Russian Psychological Issues PsyJournals.ru
RUSSIANENGLISH
Log In | Sign Up
OPEN ACCESS JOURNALS
JournalsTopicsAuthorsEditor's Choice Manuscript SubmissionAbout PsyJournals.ruContact Us
Cultural-Historical Psychology - №4 / 2021 | Перейти к описанию
Scopus
Web of Science СС

  Previous issue (2021. Vol. 17, no. 3)

Included in Scopus

0.6
2020CiteScore
12th percentile
Powered by  Scopus

SCImago Journal & Country Rank

CrossRef

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

Published since 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

  

Cultural-Historical Psychology
2020. Vol. 16, no. 2, 107–117
doi:10.17759/chp.2020160212
ISSN: 1816-5435 / 2224-8935 (online)

Discovering the Great Royal Seal: New Reality of Vygotsky’s Legacy 345

|

Veresov N.N.
PhD in Psychology, Associate Professor, Faculty of Education, Monash University, Melbourne, Australia
ORCID: https://orcid.org/0000-0001-8714-7467
e-mail: nveresov@hotmail.com

Abstract
The paper explores contemporary state of arts in the perception of cultural-historical theory (CHT) by the international scholarly community. On one hand, we do have a great number of publications exploring and advancing Vygotsky’s legacy in many ways and directions. On the other hand, paradoxically, there is still no agreement about what CHT is as a theory, and what are its subject-matter, laws, principles and research method. The current state of arts could be expressed by the metaphorical words “Christianity without Christ”. The problem is that the existing exposition of CHT appeared over 30 years back, when only a limited number of Vygotsky’s original texts were available. But the new reality, with Vygotsky’s legacy connected by the publication of a significant number of his unknown previously writings and recent archival findings, allows us to improve the existing exposition of CHT. This article provides an example of how this new reality brings solutions to several problems, such as 1) the title of the theory; 2) its subject-matter and 3) the system of laws of psychological development. The last part of the paper indicates several problems and issues to resolve in discovering CHT as a wholistic theoretical system.

Keywords: Vygotsky, cultural-historical theory, the development of higher psychological functions

Column: Discussions and Discourses

DOI: https://doi.org/10.17759/chp.2020160212

Acknowledgements. The author is grateful to Anthony Barra for his help in editing article. Special thanks to the participants of International Monash Cultural-historical reading group.

For Reference

A Part of Article

Does cultural-historical theory (CHT) still exist? — the question might look naïve and even provocative. It provokes an immediate positive answer: yes, cultural-historical theory (CHT) does exist! Created in the1920s—1930s, CHT does not belong to the history of psychology only, but rather it is living and powerful theory which informs contemporary research in early childhood development, school learning and instruction, professional development, social studies, human-computer interactions, second language acquisition of adults and many other fields.

