rationality in education: from Vygotsky to Brandom

Lev Vygotsky’s statement on the development of the higher psychological functions— from the interpsychological form to the intrapsychological form—is discussed in the article. I describe the changing of Vygotsky’s interest from nonverbal to verbal communication and his emphasis on verbal communication as an only kind of interpsychological function. I then analyze works that show the importance ...

Jean Piaget’s so-called biological perspective is often paired with the viewpoint of Lev Vygotsky when we speak of learning in humans. Both authors acknowledged the active role of children in the construction of knowledge. However, they differ in that, unlike Piaget, Vygotsky believed that the assimilation of new information does not have to wait for an appropriate level of development but must...

To answer both these questions people have turned to the work of Jean Piaget. And, more recently, they have also considered the writing of Soviet psychologist Lev Vygotsky. Discussion of the relationship between cognition and the child’s emerging use of language generally makes reference to both Piaget and Vygotsky. Piaget’s work was drawn upon in early research on first words (e.g. Bates, 1979...

Seeking a rapprochement between Vygotskians and Piagetians, the theories of Piaget and Vygotsky are compared, and educational extensions by their followers are examined. A paradox in Vygotsky’s theory is highlighted, where evidence is found both for claiming that Vygotsky was a behaviorist and that he was a constructivist. Similarities in the two theories are presented: social factors as having...

Vygotsky insisted the need of studying the human consciousness for total understanding the human mind throughout his life. For describing the real human mental activities, Vygotsky focused on the different two phases of the actual mental activities, i.e., verbal thinking and the emotional experience. He considered the emotional experience (perezhivanie) as emerge from the interconnection betwee...

in this article, with the aim of identify the common aspects of vygotsky and frieri in dialogue-based education; the theatrical basis, related concepts, and the type of education is studied in an analytical and interpretive way and their differences and similarities, especially in their educational model is presented and defined. as the result of recognition of basic aspects and explanation of ...