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Introduction to Vygotsky, Second Edition

• Edited by Harry Daniels

• Price: $97.00
• Binding: Hardback (also available in Paperback)
• Pages: 336
• Published by: Routledge
• Publication Date: 14th April 2005
• ISBN: 978-0-415-32812-8

About the Book

Lev Vygotsky provided the twentieth century with an enticing mix of intellectual traditions within an attempt to provide an account of the social formation of the mind. His legacy is an exciting, but at times chaotic fusion of ideas. An Introduction to Vygotsky, Second Edition provides students with an accessible overview of his work, combining reprints of key journal and text articles with editorial commentary and helpful suggestions for further reading.

Harry Daniels considers the evolution of Vygotsky's work against a backdrop of political turmoil in the developing USSR. Major elements discussed include the use of the "culture" concept in social development theory and the implications of Vygotsky's theories for teaching, learning and assessment.

This second edition is revised and up-dated to provide a refreshing introduction to Vygotsky's work and the multi-disciplinary contribution he has made to twentieth century intellectual life. Academics and students at all levels will find this an essential key source of information.

Table of Contents

N.J. Minick, The Development of Vygotsky's Thought: An Introduction, Thinking and Speech. J.V. Wertsch, P.E. Tul'viste, L.S Vygotsky and Contemporary Developmental Psychology. J. Valsiner, R. Van der Veer, On the Social Nature of Human Cognition: an Analysis of the Shared Intellectual Roots of George Herbert Mead and Lev Vygotsky Journal for the Theory of Social Behaviour. A. Kozulin, The Concept of Activity in Soviet psychology: Vygotsky, His Disciples and His Critics. J. A. Cheyne, D. Tarulli, Dialogue, Difference and the "Third Voice" in the Zone of Proximal Development, Theory and Psychology. J. Lave, E. Wenger, Practice, Person and Social World. Y. Engeström, Non-scolae Sed Vitae Discimus: Toward Overcoming the Encapsulation of School Learning, Learning and Instruction. D. Bakhurst, Social Memory in Soviet Thought. M. Cole, Putting Culture in the Middle. M. Hedegaard, The Zone of Proximal Development as Basis for Instruction. C.D. Lee, Signifying in the Zone of Proximal Development. A. Sullivan Palinscar, Social Constructivist Perspectives on Teaching and Learning Annual Review of Psychology.