References
  1. Bodrova E. Key Concepts of Vygotsky’s Theory of Learning and Development. Journal of Early Childhood Teacher Education, 1997. Vol. 18, no. 2, pp. 16—22.
  2. Bodrova E., Leong D.J. (1998). Scaffolding emergent writing in the zone of proximal development. Literacy Teaching and Learning, 1988. Vol. 3, no. 2, pp. 1—18.
  3. Bodrova E. Key Concepts of Vygotsky’s Theory of Learning and Development. Journal of Early Childhood Teacher Education, 1997, Vol. 8, no. 2, pp. 16—22.
  4. Chaiklin S. The zone of proximal development in Vygotsky’s analysis of learning and instruction. In Kozulin A., Gindis B., Ageyev V. Miller S. (eds.), Vygotsky’s educational theory in cultural context. Cambridge: Cambridge University Press, 2003, pp. 39—64.
  5. Crawford K. Vygotskian approaches in human development in the information era. Educational Studies in Mathematics, 1996. Vol. 31, no. 1—2, pp. 43—62.
  6. Dafermos M. Critical reflection on the reception of Vygotsky’s theory in the international academic communities. In Selau B., Fonseca de Castro R. (eds.). Cultural-historical theory: Educational research in different contexts. Porto Alegre: Edipucrs, 2015, pp. 19—38.
  7. Dafermos M. Rethinking cultural-historical theory: a dialectical perspective to Vygotsky. Singapore: Springer, 2018. 309 p.
  8. Daniels H. Vygotsky and research. Routledge, 2008. 218 p.
  9. Daniels H. Vygotsky and pedagogy, New York, NY: Routledge. 2016. 205 p.
  10. Daniels H., Cole M., Wertsch J. (eds.) The Cambridge companion to Vygotsky. Cambridge: Cambridge University Press, 2007. 477 p.
  11. DiCamilla F., Lantolf J.P. Sociocultural theory and the acquisition of Spanish as a second language. In Salaberry M.R. & Lafford B. (eds.). The acquisition of Spanish as a second language. Washington, DC: Georgetown University Press, 2003, pp. 262—284.
  12. Donato R. Collective scaffolding in second language learning. In: Lantolf J., Appel G. (eds.). Vygotskian Approaches to Second Language Research. Norwood, NJ: Ablex Publishing Corporation, (1994, pp. 33—56.
  13. Elhammoumi M. Lost-or merely domesticated? The boom in sociohistoricocultural theory emphasizes some concepts, overlooks others. In Chaiklin S. (ed.). The theory and practice of cultural-historical psychology. Aarhus, Denmark: Aarhus University Press, 2001, pp. 200—217.
  14. Elkonin B.D. The psychology of play. Journal of Russian and East European psychology, Vol. 43, no. 1 and 2. Originally published as Elkonin D.B. (1978). Psihologiya igry [The psychology of play]. Moscow: Pedagogika, 2005/1978.
  15. Eun B. Making connections: Grounding professional development in the developmental theories of Vygotsky. The Teacher Educator, 2008. Vol. 43, pp. 134—155.
  16. Fleer M., Veresov N. Cultural-historical and activity theories informing early childhood education. In M. Fleer, B. van Oers (Eds.), International handbook of early childhood education, NY: Springer, 2018, pp. 47—76. DOI 10.1007/978- 94-024-0927-7_3
  17. Fleer M., Veresov N. A cultural-historical methodology for researching early childhood education. In M. Fleer, B. van Oers (Eds.), International handbook of early childhood education, NY: Springer, 2018, pp. 225—250. DOI 10.1007/978- 94-024-0927-7_9
  18. Fleer M., Gonzalez Rey F., Veresov N. (eds.). Advancing Vygotsky legacy. New York: Springer, 2017. 276 p.
  19. Cazden C.B. Selective traditions: Readings of Vygotsky in writing pedagogy. In Hicks D. (ed.). Discourse, learning, and schooling. New York, NY: Cambridge University Press, 1996, pp. 165—185.
