Vygotsky's Concept Research Articles

Развитие понятия «знак» в культурно-исторической психологии Л.С. Выготского: истоки и перспективные направления исследований. Часть 1.

<p>The year 2024 marks the 100th anniversary of cultural and historical psychology. Taking in consideration the growing demand for the ideas and positions of cultural-historical psychology in the world professional community started in 1978 and continues to this day, we have to highlight a number of emerging problems. Without the analysis of these problems it is impossible to further develop the theory itself. Firstly, it is the variety of interpretations and readings of the theoretical foundations of cultural-historical psychology that have emerged over the past decades. Secondly, it is the transformation of the conceptual apparatus of cultural-historical psychology into a "screen" for eclectic and purely empirical constructions of modern research aimed at studying the problems of the development and structure of consciousness and higher psychological functions. At the same time, it is possible to truly understand Vygotsky's concept only on the basis of an analysis of the genesis, content and interrelation of those concepts that make up the methodology of cultural-historical psychology. This article examines the concept of "sign", which is one of the key concepts in the cultural-historical concept of L.S. Vygotsky. The aim is to reconstruct the path that the author of cultural-historical psychology himself took in determining the place and role of this concept in the holistic theoretical and methodological structure of the concept he developed.</p>

Math Modules— A Theoretical Review and Cognitive Training Programme

The abstract outlines the content of a review on Math Modules, a program designed to facilitate the learning of foundational math skills through cognitive training techniques that are based on theory with a special focus on planning and executive functions, encompassing cognitive flexibility, attentional control, and working memory. The guiding educational principle is drawn from Vygotsky's concept of zones of proximal development, highlighting the belief that children can accomplish tasks with assistance that they may struggle with independently. In a way, the structure of cognitive training Modules can be viewed as an attempt at construct validity. A review of historical roots of Math modules is presented at some length. The program begins with the division of training the two key components of math proficiency: computing and solving word problems. Both rely on five essential skills.

Perezhivanie-agency dialectic: Examining Vietnamese EFL educators’ experiences and negotiation of dramatic classroom events

Tensions and conflicts are common in teachers' everyday professional lives, yet research on how these experiences influence pedagogical decisions and teacher agency remains limited. This study employs a broad sociocultural perspective, integrating cultural-historical activity theory (CHAT) and Vygotsky's concept of perezhivanie, to examine how two Vietnamese English-as-a-Foreign-Language (EFL) educators responded agentively to emotionally charged events. Data were collected through semi-structured interviews and reflective journals, and analyzed using qualitative content analysis. The findings of the study illustrate that mismatches between educators' expectations and students' behaviors not only underpin educators' negative emotions and cognitive responses but also catalyze a cycle of reflection, which subsequently leads to modifications in teaching practices and strengthens educators' agency. This study underscores the complex interplay between teachers' experiences of dramatic events and their agency, highlighting the importance of equipping educators with the necessary knowledge and skills to constructively manage difficult emotions and enhance their problem-solving capabilities. This study exemplifies a critical integration through the development of Integrative Cultural-Historical Activity Theory (iCHAT), which synergistically combines elements of CHAT and Vygotsky's perezhivanie, providing a robust framework to investigate a range of complex phenomena beyond teacher agency in diverse educational and cultural contexts.

Learning Theories According to Constructivism Theory

The education system carried out, especially in Indonesia, will often change according to the development and changes of the times, where all of that cannot be separated from the influence of technological developments and media that continue to reach developments every time, in learning to prepare for such things, a theory is needed, one of the theories that is also applied in the latest curriculum, namely the 2013 curriculum is the theory of constructivism. The purpose of this writing is to see how the theory of learning according to the theory of constructivism developed by Pieget and Vygotsky. The writing in this study uses the library method or Library Research. Where this paper finds the results that learning in constructivism theory, namely learning activities are active activities, where students build their own knowledge. Students seek their own meaning from what they learn, this is a process of adjusting new concepts and ideas to the existing framework in their minds. Piaget and Vygotsky cannot be separated from constructivism learning theory. However, there is a principle difference between Piaget's concept and Vygotsky's concept. If Piaget developed more schemata theory, Vygotsky developed more zone of development (ZD) theory and scaffolding.

