Russian Psychological Issues PsyJournals.ru
OPEN ACCESS JOURNALS
JournalsTopicsAuthorsEditor's Choice About PsyJournals.ruContact Us

  Previous issue (2019. Vol. 24, no. 2)

Included in Web of Science СС (ESCI)

CrossRef

Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

Free of fees
Open Access Journal

 

Reflection on the Relationship between Cultural-historical Theory and Dialectics

Dafermos M., Doctor in Philosophy, Assistant professor of Epistemology of Psychology, Department of Psychology, School of Social Sciences, University of Crete, Crete, Greece, mdafermo@uoc.gr
Abstract
Challenging dominant positivistic psychology, Vygotsky elaborated cultural-historical theory in order to overcome the crisis in psychology. Spinoza’s monism, Hegelian dialectics and Marx’s materialistic dialectics inspired Vygotsky to develop a dialectical understanding of the development of higher mental functions. Dialectics as a way of thinking focuses on the study of each concrete object in its mutual connections with other objects, in its internal contradictions and in its process of change. Vygotsky criticized the understanding of dialectics as a sum of universal principles which can be applied in a direct way in the field of psychology and highlighted the complex relationships between philosophy and concrete scientific disciplines. Rethinking cultural-historical psychology in the light of dialectics offers a creative insight into crucial theoretical questions of psychology such as the interconnection between theory and practice, objectivist-subjectivist distinction, etc. Dialectical underpinnings of cultural-historical theory have been forgotten in mainstream, North-Atlantic interpretations and applications of Vygotsky’s theory.

Keywords: dialectics, cultural-historical theory, Vygotsky, development, drama, crisis

Column: Developing education system and the problem of training modern school staff: activity approach