  20. Goncu A., Tuermer U., Jain J., Johnson D. Children’s play as cultural activity. In Goncu A. (ed.). Children’s engagement in the world. Sociocultural perspectives. Cambridge, MA: Cambridge University Press, 1999, pp. 148—170.
  21. Goncu A., Jain J., Tuermer U. Children’s play as cultural interpretation. In Goncu A., Gaskins S. (Eds.), Play and development. Evolutionary, sociocultural, and functional perspectives. Great Britain: Lawrence Erlbaum Assoc, 2007, (pp. 155—178).
  22. González Rey F. A re-examination of defining moments in Vygotsky’s work and their implications for his continuing legacy. Mind, Culture, and Activity, 2011. Vol. 18, pp. 257—275.
  23. González Rey F. A new path for the discussion of Social Representations: Advancing the topic of subjectivity from a cultural-historical standpoint. Theory & Psychology, 2015. Vol. 10, pp. 1—19.
  24. González Rey F. Advances in subjectivity from a cultural-historical perspective: unfoldings and consequences for cultural studies today. In: Fleer et al. (eds), Perezhivanie, emotions and subjectivity: advancing Vygotsky legacy. New York: Springer, 2017, pp 173—194.
  25. Gredler M. Understanding Vygotsky for the Classroom: Is It Too Late? Educational psychology Review, 2012. Vol. 24, pp. 113—131.
  26. Gredler M., Shields C. Vygotsky’s Legacy: A Foundation for Research and Practice. New York: The Guilford Press, 2008. 242 p.
  27. Griffin P. Cole M. Current activity for the future: The Zo-ped. In Rogoff B., Wertsch J. (eds.). Children’s learning in the «Zone of proximal development». San Francisco: Jossey- Bass, 1984, pp. 45—64.
  28. Guskey T., Huberman M. Introduction. In: Guskey T.R., Huberman M. (eds.). Professional Development in Education: New Paradigms and Practices. New York, NY: Teachers College Press, 1995, pp. 1—6.
  29. Hakkarainen P. Learning and development in play. In Einarsdottir J., Wagner J.T. (eds.), Nordic childhoods and early education. Philosophy, research, policy, and practice in Denmark, Finland, Iceland, Norway and Sweden. Charlotte: Information Age Publishing, 2006, pp. 183—222.
  30. Hattie J. Visible learning for teachers: maximizing impact on learning. NY: Routledge, 2012. 296 p.
  31. Hedegaard M. The development of children’s conceptual relation to the world, with focus on concept formation in preschool children’s activity. In Daniels H., Cole M., Wertsch J. (eds.). The Cambridge companion to Vygotsky. New York: Cambridge University Press, 2007, pp. 246—275.
  32. Holzman L. Vygotsky at work and play. New York: Routledge, 2009. 168 p.
  33. Hua Liu S., Matthews R. Vygotsky’s philosophy: Constructivism and its criticisms examined. International Education Journal, 2005. Vol. 6, no. 3, pp. 86—399.
  34. Karasavvidis I. Activity Theory as a Conceptual Framework for Understanding Teacher Approaches to Information and Communication Technologies. Computer and Education, 2009. Vol. 53, pp. 436—444.
  35. Keiler P. “Cultural-historical theory” and “Cultural historical school”: From myth (back) to reality. Dubna Psychological Journal, 2012. Vol. 5, no. 1, pp. 1—33.
  36. Kravtsova E.E. Cultural-historical/nonclassical basis of the “Golden Key” school program. Journal of Russian and East European Psychology, 2010. Vol. 48, no. 4, pp. 61—75.
  37. Lantolf J.P. Sociocultural theory and the teaching of second languages. London: Equinox Publishing, 2008. 436 p.
  38. Lantolf J.P. (ed.) Sociocultural theory and second language learning. Oxford: Oxford University Press, 2013. 306 p.
  39. Lantolf J.P., Appel G. (eds.) Vygotskian approaches to second language research. Norwood, NJ: Ablex Publishing Corporation, 1994. 232 p.