A Metacognitive Analysis of Conceptual Thinking in Spiritual Formation Utilizing Vygotsky's Concept Theory

Many works have enriched the historical body of Christ by advancing the need for Christians to become better theologians so that they may, in turn, disciple others unto maturity. While Bible studies are crucial for Christian growth, Christians must employ systematic doctrines of the Scripture to learn to think theologically. This article introduces the Theological Concept Formation model, which can help mature Christians better understand how to connect different concepts in the Scriptures to disciple others and educate them toward maturity in Christ. The proposed model is based on the Vygotskian concept formation model, which provides a suitable framework for Christian scholars and educators to teach theological cognition using theological concepts. Firstly, this article proposes that Scripture is the purposive language of the imago Dei. Secondly, Scripture purports an analogous association with human development and Christian maturity.

Provoking novice teacher development: Cognition-and-emotion in learning-to-teach

Recently, increased attention has been drawn to the crucial role of emotions in developing language teacher cognition. Arguing against the secondary role of emotions in cognitive development, a Vygotskian Sociocultural Theoretical perspective views cognition-and-emotion as basic components of human consciousness, the dialectical relationship between them being captured in the concept of perezhivanie. Building on recent expansions of Vygotsky's concept of perezhivanie (Lantolf & Swain, 2019b) and distinguishing between affect, feeling, and emotion, this article explores the complex interplay between cognition-and-emotion and its link to provoking the psychological development of two novice teachers as they progress through their teaching practicum during their MA TESOL Program in North America. Utilizing multiple data sources, including each novice teacher's dialogic reflective teaching journal, professional development plan, and final reflective essay, we qualitatively analyze instances of cognitive/emotional dissonance that emerged and the working over of these instances with the responsive mediation of the practicum supervisor. Our findings reveal how the practices of second language teacher education have the potential to create mediational spaces for novice teachers to work through and make sense of their emotional experiences as well as to foreground affect, feeling, and emotion as a shared social endeavor.

Medical competence as a multilayered construct.

The conceptualisation of medical competence is central to its use in competency-based medical education. Calls for 'fixed standards' with 'flexible pathways', recommended in recent reports, require competence to be well defined. Making competence explicit and measurable has, however, been difficult, in part due to a tension between the need for standardisation and the acknowledgment that medical professionals must also be valued as unique individuals. To address these conflicting demands, a multilayered conceptualisation of competence is proposed, with implications for the definition of standards and approaches to assessment. Three layers are elaborated. This first is a core layer of canonical knowledge and skill, 'that, which every professional should possess', independent of the context of practice. The second layer is context-dependent knowledge, skill, and attitude, visible through practice in health care. The third layer of personalised competence includes personal skills, interests, habits and convictions, integrated with one's personality. This layer, discussed with reference to Vygotsky's concept of Perezhivanie, cognitive load theory, self-determination theory and Maslow's 'self-actualisation', may be regarded as the art of medicine. We propose that fully matured professional competence requires all three layers, but that the assessment of each layer is different. The assessment of canonical knowledge and skills (Layer 1) can be approached with classical psychometric conditions, that is, similar tests, circumstances and criteria for all. Context-dependent medical competence (Layer 2) must be assessed differently, because conditions of assessment across candidates cannot be standardised. Here, multiple sources of information must be merged and intersubjective expert agreement should ground decisions about progression and level of clinical autonomy of trainees. Competence as the art of medicine (Layer 3) cannot be standardised and should not be assessed with the purpose of permission to practice. The pursuit of personal excellence in this level, however, can be recognised and rewarded.

Many Faces of Mediation

Many Faces of Mediation

An Eastern Philosophical Dimension of an English Language Teacher's Professionalism: A Narrative Analysis

This paper primarily investigates dimensions of English language teacher professionalism for a teacher to reflect and make a strategic professional commitment to implementing effective educational programs for the present and future. It incorporates eastern Hindu practices, particularly life values from the Bhagavad Gita, as a foundation for professional teacher enrichment. Essentially, it applies three categorical practices in teachers' professionality, namely Karma Yoga, Jnana Yoga, and Bhakti Yoga, to illustrate, ignite further ahead, and sharpen academic journey, professional journey, and professional devotion by reflecting on common practices. During such a journey, teachers attain a professional essence as they surpass Karma Yoga, Jnana Yoga, and Bhakti Yoga in terms of basic quality formation. The three narrative stories for each category mentioned above are analyzed to demonstrate professionalism and its journey. The data gathered from a research participant who has achieved a high level of professional success and inspires all English language teachers in Nepal is used to create stories for narrative analysis. The narrative analysis is based on eastern themes supported by Vygotsky's developmental psychology concept. Furthermore, the structural analysis is based on the narrative analysis of Gary Barkhuizen.

