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Vygotsky under debate: two points of view on school learningстатья
Дата последнего поиска статьи во внешних источниках: 27 февраля 2017 г.
- Авторы: Yvon Frédéric, Chaiguerova Ludmila, Newnham Denise Shelley
- Журнал: Psychology in Russia: State of the Art
- Том: 6
- Номер: 2
- Год издания: 2013
- Первая страница: 32
- Последняя страница: 43
- DOI: 10.11621/pir.2013.0203
- Аннотация: Vygotsky’s name has never been so evoked as it is at the present time, yet the educational scientific community faces an awkward situation. On the one hand, his works have been used as the basis for certain socioconstructivist school reforms that he would surely have completely disapproved of (Vygotsky, 1934/1987, p. 211). On the other hand, the recent collection of his writings (Yvon & Zinchenko, 2012) and other works (Brossard, 1999, 2004; Schneuwly, 2008b) lead us to another interpretation, in which the internal evolution of didactic content is at the forefront of Vygotsky’s precepts. Therefore, although it is unpleasant, we are confronted by different points of view on Vygotsky’s work that need to be investigated and exposed. This article sets out to achieve that objective.
- Добавил в систему: Шайгерова Людмила Анатольевна