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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

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

License: CC BY-NC 4.0

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Cultural-Historical Psychology
2016. Vol. 12, no. 3, 27–46
doi:10.17759/chp.2016120303
ISSN: 1816-5435 / 2224-8935 (online)

Critical Reflection on the Reception of Vygotsky’s Theory in the International Academic Communities 6293

|

Dafermos M.
Doctor of Philosophy, Assistant Professor of Epistemology of Psychology, Department of Psychology, School of Social Sciences, University of Crete, Crete, Greece
ORCID: https://orcid.org/0000-0002-7321-8145
e-mail: mdafermo@uoc.gr

Abstract
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.

Keywords: Vygotsky, cultural-historical theory, cognitivism, cultural relativism, CHAT, archival revolution

Column: Modern Issues in Vygotsky’s School

DOI: https://doi.org/10.17759/chp.2016120303

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