Impact of Teachers’ Feedback in Improving Students’ Writing Skills: A Study of Tertiary Level Students in Dhaka

This study sought to investigate the impact of teachers’ feedback in improving students' writing skills. Feedback is perhaps the most widely used method for responding to students’ writing. While various studies have investigated the effectiveness of providing error correction, there has been relatively little research in Bangladesh incorporating the impact of teachers' feedback in improving students’ writing skills. Supporting Vygotsky's concept of ‘Zone of Proximal Development’ a mixed-method approach was used to collect data. The data was analyzed in both numerical and descriptive manner. 90 undergraduate students were chosen for this research using convenience sampling. The major findings indicate that students find multiple benefits of feedback and have a positive attitude towards receiving feedback but the feedback they receive is not clear, specific, well explained, and immediate. This study finds that teacher-student conferencing is the feedback that students prefer the most. Finally, some suggestions are given to improve feedback quality for enhancing the writing skills of tertiary-level students in Bangladesh. This study will help teachers have a better understanding of giving feedback to improve the writing skills of EFL students. It will also facilitate educational administrators and policymakers.

Solution-Focused Zone of Proximal Development: A Vygotskyan Contribution to Solution-Focused Therapy 🇨🇳 🇹🇼 🇫🇷

This theoretical paper explores the possibility of combining principles of solution-focused therapy with theories of learning and development by the psychologist Lev Vygotsky, whose thinking led to the development of Cultural-Historical Activity Theory. The similarities and complementaries between these traditions merit attention. Further, SFT has been characterized as an eclectic and constantly evolving approach, the theoretical and philosophical foundations of which are somewhat scattered. Hence, the article attempts to redefine the philosophical and theoretical location of SFT through a “Vygotskyan and CHAT-informed” lens. Since the emphasis in SFT seems to be on the identification and detailed description of the client’s skills, the author offers a new view of SFT as a pragmatic version of social constructionism. Based on Vygotsky's concepts of 'cultural mediation and 'the zone of proximal development', the author proposes a new concept, namely solution-focused zone of proximal development. The concept highlights learning-in-SFT as an optimally designed non-individualistic and expansive process, leading to empowered independence and creativity. Chinese (Simplified) (https://drive.google.com/file/d/1dZ0eoolYHSPB26LBv6ZL4LxWVC1pMMHj/view?usp=drive_link) Chinese (Traditional (https://drive.google.com/file/d/1XOlDDw3XEHkZ9AccgSUMBKE0jii0x1Fd/view?usp=drive_link) French (https://drive.google.com/file/d/1sy7D06yMUDpymuhiGdEADtL0Z2YhH3lH/view?usp=drive_link)

Sequence of discussion on the “Psychology of Art” by L. S. Vygotsky (analysis and Interpretation of literary works)

  This article reviews the polemic of the author with a number of well-known psychologists who consider L. S. Vygotsky a humanities scholar, and that the book “Psychology of Art” introduces psychologists to the humanities. The author clarifies his position, trying to show that in his methodological projects L. S. Vygotsky adheres to the natural scientific approach; however, in some works he actually does think as a humanist. The author also casts doubt on Vygotsky's concept of art, demonstrating that the offered mechanisms of aesthetic response and interpretation of literary works are problematic or unsatisfactory. In this regard, analysis is conducted on the position of V. Sobkin, which differs significantly from the views of L. S. Vygotsky. The author offers the original interpretation of art, which implies the three aspect: sociocultural that analyzes artistic communication; related to the philosophy of subjectivity (life from the perspective of an artist, viewer, or reader); and analysis of artistic reality, which includes consideration of the literary language and events. The author elucidates the corresponding concepts and problems that appear in such art task. For better understanding of the proposed ideas, the author reviews the examples from the “Psychology of Art” by L. S. Vygotsky, and cites a case from the own works. The discrepancy with L. S. Vygotsky he views as an motive to continue his research and the need for their critical reflection.  

