By Jan Derry
Vygotsky Philosophy and schooling reassesses the works of Russian psychologist Lev Vygotsky paintings through arguing that his important principles in regards to the nature of rationality and data have been trained by way of the philosophic culture of Spinoza and Hegel.
Reviews
‘This extremely important publication offers a sustained engagement with the philosophical underpinnings of Vygotsky's thesis of sociogenesis. At its middle is a rejection of the separations of brain and international and of rationality as summary. The e-book provides a forceful critique of formalised educating grounded in philosophical phrases. Derry elaborates the philosophical foundations of the Vygotskian company with precision and substantial verve.’
—Professor Harry Daniels, division of schooling, collage of Oxford
‘In this e-book, Jan Derry explores the roots of Vygotsky’s inspiration in Spinoza and Hegel, and brings his insights into discussion with modern philosophers, resembling Robert Brandom and John McDowell. the result's a clean interpretation that affirms Vygotsky’s perspectives. unique and provocative, Vygotsky, Philosophy and schooling is key analyzing for all these attracted to Vygotsky’s legacy and its value for education.’
—David Bakhurst, Charlton Professor of Philosophy, Queen’s collage at Kingston
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Extra info for Vygotsky: Philosophy and Education
Example text
Del Rio and A. Alvarez (eds) Sociocultural Studies of Mind (Cambridge: Cambridge University Press), pp. 37–55. 3 Constructivism and Schooling To put the argument about constructivism, schooling and reason that follows in context it is necessary to recall that the central theme of this book is the importance for Vygotsky of the tradition of philosophy that is associated with Spinoza, Hegel and Marx. To neglect this tradition is not only to ignore critical elements in the genesis and development of Vygotsky’s thought, but even more importantly it is to subtract from its contemporary relevance and diminish the contribution it can make to current educational questions.
13). 20 Vygotsky Philosophy and Education Greeno takes issue with the significance to be attributed to the terms ‘specific’ and ‘abstract’. For instance, when he refers to the transfer of knowledge between domains, the emphasis is not upon a concept of abstract knowledge that can be applied in different specific conditions but upon the generalisability of patterns of experience. As he puts it, ‘It seems more likely that knowing how to use abstract representations can be a significant part of general knowing, but that knowing abstraction is neither sufficient nor necessary for generality’ (p.
1995) Cultural-Historical Psychology and the Psychological Theory of Activity: Retrospect and Prospect. V. Wertsch, P. del Rio and A. Alvarez (eds) Sociocultural Studies of Mind (Cambridge: Cambridge University Press), pp. 37–55. 3 Constructivism and Schooling To put the argument about constructivism, schooling and reason that follows in context it is necessary to recall that the central theme of this book is the importance for Vygotsky of the tradition of philosophy that is associated with Spinoza, Hegel and Marx.