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Book
Vygotsky and research.
Author:
ISBN: 0415395925 9780415395922 0415395933 9780415395939 0203891791 9780203891797 9781134156511 9781134156559 9781134156566 Year: 2008 Publisher: London Routledge


Book
Vygotsky in perspective
Author:
ISBN: 9780511736582 9781107001862 9781107412477 9781139078252 1139078259 9781139082815 1139082817 9781139080545 1139080547 1107001862 1107412471 0511736584 113907024X 9781139070249 1107220335 1139063634 1283118874 9786613118875 1139075985 9781107220331 9781139063630 9781283118873 6613118877 9781139075985 Year: 2011 Publisher: Cambridge, UK New York Cambridge University Press

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Abstract

Lev Vygotsky has acquired the status of one of the grand masters in psychology. Following the English translation and publication of his Collected Works there has been a new wave of interest in Vygotsky, accompanied by a burgeoning of secondary literature. Ronald Miller argues that Vygotsky is increasingly being 'read' and understood through secondary sources and that scholars have claimed Vygotsky as the foundational figure for their own theories, eliminating his most distinctive contributions and distorting his theories. Miller peels away the accumulated layers of commentary to provide a clearer understanding of how Vygotsky built and developed his arguments. In an in-depth analysis of the last three chapters of Vygotsky's book Thinking and Speech, Miller provides a critical interpretation of the core theoretical concepts that constitute Vygotsky's cultural-historical theory, including the development of concepts, mediation, the zone of proximal development, conscious awareness, inner speech, word meaning and consciousness.


Book
Vygotski : lectures et perspectives de recherches en éducation ; suivi d'un inédit en français de L.S. Vygotski
Authors: --- ---
ISBN: 285939866X 2757418963 9782859398668 Year: 2004 Publisher: Villeneuve d'Ascq: Presses universitaires du Septentrion,

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Abstract

Le nom du psychologue russe - Lev Semenovitch Vygotski - est enfin connu en France des lecteurs avertis. Mais il n'est souvent que trop rapidement cité et le tranchant de ses thèses s'en trouve dès lors fréquemment émoussé. L'auteur ne cherche pas ici à « résumer » la pensée de Vygotski mais à la questionner. Après avoir présenté quelques-unes des thèses de la Théorie Historico-Culturelle, il examine avec soin les arguments qui permettent à Vygotski d'affirmer que les apprentissages devancent le développement. Suivant le fil de la pensée de Vygotski, il s'efforce de montrer combien il est éclairant de replacer la question des rapports entre apprentissage et développement dans un cadre historique. Les concepts de situation scolaire, de contexte, de de conceptualisation en situation scolaire permettent d'approfondir et d'opérationnaliser les thèses et hypothèses proposées par Vygotski. Enfin Olga Anokhina et l'auteur proposent au lecteur un inédit en français de L.S. Vygotski datant de 1929 particulièrement instructif pour comprendre la genèse de la Théorie Historico-Culturelle.

Charting the agenda
Author:
ISBN: 1134828845 128032807X 0203133013 9780203133019 9786610328079 6610328072 9780415055109 0415055105 9780415117579 0415117577 0415055105 0415117577 9781134828791 9781134828838 9781134828845 1134828837 Year: 1993 Publisher: London New York Routledge

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Abstract

Harry Daniels brings together contributions from a team of internationally recognised experts to explore Vygotsky's work and its influence and impact on educational practice.


Book
An introduction to Vygotsky
Author:
ISBN: 1280319119 0203434188 9780203434185 Year: 1996 Publisher: London ; New York : Routledge,


Book
Vygotsky and Leontiev : the construction of a Marxist psychology
Author:
ISBN: 1634829506 9781634829502 9781634829014 1634829018 Year: 2015 Publisher: New York : Nova Publishers,

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Abstract

This book unites theoretical research which focuses on the studies of the two Soviet authors that created Historical-Cultural Psychology: L. S. Vygotsky and A. N. Leontiev. Currently, several publications appear to distort facts and concepts of the authors and make statements that tarnish the works of Vygotsky and Leontiev. The book is organized into two sections. Section one begins with an analysis of contemporary studies that claim they are based on Vygotsky, seeking to prove that many studies end up distorting the author's ideas. The following two chapters conduct a historical study of the


Book
The transformative mind : expanding Vygotsky's approach to development and education
Author:
ISBN: 1316825256 1316825493 1108233317 1316825736 0511843046 1316826694 1316825973 0521865581 1108712703 Year: 2017 Publisher: New York : Cambridge University Press,

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Abstract

The book suggests a transition from a relational worldview premised on the socio-political ethos of adaptation towards a transformative worldview premised on the ethos of solidarity and equality. Expansively developing Vygotsky's revolutionary project, the Transformative Activist Stance integrates insights from a vast array of critical and sociocultural theories and pedagogies and moves beyond their impasses to address the crisis of inequality. This captures the dynamics of social transformation and agency in moving beyond theoretical and political canons of the status quo. The focus is on the nexus of people co-creating history and society while being interactively created by their own transformative agency. Revealing development and mind as agentive contributions to the 'world-in-the-making' from an activist stance guided by a sought-after future, this approach culminates in implications for research with transformative agendas and a pedagogy of daring. Along the way, many key theories of mind, development and education are challenged and radically reworked.

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