Vygotsky's Educational Theory in Cultural Context (Learning in Doing: Social, Cognitive and Computational Perspectives)

494 Pages·2003·3.38 MB·English

by  Alex Kozulin

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Vygotsky’sEducationalTheoryinCulturalContext
This book comprehensively covers all major topics of Vygotskian educa-
tionaltheoryanditsclassroomapplications.Particularattentionispaidtothe
Vygotskianideaofchilddevelopmentasaconsequenceratherthanpremise
oflearningexperiences.Suchareversalallowsfornewinterpretationsofthe
relationshipsbetweencognitivedevelopmentandeducationatdifferentjunc-
tions of the human life span. It also opens new perspectives on atypical de-
velopment,learningdisabilities,andassessmentofchildren’slearningpoten-
tial.ClassroomapplicationsofVygotskiantheory,teacherpreparation,andthe
changingroleofateacherinasocioculturalclassroomarediscussedinaddi-
tiontotheissuesoflearningactivitiesandpeerinteraction.Relevantresearch
findingsfromtheUnitedStates,WesternEurope,andRussiaareconsideredto-
gethertoclarifythepossiblenewapplicationsofVygotskianideasindifferent
disciplinaryareas.ThesocioculturalorientationofVygotskiantheoryhelpsto
reveallearningpatternsthatbecomeobscuredinmoretraditionalresearch.
Dr. Alex Kozulin is Research Director at the International Center for the
Enhancement of Learning Potential and an Invited Lecturer at Hebrew
University, School of Education, in Jerusalem. Dr. Kozulin is author of
Vygotsky’s Psychology: A Biography of Ideas (1990) and Psychological Tools: A
SocioculturalApproachtoEducation(1998).
Dr.BorisGindisisProfessorofPsychologyandDirectorofBilingualPrograms
atTouroCollege,GraduateSchoolofPsychologyandEducation,inNewYork.
He is the author of many articles and book chapters on Lev Vygotsky’s sci-
entific legacy, and in 1995–1996 he was guest editor of special issues of two
journals, Educational Psychologist and School Psychology International, devoted
toVygotsky’stheoryandpractice.
Dr.VladimirS.AgeyevisAssociateDirectoroftheUrbanEducationInstitute
andClinicalProfessorofPsychologyintheGraduateSchoolofEducationat
theUniversityatBuffalo,StateUniversityofNewYork.HewasanEditorial
BoardmemberofthejournalsConflictandPeace:JournalofPeacePsychologyand
PoliticsandIndividual.
Dr.SuzanneM.MillerisAssociateProfessorintheGraduateSchoolofEduca-
tionattheUniversityatBuffalo,StateUniversityofNewYork.Sheisacoeditor
ofthebookMulticulturalLiteratureandLiteracies(1993)andhaspublishednu-
merousarticlesinjournalssuchasResearchintheTeachingofEnglish,American
EducationalResearchJournal,andEnglishEducation.

LearninginDoing:Social,Cognitive,and
ComputationalPerspectives
SeriesEditorEmeritus
john seely brown, XeroxPaloAltoResearchCenter
GeneralEditors
roy pea, ProfessorofEducationandtheLearning
SciencesandDirector,StanfordCenterforInnovationsin
Learning,StanfordUniversity
christian heath, TheManagementCentre,
King’sCollege,London
lucy a. suchman, CentreforScienceStudiesand
DepartmentofSociology,LancasterUniversity,UK
PlansandSituatedActions:TheProblemofHuman–MachineCommunication
lucy a. suchman
TheConstructionZone:WorkingforCognitiveChangeinSchools
denis newman, peg griffin, and michael cole
SituatedLearning:LegitimatePeripheralParticipation
jean lave and etienne wenger
StreetMathematicsandSchoolMathematics
terezinha nunes, david william carraher, and
analucia dias schliemann
UnderstandingPractice:PerspectivesonActivityandContext
seth chaiklin and jean lave
DistributedCognitions:PsychologicalandEducationalConsiderations
gavriel salomon
TheComputerasMedium
peter bogh andersen, berit holmqvist, and jens f. jensen
SocioculturalStudiesofMind
james v. wertsch, pablo del rio, and amelia alvarez
ContinuedfollowingtheIndex