Guided reading – Working within a child's zone of proximal development

Research has shown that exposing children to rich literacy practices gives children a strong start that will influence lifelong success in learning, wellbeing and participation in civic life. Yet there is a lack of theoretical rigor in the vociferous debate about how best to teach reading. In this paper we address this issue as we explore how teachers can reconceptualize the practice of guided reading by drawing on the principles of development of Vygotsky's cultural-historical theory. We discuss how literacy and reading are described in Australian policy documents, and how the practice of guided reading is described in literature. We use Vygotsky's theoretical concepts, in particular the Zone of Proximal Development, to suggest how teachers can reimagine guided reading, and use this metacognitive framework when evaluating teacher practice. Data drawn from a questionnaire, completed by 30 Australian teachers, was analyzed using reflexive thematic analysis to advance this discussion. In so doing, we highlight the need for teachers to move beyond a conceptualization of guided reading as ‘a social situation’ in-and-of-itself, cautioning that not every social situation will necessarily lead to child development. Rather, we underscore the necessity that teachers understand guided reading to function as ‘a social situation of development’.

An analysis of a child's experiences in playing a gendered character during playworld

Abstract Although numerous studies have investigated gendered play in early childhood settings, they have mostly explored educators' gender beliefs and practices or gender positioning in children's stories and toys in Western contexts. Little is known about gendered play in Indonesia. This paper explores how children take up and experience different gendered roles within a playworld activity setting of a traditional Indonesian folktale. Vygotsky's (1966) cultural-historical play concept and Hedegaard's (2002) concept of motive were used to understand how one 4-year-old focus child experienced the tensions and drama of gendered roles. From a total of 98 h of video observation of nine teachers interacting with 18 boys and 20 girls (3.5–5 years; mean age 4.4 years) during group-play activities, 11 h of data were selected to observe the focus child's interactions. The findings show how playworld creates conditions and possibilities for the child to experience different gender roles, and also suggest that more attention should be focused on how children experience gender role tensions while entering a play-based environment. In its support of children's development through play, playworld can be seen as a pedagogical approach that highlights the teacher's active role. Consequently, playworld supports motive development while children experience gender tensions.

TRABALHADOR RURAL, SIM, “SINHÔ”: estudo de caso no âmbito de uma vara federal do maranhão

A presente pesquisa dissertou sobre o tema Justiça Cidadã, desdobrando-se no eixo Democratização da Justiça. Propôs-se o estudo de caso acerca de uma ação judicial ajuizada em uma Vara Federal do Maranhão. Essa análise caracterizou uma estratégia pedagógica suscitada para propiciar o ensino sobre o auxílio-doença previdenciário, na disciplina de Prática Previdenciária. Aplicou-se a teoria cognitiva de Vygotsky, que focaliza na linguagem para estimular o processo de ensino-aprendizagem. Coadunou-se um diálogo acadêmico (Universidade) e institucional (Justiça Federal) a fim de desvendar a importância da democratização da Justiça, no panorama da Justiça Cidadã. Apreciou-se o auxílio-doença previdenciário por ser, na contemporaneidade, o assunto mais demandado no âmbito dos Juizados Especiais Federais. Visou investigar o ensino por meio de um problema; articular a reflexão sobre uma experiência; e constatar o ensino com a pesquisa. É um estudo exploratório, com aspecto qualitativo; compreendeu os procedimentos bibliográfico e documental, além da utilização do estudo de caso. Percebeu-se que o estudo de caso é preceituado pelas diretrizes pedagógicas para Formação e Aperfeiçoamento de Magistrados da Escola Nacional de Formação e Aperfeiçoamento de Magistrados (ENFAM) e pelo Projeto Político Pedagógico da Escola da Magistratura Regional Federal da 2ª Região (EMARF). Notou-se que, nesse ensaio, o estudo de caso constituiu uma metodologia adequada para desenvolver as lições referentes ao auxílio-doença, na Prática Educativa da Prática Previdenciária. Teve-se, ao final, que o estudo de caso trabalhou a autonomia cognitiva na construção do saber com ênfase na independência no processo de ensino-aprendizagem, à luz da concepção teórica de Vygotsky.