  40. Lee C., Smagorinsky P. (eds.). Vygotskian perspectives on literacy research: constructing meaning through collaborative inquiry. Cambridge University Press, 2000. 296 p.
  41. Luria A.R. Etapy proidennogo puti; nauchnaya avtobiografia [Stages of the road travelled: scientific autobiography]. Moscow: MGU, 1982. 192 p.
  42. Mahn H. Essential aspects of Vygotsky’s theoretical framework and methodological approach revealed in his analysis of unit(ie)s. In Lantolf J.P. et al., (eds.), The Routledge Handbook of Sociocultural Theory and Second Language Development, Routledge, 2018, pp. 56—74.
  43. Marsico G. From Vygotsky: The question of psychological synthesis: preface from the series editor. In Roth W-M., Jornet A. (eds.). Understanding Educational Psychology: A Late Vygotskian, Spinozist Approach. New York, Springer, 2017, pp. v—vii.
  44. Marsico G. Cultivating new ideas in cultural psychology of education. In Marsico G., Tateo L. (eds.). The Emergence of Self in Educational Contexts: Theoretical and Empirical Explorations. Switzerland: Springer, 2018, pp. v—vii.
  45. Meshcheryakov B. Logiko-semanticheskii analis kontseptsii L. . Vygotskogo [Logical-semantical analysis of Vygotsky’s conception]. Samara: SGU, 1998. 60 p.
  46. Meshcheryakov B. Terminology in L.S. Vygotsky’s writings. In Daniels H., Cole M., Wertsch J. (eds.), The Cambridge companion to Vygotsky. Cambridge: Cambridge University Press, (2007, pp. 155—177.
  47. Mikhailov F.T. The “Other Within” for the psychologist. Journal of Russian and East European Psychology, 2001. Vol. 39, no. 1, pp. 6—31.
  48. Miller R. Vygotsky in perspective. New York: Cambridge University Press, 2011. 467 p.
  49. Nardi B.A. (ed.). Context and consciousness: activity theory and human-computer interaction. Cambridge: MIT Press, 1995. 414 p.
  50. Newman F., Holzman L. Lev Vygotsky: Revolutionary scientist. London: Routledge, 1993. 248 p.
  51. Obuknova L. Detskaya psihologia: teoria, fakty, probmemy [Child psychology: theoreies, facts, problems]. Moscow: Trivola, 1998. 352 p.
  52. Podolskiy A. Cultural-Historical Theory of Development. In: Seel N. (Ed.) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. 2012. Doi: https://doi. org/10.1007/978-1-4419-1428-6
  53. Rieber R., Robinson D. (eds.) The essential Vygotsky. New York: Kluwer Academic/Plenum Publishers, 2004. 614 p.
  54. Rogoff B. Apprenticeship in thinking: cognitive development in social context. New York: Oxford University Press. 1990. 258 p.
  55. later A., Bremner G. (eds.) An introduction to developmental psychology. Wiley. 2017. 848 p.
  56. Stetsenko A. The transformative mind: Expanding Vygotsky’s perspective on development and education. New York: Cambridge University Press, 2016. 429 p.
  57. Smagorinsky P. Vygotsky and literacy research: a methodological framework. Rotterdam/Boston/Taipei: Sense Publishers. 2011. 346 p.
  58. Tuchina O.D. Translating Cultural-Historical Psychology: Comments from Lay Professional. Revue internationale du CRIRES: innover dans la tradition de Vygotsky [Contemporary Russian Contributions to Vygotsky’s heritage: special issue], 2017, Vol. 4, no. 1, pp. 2—13.
  59. Valsiner J. Culture in minds and societies: Foundations of cultural psychology. Sage Publishers, 2007. 434 p.
  60. Van der Veer R., Valsiner J. Understanding Vygotsky: A quest for synthesis. Oxford: Blackwell, 1991. 250 p.
  61. Van der Veer R., Valsiner J. (eds.) The Vygotsky reader. Blackwell, 1994. 388 p.
