Category Archives: Vygotsky

The relations of Learning and Student Social Class – toward re-socializing Sociocultural Learning Theory

Read Although social groups have long been the subject of Vygotskian-inspired research, as in Luria’s early study of urban, rural and homeless children, there has been little work on low-income learners as a social group within the activity context of … Continue reading

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Perspectives on Activity Theory

Perspectives on activity theory Activity theory is an interdisciplinary approach to human sciences that originates in the cultural-historical psychology school of thought, initiated by Vygotsky, Leont’ev and Luria.  Activity theory takes the object-oriented, artifact-mediated collective activity system as its unit … Continue reading

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Situated Learning Methodologies for Activism in Development Education and Education for Sustainable Development

Read This paper outline how situated cognition can enhance the experience of DE and ESD by creating deeper learning, engaging participants in more real-world action tasks, making certain complex concepts more accessible through cognitive apprenticeship techniques and by expanding DE … Continue reading

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Chasing Vygotsky’s Dogs – Retrieving Lev Vygotsky’s Philosophy for a Workers’ Paradise

In an article published in 1930, Lev Vygotsky refers explicitly to the seventeenth century Dutch philosopher Benedictus de Spinoza. From a close reading of Vygotsky’s remarkable piece, ‘The socialist transformation of man,’ the extraordinary parallels in the lives and philosophies … Continue reading

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Vygotskian collaborative project of social transformation – History, politics, and practice in knowledge construction

Read Vygotsky’s theory has recently evolved as an innovative approach to many fundamental issues in psychology and education. Ironically, however, his legacy is mostly portrayed from the standpoint of outdated – cognitivist and individualist – views on science and history, … Continue reading

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Creativity in the Making – Vygotsky’s Contemporary Contribution to the Dialectic of Creativity and Development

Read “One of the most important questions of child psychology and pedagogy is the question about creativity in children, its development and its significance for the general development of the child.” – Vygotsky In today’s information, technological and innovation driven … Continue reading

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Understanding Imaginative Thinking During Childhood – Sociocultural Conceptions of Creativity and Imaginative Thought

Read What if we viewed imaginative thought and creativity as fundamental to cognition? What if discussions of school reform focused on infusing imaginative thinking into the curriculum instead of ‘‘covering the content’’ and ‘‘teaching to the test’’? In this paper, … Continue reading

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Imagination and Creativity in Childhood

Read Lev Vygotsky – in conclusion, we should emphasize the particular importance of cultivating creativity in school-age children. The entire future of humanity will be attained through the creative imagination; orientation to the future, behavior based on the future and … Continue reading

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