A experimentação investigativa como prática de ensino de Química numa perspectiva Ausubeliana e Vygotskyniana

Esse trabalho discute a Teoria da Aprendizagem Significativa de Ausubel e o conceito de Zona de Desenvolvimento Proximal de Vygotsky, e suas contribuições para o ensino de Química, articulando com metodologias que incentivem a participação dos alunos nesse processo. Portanto, seu objetivo é apresentar uma abordagem acerca da experimentação investigava articulada a situações problemas como método de ensino de química relacionando-a à teoria da aprendizagem significativa (as) de david ausubel (1980; 2000) e ao conceito de zona de desenvolvimento proximal (zdp) de lev vygotsky (2007). A metodologia utilizada é caracterizada como uma pesquisa exploratória, de base bibliográfica, uma vez que está pautada em análises de livros, artigos científicos, monografias e dissertações. As análises apontam que essas metodologias, quando contextualizadas com a realidade do aluno, instigam a curiosidade e incentivam a busca pelo conhecimento, além disso, quando articuladas à AS e a ZDP, facilitam a relação da química com o cotidiano e a compreensão dos conceitos científicos, favorecendo a aprendizagem significativa e o desenvolvimento da autonomia dos alunos.

Sentidos atribuídos à Educação de Jovens e Adultos por licenciandos em Matemática

Objetiva-se, neste artigo, apresentar os sentidos produzidos por licenciandos em Matemática, relacionados à Educação de Jovens e Adultos (EJA), sob a ótica da Perspectiva Histórico-Cultural, particularmente, dos conceitos de sentido e significado abordados por Vygotsky. Os procedimentos metodológicos foram pautados na ideia dos Núcleos de Significação para apreensão de sentidos e significados constituídos pelo sujeito frente a sua realidade. Os dados foram constituídos por meio de questionários abertos. Foram identificados, por meio da análise, quatro núcleos de significação: status de inferiorização da EJA, reflexos dos documentos legais e de aproximações com a EJA, a EJA e o sistema socioeconômico e a EJA como direito. Elucida-se a necessidade de refletir a temática em questão nos cursos de formação de professores, pois as condições criadas neste contexto não têm sido suficientes para que o licenciado se aproprie dos significados sobre a EJA e o ensino nesta modalidade.

A.R. Luria’s cultural neuropsychology in the 21st century

Luria has long been one of the most influential authors in cognitive neurosciences, in particular in neuropsychology. New scientific advances and clinical observations have confirmed many of his proposals and hypotheses. In this paper one of his major ideas is analyzed: the influence of cultural factors on human cognition. The systemic-dynamic Lurian analysis of brain activity is based on Vygotsky's concept of higher mental functions, which are social in origin and complex and dynamic in their structure. Higher mental functions are based on a complex system of operations and means both external and internal. Living conditions and hence cultural characteristics have dramatically changed during the last half century with the development of new media and new virtual ways of communication. Review of contemporary developments supporting the appropriateness and usefulness of these concepts is presented. It is finally concluded that Luria is one of the major founders of contemporary neuropsychology not only from the clinical point of view, but also from the cultural perspective. His influence has continued undiminished during the 21st century.

An Indigenous Australian student's perezhivanie in reading and the evolvement of reader identities over three years

In this study, we deploy Vygotsky's concept of perezhivanie to trace the reader identities and engagement responses to reading of an Indigenous Australian student over three years. Current research has given insufficient attention to students' evolving reader identities and the significant personal moments that contribute to their identities. As a theoretical concept, perezhivanie provides a holistic unit of analysis that foregrounds the interconnection between emotional experiences, identities and reading (dis)engagement. The data were drawn from interviews with Lisa and her teachers, classroom observations of Lisa and her peers, and survey responses collected over three years. Based on this rich data set, we identified key events in Lisa's experiences as a reader (her perezhivaniya), and how she relived and reflected on these events over time. The findings highlight the uncertain and dramatic nature of Lisa's reading experiences and her evolving reader identities. In forging her reader identities, Lisa dealt with how others perceived her as a reader and whether they thought she was capable of reading. Her case shows how a key task in the life of a child, such as becoming a reader, occurs as a dramatic series of connected perezhivaniya across different times and in different contexts.

Exploring contextual factors shaping teacher collaborative learning in a paired-placement

This paper examines contextual factors shaping teacher learning in a paired-placement teaching practicum in Vietnam. The study draws on third generation activity theory and Vygotsky's concepts of mediation and genetic method to conceptualise ‘context’ and how context shapes learning. Multi-layered forces were found to shape the pre-service teachers' learning to teach in their paired-placement. These forces include the teachers' prior experience, the shift to unconventional teaching, the teacher education programmatic features, and other sociocultural aspects. Beyond reporting the contextual factors influencing teacher learning, the study offers a novel approach to conceptualising and contextualising teacher learning in such collaborative settings.