  62. Van der Veer R., Yasnitsky A. (2011). Vygotsky in English: What still needs to be done. Integrative Psychological and Behavioral Science, 2011. Vol. 45, no. 4, pp. 475—493.
  63. Veraksa N., Veraksa A. (2018). Lev Vygotsky’s cultural-historical theory of development and the problem of mental tools. Papeles del Psicólogo/Psychologist Papers, 32018. Vol. 9, no. 2, pp. 150—154.
  64. Veresov N. Undiscovered Vygotsky. Frankfurt am Main and New York: Peter Lang, 1999. 302 p.
  65. Veresov N. Forgotten methodology: Vygotsky’s case. In Toomela A., Valsiner J. (eds.), Methodological thinking in psychology: 60 years gone astray? Charlotte: IAP, 2010, pp.267—295.
  66. Veresov N. (2017). ZBR and ZPD: is there a difference? Cultural-historical psychology, 2017. Vol. 13, no. 1, pp. 23—36.
  67. Vygotsky L.S. Soznanie kak problema psikhologija povedenija. In Kornilov K. (ed.), Psikhologija i marksizm. Leningrad: Gosudarstvennoe Izdatel’stvo, 1925, pp. 175— 198.
  68. Vygotsky L.S. Metodika refleksologicheskogo i psikhologicheskogo issledovanija. In Kornilov K. (ed.), Problemy sovremennoj psikhologii Leningrad: Gosudarstvennoe Izdatel’stvo, 1926, pp. 26—46.
  69. Vygotsky L.S. Problema kulturnogo razvitia rebenka [The problem of the cultural development of the child]. Jurnal psihologii, pedologii I psihotehniki, 1928, Vol. 1, pp. 58—77.
  70. Vygotsky L.S. Pedologija podrostka [Pedology of the adolescent.] (Part I). Moscow/Leningrad: Gos. Uschebno- Pedagogisheskoe Izdatelstvo, 1929. 465 p.
  71. Vygotsky L.S. Pedologija podrostka [Pedology of the adolescent] (Part II). Moscow/Leningrad: Gos. Uschebno- Pedagogisheskoe Izdatelstvo, 1931, 465 p.
  72. Vygotsky L.S. Umstvennoe razvitie detei v protsesse obuchenia [Intellectual development of children in a process of learning]. Moscow-Leningrad: Gos. Uschebno- Pedagogisheskoe Izdatelstvo, 1935. 139 p.
  73. Vygotsky L.S. Razvitie vischih psihicheskih funktsii [The development of higher psychological functions]. Moscow: Academy of Pedagogical Sciences RSFSR, 1960. 488 p.
  74. Vygotsky L.S. Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press, 1978.175 p.
  75. Vygotsky L.S. Sobranie sochinenii [Collected works] (Vol. 1). Moscow: Pedagogika, 1982. 487 p.
  76. Vygotsky L. Iz zapisnyh knizhek Vygotskogo [From Vygotsky’s notebooks]. Vestnik MGU, Seria 14, Psihologia, 1982a, Vol. 1, pp. 60—67.
  77. Vygotsky L.S. Sobranie sochinenii [Collected works] (Vol. 2). Moscow: Pedagogika, 1982b. 502 p.
  78. Vygotsky L.S. Sobranie sochinenii [Collected works] (Vol. 3). Moscow: Pedagogika, 1983. 367 p.
  79. Vygotsky L.S. Sobranie sochinenii [Collected works] (Vol. 4). Moscow: Pedagogika. 1984, 426 p.
  80. Vygotsky L. Konkretnaya psihologia cheloveka [The concrete psychology of a human being]. Vestnik MGU, Seria 14, Psihologia, 1986. Vol. 1, pp. 52—63.
  81. Vygotsky L.S. Concrete human psychology. An unpublished manuscript by Vygotsky. Journal of Russian and East European psychology, 1989. Vol. 27, no. 2, pp. 53—77.
  82. Vygotsky L. Problema kulturnogo razvitia rebenka [The problem of the cultural development of a child]. Vestnik MGU, Seria 14, Psihologia, 1991a. Vol. 4, pp. 52—63.
  83. Vygotsky L.S. Voobrazhenie I tvorchestvo v detskom vozraste [Imagination and creativity in childhood]. Moscow: Prosveschenie. 1991b. 93 p.
  84. Vygotsky L.S. The problem of environment. In van der Veer R., Valsiner J. (eds.). The Vygotsky reader. Blackwell, 1994, pp. 338—354.
  85. Vygotsky L. . The collected works of L.S. Vygotsky (Vol. 3). New York: Plenum Press. 1997. 426 p.
  86. Vygotsky L.S. The collected works of L.S. Vygotsky (Vol. 4). New York: Plenum Press, 1997a. 294 p.
