Critical Reflection on the Reception of Vygotsky’s Theory in the International Academic Communities
This paper is an attempt to analyze various types of the reception of Vygotsky’s theory in the international academic communities. The paper develops a critical analysis of three widespread theoretical frameworks of interpretation of Vygotsky’s theory: cognitivism, culturalism, cultural-historical a...
Published in: | Cultural-Historical Psychology |
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Format: | Article in Journal/Newspaper |
Language: | English Russian |
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Moscow State University of Psychology and Education
2016
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Online Access: | https://doi.org/10.17759/chp.2016120303 https://doaj.org/article/a107508c219b4f3b9ffe9733ca6d3f17 |
Summary: | This paper is an attempt to analyze various types of the reception of Vygotsky’s theory in the international academic communities. The paper develops a critical analysis of three widespread theoretical frameworks of interpretation of Vygotsky’s theory: cognitivism, culturalism, cultural-historical activity theory. It is argues that fragmented readings of particular ideas of Vygotsky, without enough understanding of the theoretical programme in which these ideas have been included dominates in North-Atlantic research. The paper proposes the reconstruction of the theoretical programme of cultural-historical psychology in the social and scientific context of its formation. |
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