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Vygotsky: Between Socio-Cultural Relativismand Historical Materialism. From a Psychologicalto a Pedagogical Perspective 1068
Daniels H., PhD, Professor, Fellow of Green Templeton College, Department of Education, Oxford, Great Britain, harry.daniels@education.ox.ac.uk
In this paper I draw a distinction between two strands of argument that have evolved in the wake of Vygotsky’s early 20th century writing. I examine key methodological differences between sociocultural relativism and historical materialism. I then consider the pedagogical implications of these differences. My concern is that the all too common western predeliction for a post modern account yields a deeply conservative approach to pedagogy. In this form pedagogy may loose its power as a tool of social transformation and may curtail the possibilities for individual transformation. I close with a quote which neatly captures this concern: “Methodology is not a "toolbox" of different methods from which the researcher selects some on the basis of personal or social preferences! Instead, it is an integrated structure of the epistemological process (Branco & Valsiner, 1997) that can equally and easily reveal and obscure the empirical reality in the knowledge construction process of social scientists”.
It is possible to point to differences in epistemological
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