The Cambridge Companion to Vygotsky

Első borító
Cambridge University Press, 2007. ápr. 30. - 462 oldal
L. S. Vygotsky was an early twentieth century Russian social theorist whose writing exerts a significant influence on the development of social theory in the early twenty first century. His non-deterministic, non-reductionist account of the formation of mind provides current theorietical developments with a broadly drawn yet very powerful sketch of the ways in which humans shape and are shaped by social, cultural, and historical conditions. The Cambridge Companion to Vygotsky is a comprehensive text that provides students, academics, and practioners with a critical perspective on Vygotsky and his work.

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Tartalomjegyzék

Front Cover
18
19001935
21
prescribed and tedious jargon of reflexes or reactions That there
36
2 Vygotskys Demons
50
ANNE EDWARDS
77
4 Vygotsky Mead and the New
101
5 Vygotsky on Thinking and Speaking
136
6 Terminology in L S Vygotskys
155
9 Thought and Word
212
10 The Development of Childrens
246
Ideology
264
11 Inside and Outside the Zone
276
Vygotsky holds that thanks to the introduction of cultural elements
288
12 Pedagogy
307
Cole and Griffin 1984 mount a strong criticism of the
320
From Defectology to Remedial Pedagogy
332

7 Mediation
178
8 Vygotsky and Culture
193
the Marxist theorist Plekhanov to argue that evidence such as
204
14 Putting Vygotsky to Work
363
FUTURE
371

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A szerzőről (2007)

Harry Daniels is the Director of the Centre for Sociocultural and Activity Theory Research (Bath) at The University of Bath. He is also Adjunct Professor, Centre for Learning Research, Griffith University, Brisbane, Australia, and Research Professor, Centre for Human Activity Theory, Kansai University, Osaka, Japan. Harry Daniels is the author of Vygotsky and Pedagogy and editor of An Introduction to Vygotsky and Charting the Agenda: Educational Activity after Vygotsky. His books have been translated into Japanese, Portuguese (in Brazil and Europe), and Spanish.

Harry Daniels is the Director of the Centre for Sociocultural and Activity Theory Research (Bath) at The University of Bath. He is also Adjunct Professor, Centre for Learning Research, Griffith University, Brisbane, Australia, and Research Professor, Centre for Human Activity Theory, Kansai University, Osaka, Japan. Harry Daniels is the author of Vygotsky and Pedagogy and editor of An Introduction to Vygotsky and Charting the Agenda: Educational Activity after Vygotsky. His books have been translated into Japanese, Portuguese (in Brazil and Europe), and Spanish.

Michael Cole is the University Professor of Communication, Psychology, and Human Development and Director of the Laboratory of Comparative Human Cognition at the University of California, San Diego. He also holds the Sanford Berman Chair of Language, Thought and Communication. He is the author and coauthor of several books and many articles on culture and development. He is a member of the National Academy of Education, the American Academy of Arts and Sciences, and the Russian Academy of Education.

James V. Wertsch, PhD, is a professor in the Department of Anthropology at Washington University, St Louis. He holds joint appointments in Education, the Russian Studies Program, and the Program in Philosophy, Neuroscience, and Psychology. He is the director of the McDonnell International Scholars Academy. His topics of study are collective memory and identity, especially in Russia and other countries of the former Soviet Union, as well as in the United States.

James V. Wertsch, PhD, is a professor in the Department of Anthropology at Washington University, St Louis. He holds joint appointments in Education, the Russian Studies Program, and the Program in Philosophy, Neuroscience, and Psychology. He is the director of the McDonnell International Scholars Academy. His topics of study are collective memory and identity, especially in Russia and other countries of the former Soviet Union, as well as in the United States.

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