This thoroughly updated third edition provides students with an accessible overview of Vygotsky’s work, combining reprints of key journal and text articles with rich editorial commentary. 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 challenging fusion of ideas.
Retaining a multi-disciplinary theme, Introduction to Vygotsky, 3rd edition begins with a review of current interpretations of Vygotksy’s original work. Harry Daniels goes on to consider the development of Vygotsky’s work against a backdrop of political turmoil in the developing USSR. Major elements explored within the volume include the use of the 'culture' concept in social development theory, the development of means of describing social life, the concept of mediation, and implications for teaching, learning and assessment
This book will be essential reading for Vygotskian students in developmental psychology, education and social sciences, as well as to students on specialised courses on cultural, cross-cultural and socio-cultural psychology, philosophical psychology, philosophy of science, history of psychology and Soviet/Russian history.
Table of Contents
Introduction: to the third edition 1. Minick, N.J. (1987) The development of Vygotsky's thought: An introduction to Thinking and Speech. New York: Plenum. (edited and translated by N. Minick). pp17-35 2. Wertsch, J. V. (2007) ‘Mediation’, in H. Daniels, M. Cole and J. V. Wertsch (eds) The Cambridge Companion to Vygotsky. New York: Cambridge University Press, pp. 178–92 3. Cole, M. (1996) Putting Culture in the Middle Chapter 5 in Cole, M. (1996) Cultural Psychology: A once and future discipline, Cambridge Mass: Harvard University Press pp. 116 - 145 4. Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1-24 5. Sawyer, RK (2002). Unresolved tensions in sociocultural theory: Analogies with contemporary sociological debates. Culture & Psychology, 8(3), 283-305 6.Mäkitalo, A., & Säljö, R. (2002). Talk in institutional context and institutional context in talk: Categories as situated practices. Text, 22(1), 57-82 7. Edwards, A. (2001). Researching pedagogy: a sociocultural agenda. Pedagogy, Culture and Society, 9(2), 161-186 8. Hedegaard, M. (2014). The significance of demands and motives across practices in children's learning and development: An analysis of learning in home and school. Learning, Culture and Social Interaction, 3(3), 188-194 9. Hutchins, E. (2010). Cognitive ecology. Topics in Cognitive Science, 2(4), 705-715 10. Derry, J. (2004). The unity of intellect and will: Vygotsky and Spinoza. Educational Review, 56(2), 113-120 11. Smagorinsky, P. (2011). Vygotsky's stage theory: The psychology of art and the actor under the direction of perezhivanie. Mind, Culture, and Activity, 18(4), 319-341 12. Stetsenko, A. (2009). Teaching–learning and development as activist projects of historical becoming: expanding Vygotsky's approach to pedagogy. Pedagogies: An International Journal, 5(1), 6-16.
Harry Daniels is Professor of Education at the University of Oxford, UK.