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Cultural-Historical Psychology
2018. Vol. 14, no. 1, 126–130
https://doi.org/10.17759/chp.2018140114
ISSN: 1816-5435 / 2224-8935 (online)

L.S. Vygotsky’s “Cultural Psychology” through the Lens of Spinoza and Marx

 
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Abstract

The book under review critically reconstructs the methodology of L.S. Vygotsky’s cultural-historical theory that traces back to Spinoza and Marx. The second and third parts of the book focus on the experiences of applying the conceptual framework of this theory in the field of psychology of art and pedagogics. The book by S.N. Mareyev appears to be not so much a commentary to Vygotsky’s texts as a critical analysis of the concepts of cultural psychology and an attempt to reveal their heuristic potential. Mareyev tries to re-establish Vygotsky’s ideas the way it was done in the framework of Leontiev’s and Ilyenkov’s activity psychology. At the same time, Mareyev declares the importance of turning cultural-historical psychology around to face Spinoza; however, the book practically ignores the concept of affects that was developed in the Ethics and that Vygotsky considered to be the ‘guiding beginning’ of the new psychology. It is here that, in Vygotsky’s words, the genuine subject of psychological science, ‘the real uniqueness of mind’, emerges for the first time ever and ‘the central problem of all psychology, freedom’ is defined. Unfortunately, neither Mareyev, nor his teacher Ilyenkov, nor Vygotsky’s direct disciples could comprehend and further develop this Spinozian idea of his

General Information

Keywords: Vygotsky, Spinoza, Marx, cultural-historical psychology, activity principle, affect, freedom

Journal rubric: Scientific Life

OpenAlex citations: 0

OpenAlex trends: Psychology of Development and Education, Innovative Education and Learning Practices, Educational Methods and Teacher Development

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Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

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Innovative Education and Learning Practices

This cluster of papers explores workplace learning, informal and formal learning, communities of practice, expansive learning, and the application of activity theory in understanding learning in professional work settings. It delves into the role of Vygotsky's theories, boundary crossing, and tacit knowledge in shaping learning experiences within organizations.

Number of works: 29928  |  Total number of citations: 381405

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Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

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Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/chp.2018140114

Published

For citation: Maidansky, A.D. (2018). L.S. Vygotsky’s “Cultural Psychology” through the Lens of Spinoza and Marx. Cultural-Historical Psychology, 14(1), 126–130. (In Russ.). https://doi.org/10.17759/chp.2018140114

© Maidansky A.D., 2018

License: CC BY-NC 4.0

References

  1. Vygotskii L.S. Sobranie sochinenii: v 6 t. T. 4. Detskaya psikhologiya [Collected Works: in 6 vol. Vol. 4. Child psychology]. Moscow: Pedagogika, 1983. 432 p.
  2. Vygotskii L.S. Sobranie sochinenii: v 6 t. T. 1. Istoricheskii smysl psikhologicheskogo krizisa [Collected Works: in 6 vol. Vol. 1. The historical meaning of the crisis in psychology]. Moscow: Pedagogika, 1983, pp. 291—436.
  3. Vygotskii L.S. Sobranie sochinenii: v 6 t. T. 2. Myshlenie i rech’ [Collected Works: in 6 vol. Vol. 2. Thinking and speech]. Moscow: Pedagogika, 1982, pp. 5—261.
  4. Vygotskii L.S. Polnoe sobranie sochinenii: v 16 t. T. 1. Dramaturgiya i teatr [Complete Works: in 16 vol. Vol. 1. Dramaturgy and theater]. Moscow: Lev”, 2015. 752 p.
  5. Vygotskii L.S. Sobranie sochinenii: v 6 t. T. 6. Uchenie ob emotsiyakh. Istoriko-psikhologicheskoe issledovanie [Collected Works: in 6 vol. Vol. 6. The teaching about emotions. Historical-psychological studies]. Moscow: Pedagogika, 1984, pp. 91—318.
  6. Zapisnye knizhki L.S. Vygotskogo. Izbrannoe [Vygotsky’s Notebooks. A selection]. Moscow: Izdatel‘stvo «Kanon+» ROOI «Rea-bilitatsiya», 2017. 608 p.
  7. Ustnaya avtobiografiya A.N. Leont‘eva [A.N. Leontiev’s oral autobiography]. In Leont‘ev A.A. (eds.), Aleksei Nikolaevich Leont‘ev. Deyatel’nost’, soznanie, lichnost’ [Alexey Nikolaevich Leontiev. Activity, consciousness, personality]. Mocow: Smysl, 2005, pp. 367—385.

Information About the Authors

Andrey D. Maidansky, Doctor of Philosophy, Professor, Professor, UNESCO Chair, Cultural and Historical Psychology of Childhood, Moscow State University of Psychology and Education, Associate Research Fellow, Institute of Philosophy, Russian Academy of Sciences, Belgorod, Russian Federation, ORCID: https://orcid.org/0000-0003-2061-3878, e-mail: maidansky@gmail.com

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