Vygotsky’s Educational Theory in
Cultural Context
Editedby
ALEX KOZULIN
InternationalCenterfortheEnhancementof
LearningPotential
BORIS GINDIS
TouroCollege
VLADIMIR S. AGEYEV
TheUniversityatBuffalo,StateUniversityofNewYork
SUZANNE M. MILLER
TheUniversityatBuffalo,StateUniversityofNewYork
  
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo
Cambridge University Press
The Edinburgh Building, Cambridge  , United Kingdom
Published in the United States of America by Cambridge University Press, New York
www.cambridge.org
Information on this title: www.cambridge.org/9780521821315
© Cambridge University Press 2003
This book is in copyright. Subject to statutory exception and to the provision of
relevant collective licensing agreements, no reproduction of any part may take place
without the written permission of Cambridge University Press.
First published in print format 2003
- 
isbn-13 978-0-511-07032-7 eBook (EBL)
- 
isbn-10 0-511-07032-2 eBook (EBL)
- 
isbn-13 978-0-521-82131-5 hardback
- 
isbn-10 0-521-82131-2 hardback
isbn--13 978-0-521-52883-2 paperback
- 
isbn-10 0-521-52883-6 paperback
Cambridge University Press has no responsibility for the persistence or accuracy of
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Contents
ListofContributors pagexi
SeriesForeword xiii
Introduction:SocioculturalTheoryandEducation:
Students,Teachers,andKnowledge 1
AlexKozulin,BorisGindis,VladimirS.Ageyev,and
SuzanneM.Miller
part i: concepts and paradigms
1 PsychologicalToolsandMediatedLearning 15
AlexKozulin
2 TheZoneofProximalDevelopmentinVygotsky’s
AnalysisofLearningandInstruction 39
SethChaiklin
3 Vygotsky’sDoctrineofScientificConcepts:ItsRolefor
ContemporaryEducation 65
YuriyV.Karpov
4 SomeCognitiveToolsofLiteracy 83
KieranEganandNataliaGajdamaschko
5 DynamicAssessmentoftheEvolvingCognitiveFunctions
inChildren 99
CarolS.LidzandBorisGindis
part ii: development and learning
6 PeriodsinChildDevelopment:Vygotsky’sPerspective 119
HolbrookMahn
7 DevelopmentThroughtheLifespan:ANeo-Vygotskian
Approach 138
YuriyV.Karpov
vii
viii Contents
8 LearningandDevelopmentofPreschoolChildren
fromtheVygotskianPerspective 156
ElenaBodrovaandDeborahJ.Leong
9 TheLearningActivityintheFirstYearsofSchooling:The
DevelopmentalPathTowardReflection 177
GalinaZuckerman
10 RemediationThroughEducation:SocioculturalTheory
andChildrenwithSpecialNeeds 200
BorisGindis
part iii: sociocultural theory application
in the classroom
11 Cultural–HistoricalTheoryandMathematicsEducation 225
JeanSchmittau
12 SocioculturalTheoryandthePracticeofTeaching
HistoricalConcepts 246
JacquesHaenen,HubertSchrijnemakers,andJobStufkens
13 FormationofLearningActivityandTheoreticalThinking
inScienceTeaching 267
HartmutGiestandJoachimLompscher
14 HowLiteratureDiscussionShapesThinking:ZPDsfor
Teaching/LearningHabitsoftheHeartandMind 289
SuzanneM.Miller
15 BeyondCognition:AVygotskianPerspectiveon
EmotionalityandTeachers’ProfessionalLives 317
AnneDiPardoandChristinePotter
part iv: diverse learners and contexts
of education
16 IntrapersonalCommunicationandInternalizationinthe
SecondLanguageClassroom 349
JamesP.Lantolf
17 MediationinCognitiveSocialization:TheInfluenceof
SocioeconomicStatus 371
PedroR.PortesandJenniferA.Vadeboncoeur
18 CulturalModeling:CHATasaLensforUnderstanding
InstructionalDiscourseBasedonAfricanAmerican
EnglishDiscoursePatterns 393
CarolD.Lee