Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Cognition --- Semiotics --- Psycholinguistics --- Vygotskiĭ, L S - (Lev Semenovich), - 1896-1934

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

The contemporary debate in psychology and politics over the possibilities for human development has fuelled a renewed interest in the early Soviet psychologist Lev Vygotsky. In "Lev Vygotsky: Revolutionary Scientist" , Fred Newman and Lois Holzman argue that Vygotsky was a revolutionary who used - and advanced - Marx's method to make extrordinary discoveries about the nature of learning, development, thinking, speaking and playing.; In this introduction to Vygoysky and Vygotskyian research, the authors draw upon their own fifteen years' work in creating Vygotsky-inspired therapeutic, educational and cultural environments. That work has produced the discovery that revolutionary activity, typical of early childhood, is the fundamental human characteristic. When revolutionary activity is arrested, not only do development and progress stop, eventually even adaptation to society becomes impossible.; "Lev Vygotsky: Revolutionary Scientist" is intended for undergraduate as well as advanced students in psychology, linguistics, education and philosophy.

Psychologists --- History --- Vygotskiĭ, L S --- Psychologists - Soviet Union - History --- Vygotskiĭ, L S - (Lev Semenovich), - 1896-1934 --- History. --- Vygotskii, L. S.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

In this book Peter Smagorinsky reconsiders his many publications employing Vygotsky’s theory of culturally-mediated human development and applies them, through a unified and coherent series of chapters, to literacy research. This exploration takes previously-published work and incorporates it into a new and sustained argument regarding the application of Vygotsky’s ideas to current questions regarding the nature of literacy and how to investigate it as a cultural phenomenon that contributes to human growth in social context. To conduct this inquiry, Smagorinsky first provides an overview that contextualizes Vygotsky both in his own time and in efforts to extrapolate from his Soviet origins to the 21st Century world. This consideration includes attention to the current context for literacy studies. He then reviews current conceptions of literacy in the realms of reading, writing, and additional tool use, grounding each in a Vygotskian perspective. The book’s final chapters take a critical look at both research method and the writing of research reports, taking into account both research and research reports as social constructions based in disciplinary practices. On the whole, this volume makes an important contribution to Vygotskian studies and literacy research through the author’s careful alignment between theory and practice.

Literacy -- Research. --- Literacy -- Social aspects. --- Social psychology. --- Vygotskii, L. S. (Lev Semenovich), 1896-1934. --- Education --- Social Sciences --- Education, Special Topics --- Education. --- Literacy. --- Illiteracy --- General education --- Literacy --- Research.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Our understanding of CS Peirce, and his semiotics, is largely influenced by a twentieth century perspective that prioritizes the sign as a cultural artifact, or as one that that 'distorts', in some way, our understanding of the empirical world. Such a perspective will always undermine appreciation of Peirce as a philosopher who viewed signs as the very mechanisms that enable us to understand reality through concept formation.The key to this repositioning of Peirce is to place his work in the broad frame of Hegelian philosophy. This book evaluates, in detail, the parallels that exist between Peircean and Hegelian thought, highlighting their convergences and also the points at which Peirce departs from Hegel's position. It also considers the work of Vygotsky on concept formation showing that both are, in fact, working within the same Hegelian template.This book, therefore, contributes to our broader understanding of Peircean semiotics. But by drawing in Vygotsky, under the same theoretical auspices, it demonstrates that Peirce has much to offer contemporary educational learning theory.

Signs and symbols --- Semiotics --- Peirce, Charles S. - (Charles Sanders), - 1839-1914 --- Vygotskiĭ, L. S. - (Lev Semenovich), - 1896-1934 --- Hegel, Georg Wilhelm Friedrich, - 1770-1831

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Social psychology --- Vygotsky, Lev Semënovic --- Psychology --- Vygotskiĭ, L S --- Vygotskii, L. S. --- Psychology. --- Social psychology. --- Vygotskiĭ, L. S. --- Vygotskiĭ, L. S., --- Behavioral sciences --- Mental philosophy --- Mind --- Science, Mental --- Human biology --- Philosophy --- Soul --- Mental health --- Mass psychology --- Psychology, Social --- Human ecology --- Social groups --- Sociology --- Vygotskiĭ, L. S. --- Wygotski, Lew Semjonowitsch, --- Vygotsky, L. S. --- Vygotskiĭ, Lev Semenovich, --- Vygotsky, Lev Semenovich, --- Vygotskij, Lev Semenovic, --- Wigotsky, L., --- Vigotski, Lev S., --- Vigotski, L. S. --- Wei-ko-tzʻu-chi, Lieh Hsieh, --- Wygotski, L. S. --- Vygotski, Lev Sémionovitch, --- Выготский, Л. С. --- ויגוצקי, לב, --- Vigotszkij, L. Sz., --- Vygotskiĭ, L S - (Lev Semenovich), - 1896-1934