newfoundations.com/CogTheo/CogTheoPro.html [16] Idem. [20] Jeremy Roschelle. 1995. Learning in Interactive Environments: Prior Knowledge and New Experience. http://www.astc.org/resource/education/priorknw.htm (accessed September 12, 2007). [23] L. S. Vygotsky, Mind in society (Cambridge, MA: MIT Press, 1978), 38-39. [24] Richard Hamilton and Elizabeth Ghatala, Learning and Instruction (New York: McGraw-Hill, 1994), 259. [25] Gredler, M. and Shields, C. (2004) Does No One Read Vygotsky 's Words? Commentary on Glassman. Educational Researcher 33 (2), p.21. [26] Preston D. Feden & Robert M. Vogel, Methods of Teaching: Applying Cognitive Science to Promote Student Learning (The McGraw-Hill Companies, Inc, 2003). [27] Preston D. Feden & Robert M. Vogel, Methods of Teaching: Applying Cognitive Science to Promote Student Learning (New York: McGraw-Hill, 2003). [28] Vygotsky, 1934; Understanding Vygotsky, Retrieved September 13, 2007 from http://www.indiana.edu/~intell/vygotsky.shtml [29] Lev Vygotsky, Mind in Society, edited by M [30] Luis C. Moll, Vygotsky & Education: Instructional Implications and Applications of Sociohistorical Psychology (Cambridge, MA: Cambridge University Press, 1990), 50. [31] Luis C. Moll, Vygotsky & Education: Instructional Implications and Applications of Sociohistorical Psychology (Cambridge, MA: Cambridge University Press, 1990), 50. [32] L. S. Vygotsky, Mind in society (Cambridge, MA: MIT Press, 1978), 90 [33] Lev Vygotsky, Thought and Speech (The M.I.T Press, 1962), Ch 4 [40] Social Development Theory (Vygotsky), 2007, http://www.learning-theories.com/vygotskys-social-learning-theory.html [41] Chad Galloway, Vygotsky 's constructivism, 2007, http://projects.coe.uga.edu/epltt/index.php?title=Vygotsky 's_constructivism [42] Richard Hamilton and Elizabeth Ghatala, Learning and Instruction (New York: McGraw-Hill, 1994), 277. [43] Preston Feden, Robert Vogel, Education (New York: McGraw-Hill, 2006), 189. [44] James A. Jaramillo. "Vygotsky 's sociocultural theory and contributions to the development of constructivist curricula." Education. (1996), http://findarticles.com/p/articles/mi_qa3673/is_199610/ai_n8734319/pg_ [45] Tharp, R [46] L. S. Vygotsky, Pedagogicheskaia psikhologiia [Pedagogical psychology], 2nd Ed. (Moscow: Pedagogika, 1991), 118. [47] L. S. Vygotsky, "The development of scientific concepts in childhood," in Problems of general psychology, Vol. 1, Collected works of L. S. Vygotsky, ed. R. W. Rieber and A. S. Carton (New York: Plenum, 1987), 216. [48] Margaret Gredler and Carol Shields. 2004. Does No One read Vygotsky 's Words? Commentary on Glassman. Educational Researcher 33 (2). 22. [49] Richard Hamilton and Elizabeth Ghatala, Learning and Instruction (New York: McGraw-Hill, 1994), 277. [50] Preston D. Feden & Robert M. Vogel, Methods of Teaching: Applying Cognitive Science to Promote Student Learning (New York: McGraw-Hill, 2003). [51] Alison F. Garton and Chris Pratt, Learning to Be Literate: The Development of Spoken and Written Language (Malden, MA: Blackwell Publishing, 1998), 49. [53] University of Iowa, College of Education. n.d. Comparing Piaget and Vygotsky. http://www.education.uiowa.edu/resources/tep/eportfolio/07p075folder/Piaget_Vygotsky.htm (accessed October 3, 2007). [54] Richard Hamilton and Elizabeth Ghatala, Learning and Instruction (New York: McGraw-Hill, 1994), 254. [55] Mooney, C.G., An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky (St. Paul, MN: Redleaf Press, 2000), 85. [57] Retrieved September 23, 2007 from //www.funderstanding.com/vygotsky.cfm [58] Retrieved October 6, 2007 from http://www.massey.ac.nz/~alock/virtual/colevyg.html. [61]L. S. Vygotsky, Educational Psychology, translated by Robert Silverman (Boca Raton, FL: St. Lucie Press, 1997, 50. [62] Vygotsky. n.d. http://userwww.service.emory.edu/~pthoma4/Vygotsky.htm (accessed October 9, 2007). [63] Michael Glassman. 2001. Dewey and Vygotsky: Society, Experience, and Inquiry in Educational Practice. Educational Researcher, 30 (4), 13. [64] Retrieved October 6, 2007 from http://books.google.com/books?id=GUTyDVORhHkC&pg=PA50&lpg=PA50&dq=vygotsky+educational+process&source=web&ots=tukEYQGhtK&sig=Dn_NpU6EXMKrjklhZfyCZ-l0JwM#PPA50,M1 [65] L [66] L.S. Vygotsky, Educational Psychology, (St. Lucie Press, Florida, 1997), 47. [71] B. Gindis. 1999. Vygotsky 's Vision: Reshaping the Practice of Special Education for the 21st Century. http://www.bgcenter.com/Vygotsky_Vision.htm (accessed October 14, 2007). [72] Luis C. Moll, Vygotsky & Education: Instructional Implications and Applications of Sociohistorical Psychology (Cambridge, MA: Cambridge University Press, 1990), 1. [73] L.S. Vygotsky. Sobraniye Sochinenii [Collected Works], Vol. 5 (Moscow: Pedagogika Publisher, 1983), 96. [76] Thomas J. Bernard. The Consensus-Conflict Debate: Form and Content in Social Theories (New York: Columbia University Press, 1983), 89. [83] Vygotsky, L. (1962). Thought and language. Cambridge, MA. MIT Press. [84] Richard S. Prawat. 2000. Dewey Meets the "Mozart of Psychology" in Moscow: The Untold Story. American Educational Research Journal, 37 (3). 668.