DOI: http://dx.doi.org/10.17759/pse.2015200303

For Reference

References
  1. Bakhurst D. Vygotsky’s demons. In H. Daniels, M. Cole, J. Wertsch (Eds.) The Cambridge companion to Vygotsky. New York, NY: Cambridge University Press, 2007, pp. 50–76.
  2. Bidell T. Vygotsky, Piaget and the dialectic of development. Human Development, 1988. Vol. 31, pp. 329–348.
  3. Dafermos M. Vygotsky’s analysis of the crisis in psychology: Diagnosis, treatment, and relevance. Theory & Psychology, 2014. Vol. 24 (2), pp. 147–165.
  4. Dafermos M. Critical reflection on the reception of Vygotsky’s theory in the international academic communities. In Selau B. (eds.) Cultural-Historical Theory: Educational Research in Different Contexts.
  5. Porto Alegre: EDIPUCRS, 2015, pp.19–38.
  6. Derry J. Vygotsky Philosophy and Education. Oxford: Willey Blackwell, 2013.
  7. Davydov V., Radzikhovskii L. L. Vygotsky’s theory and the activity oriented approach in psychology. In J.Wertsch (ed.) Culture, communication and cogni­tion: Vygotskian perspectives.Cambridge: University Press, 1985, pp. 35–65.
  8. Elhammoumi M. To Create Psychology’s Own Capital. Journal for the Theory of Social Behaviour, 2002. Vol. 32 (1), pp. 89–104.
  9. Elhammoumi M. Marxist psychology and dialec­tical method. In I.Parker (ed.) Handbook of Critical Psychology. London and New York: Routledge. 2015, pp. 271–279.
  10. Hegel G.W.F. Phenomenology of Spirit. Miller A.V. (ed.). Oxford: Oxford University Press, 2004.
  11. Kornilov K.N. Psychology in the light of Dialectical Materialism. In C. Murchison (ed.) Psychologies of 1930. Worcester: Clark University Press, 1930.
  12. Lyotard J.-F. The Postmodern Condition: A Re­port on Knowledge. Minneapolis: University of Min­nesota Press, 1984.
  13. Marx K. Critique of the Gotha Programme [Elektronnyi resurs] URL: http://www.marxists. org/archive/marx/works/1875/gotha/index.htm (Accessed 11.08.2015).
  14. Pavlidis P. Critical thinking as dialectics: a Hegelian Marxist Approach. Journal for Critical Education Policy Studies, 2010. Vol. 8(2), pp. 75–101.
  15. Robbins D. Prologue. In Richer R. (eds.), The col­lected works of Vygotsky. New York: Plenum Press, 1999. Vol. 6, pp. v–xxii.
  16. Sokolova E. E. The Dialectical Logic of S.L. Ru­binshtein and A.N. Leontiev and the Logical Foundations of Contemporary Psychology’s Network Paradigm. Journal of Russian & East European Psychology, 2013. Vol. 51(4), pp. 67–93.
  17. Stetsenko A. Alexander Luria and the cultural-historical activity theory: Pieces for the history of an outstanding collaborative project in psychol­ogy. Review of E. D. Homskaya (2001), Alexander Romanovich Luria: A scientific biography. Mind, Culture, and Acitivity, 2003. Vol. 10(1), pp. 93–97.
  18. Stetsenko A. From relational ontology to trans-formative activist stance on development and learn­ing: expanding Vygotsky’s (CHAT) project. Cult Stud of Sci Educ, 2008. Vol. 3, pp. 471–491.
  19. Van der Veer R., Valsiner J. Understanding Vygotsky: A Quest for Synthesis. Oxford, U.K.: Blackwell, 1991.
  20. Veresov N. Undiscovered Vygotsky. Frankfurt am Main and New York: Peter Lang, 1999.
  21. Veresov N. Forgotten Methodology. Vygotsky’s case. Methodological Thinking in Psychology: 60 Years Gone Astray? Charlotte, NC.: Information Age Publishing, 2009, pp. 267–295.
  22. Veresov N. Introducing cultural-historical theory: main concepts and principles of genetic research methodology.Cultural-historical psychology, 2010, no. 4, pp. 83–90.
  23. Veresov N. Method, methodology and meth­odological thinking. In Fleer M. (eds.) Visual Methodologies and Digital Tools for Researching with Young Children. Springer, 2014, pp. 215–228.
  24. Vygotsky L. Umstvennoe razvitie detei v pro­tsesse obucheniya [Mental Development of Children in the Process of Teaching]. Moscow, Leningrad: Uchebno-pedagogicheskoe Publ., 1935.
  25. Vygotsky L. Mind in Society: The Development of Higher Psychological Processes. Cole M. (eds.). Cambridge, MA: Harvard University Press, 1978.
  26. Vygotsky L.S. Concrete human psychology. An unpublished manuscript by Vygotsky. Soviet Psychology, 1989. Vol. 27 (2), pp. 53–77.
  27. Vygotsky L. Introduction: The Fundamental Problems of Defectology. In Rieber R. W. (eds.) The collected works of L. S. Vygotsky: The fundamental of defectology. New York, NY: Plenum Press, 1993. Vol. 2, pp. 29–51.
  28. Vygotsky L.S. The Historical Meaning of the cri­sis of psychology. In Rieber R. (eds.) The Collected works of L.S.Vygotsky. New York, London: Plenum Press, 1997. Vol. 3, pp. 233–344.
  29. Vygotsky L. The problem of age. In R. Rieber (Ed.), The Collected works of L.S.Vygotsky. New York, London: Plenum Press, 1998. Vol. 5, pp. 187–205.
  30. Vygotsky L. Imagination and Creativity in Child­hood. Journal of Russian and East European Psy­chology, 2004. Vol. 42 (1), pp. 7–97.
  31. Vygodskaya G. L., Lifanova, T. M. Lev Seme­novich Vygotsky. Part 2. Journal of Russian and Eastern European Psychology, 1999. Vol. 37(3), pp. 3–90.
  32. Zinchenko V.P. Foreword. Journal of Russian and East European Psychology, 1999. Vol. 37 (2), pp. 3–12.
  33. Yaroshevsky M.G., Gurgenidze G.S. Epilogue. In Rieber R. (eds.) The Collected works of L.Vygotsky. New York, London: Plenum Press, 1997. Vol. 3, pp. 345–370

 

comments powered by Disqus
 
About PsyJournals.ruLaureate of the XIV National psychological contest «Golden Psyche» at the results of 2012

© 1997–2019 Portal of Russian Psychological Publications. All rights reserved

PsyJournals.ru in Russian

Publisher: Moscow State University of Psychology and Education

Catalogue of academic journals in psychology & education MSUPE

RSS Psyjournals at facebook Psyjournals at Twitter Psyjournals at Youtube Яндекс.Метрика