  87. Vygotsky L. S. The collected works of L.S. Vygotsky (Vol. 5). New York: Plenum Press. 1998. 362 p.
  88. Vygotsky L.S. Lektsii po pedologii. Izevsk: Izdatelstvo Udmurdskogo Universiteta, 2001. 303 p.
  89. Vygotsky L.S. Predislovie k knige A.N. Leontieva “Razitie pamiati” [Preface to the book of A.N. Leontiev “The development of memory”. In Leontiev A.N. Stanovlenie teorii deyatelnosti [The rise of the theory of activity]. Moscow: Smysl Publishers. 2003, pp 199—206.
  90. Vygotsky L.S. Psihologia razvitia cheloveka [Psychology of the development of man]. Smysl Publishers, 2005. 1136 p.
  91. Vygotsky L.S. L.S. Vygotsky’s Pedological Works. Volume 1. Foundations of Pedology. Singapore: Springer Nature, 2019. 159 p.
  92. Wells G. The zone of proximal development and its implications for learning and teaching. In Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge: Cambridge University Press, 1999, pp. 313— 334.
  93. Wertsch J.V. Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press, 1985. 280 p.
  94. Wertsch J. Mind as action. Oxford University Press, 1998. 224 p.
  95. Zavershneva E. K probleme periodisatsii nauchnoi biographii L.S. Vygotskogo [To the problem of periodisarion of a scientific biography of L.S. Vygotsky]. Vestnik RGGU, 2006. Vol. 1, pp. 284—293.
  96. Zavershneva E. K publikatsii zametok L.S. Vygotskogo [To the publication of Vygotsky’s notes]. Metodologia i istoria psihologii, 2007a. Vol. 2, no. 4, pp. 15—24.
  97. Zavershneva E. Put k svobode (k publikatsii materialov iz semeinogo arhiva L.S. Vygotskogo [The way to freedom [To the publication of the materials from Vygotsky’s family archive]. Novoe literaturnoye obozrenie, 2007b. Vol. 5, no. 85, pp. 67—90.
  98. Zavershneva E. Zapisnye knizki, zametki, nauchnie dnevniki Vygotskogo: resultaty issledovania semeinogo arhiva [Notebooks, notes, scientific diaries of L.S. Vygotsky: results of the investigation of the family archives]. Voprosy psihologii, 2008.Vol. 1, pp. 132—145.
  99. Zavershneva E. “Kliutch k psihologii cheloveka”: kommentarii k bloknotu L.S. Vygotskogo iz bolnitsy Zahairino (1926) [“The key to human psychology”: comments to the notebook of Vygotsky from Zakhairino hospital (1026)]. Voprosy psihologii, 2009a. Vol. 3, pp. 123—141.
  100. Zavershneva E. Issledovanie rukopisi Vygotskogo “Istoricheskii smysl psihologicheskogo krizisa [The investigation of Vygotsky’s manuscript “Historical sense of psychological crisis”]. Voprosy psihologii, 2009b. Vol. 6, pp. 119—138.
  101. Zavershneva E. The problem of consciousness in Vygotsky’s cultural-historical psychology. In Yasnitsky A., Van der Veer R., Ferrari M. (eds.) The Cambridge handbook of cultural-historical psychology. Cambridge: Cambridge University Press, 2014, pp. 64—100.
  102. Zavershneva E., Osipov M. Osnovnie popravki k tekstu “Istoricheskyy smysl psihologicheskogo krizisa [Main corrections to the text of “Historical sense of psychological crisis”]. Voprosy psihologii, 2010. Vol. 1, pp. 92—103.
  103. Zavershneva E., Surmava A. (Eds.). Dva fragmenta iz zapisnyh knizek Vygotskogo [Two fragments from Vygtotsky’s notebooks]. Vestnik RGGU, 2006а. Vol. 1, pp. 294—298.
  104. Zavershneva E., Van der Veer R. Vygotsky’s notebooks: A selection. Singapore: Springer. 2018. 523 p.
  
About PsyJournals.ru

© 2007–2022 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

Creative Commons License Open Access Repository     Webometrics Ranking of Repositories

 RSS Psyjournals at facebook Psyjournals at Twitter Psyjournals at Youtube ??????.???????