The Cambridge Companion to VygotskyHarry Daniels, Michael Cole, James V. Wertsch Cambridge University Press, 2007. ápr. 30. - 474 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 theoretical 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. This dialectical conception of development insists on the importance of genetic or developmental analysis at several levels. The Cambridge Companion to Vygotsky is a comprehensive text that provides students, academics, and practitioners with a critical perspective on Vygotsky and his work. |
Tartalomjegyzék
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21 | |
36 | |
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 |
Más kiadások - Összes megtekintése
The Cambridge Companion to Vygotsky Harry Daniels,Michael Cole,James V. Wertsch Nincs elérhető előnézet - 2007 |
Gyakori szavak és kifejezések
action activity adult analysis approach argued artifacts become Bekhterev Change Laboratory Chelpanov child child’s cognitive communication complex concept formation consciousness context cultural cultural–historical developmental dynamic emphasized environment Eriksonian everyday concepts example experience external Forbidden Colors higher mental functions human ical ideas identity individual influence inner form inner speech interaction intermental internal knowledge Kornilov Kozulin language learners learning logical Marxist material Mead Meadian mind Moscow University natural notion objects one’s organism participation Penuel perception person perspective play practice preschool private speech problem psychological functions psychological tools psychology reflexes reflexology relation relationship role Russian scientific concepts semiotic sense Shpet situation social sociocultural sociocultural evolution specific stage stimuli structure symbolic task teaching theoretical theory Thinking and Speech thought tion tradition transformed tural understanding Valsiner Veer verbal Vygot Vygotskian Vygotsky Vygotsky’s Wertsch word writings Zaporozhets