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Critical Reflection on the Reception of Vygotsky's Theory in The Культурно-историческая психология Cultural-Historical Psychology 2016. Т. 12. № 3. С. 27—46 2016. Vol. 12, no. 3, pp. 27—46 doi: 10.17759/chp.2016120303 doi: 10.17759/chp.2016120303 ISSN: 1816-5435 (печатный) ISSN: 1816-5435 (print) ISSN: 2224-8935 (online) ISSN: 2224-8935 (online) © 2016 ФГБОУ ВО МГППУ © 2016 Moscow State University of Psychology & Education Critical Reflection on the Reception of Vygotsky’s Theory in the International Academic Communities1 M. Dafermos*, University of Crete, Greece, [email protected] This paper is an attempt to analyze various types of the reception of Vygotsky’s theory in the interna- tional academic communities. The paper develops a critical analysis of three widespread theoretical frame- works 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 revo- lution. Introduction Mind in society is not written by Vygotsky. Mind in so- ciety is “a compilation and juxtaposition of fragments Lev Vygotsky founded an original theory commonly taken from different Vygotsky works written during dif- known as cultural historical psychology at the end of ferent periods of his scientific career” [77, p. 4]. the 1920s and 30s in the USSR. At that time Vygotsky’s A bibliography of Vygotsky’s works, which was pre- works did not have a high impact on the international pared by Lifanova [38], includes 275 titles. But the ma- scene of psychology and other disciplines. jority of researchers used only two of Vygotsky’s books: Vygotsky’s ‘second life’ in the ‘western world’ began Thought and language, and Mind in society. from the early 1960s, when Vygotsky’s book Miclenie I Large literature on Vygotsky’s legacy and many dif- rech (Thinking and speech) was published under the title ferent applications of his ideas in different disciplines Thought and language (1962) with Jerome Bruner’s in- have emerged. Multiple interpretations about the theo- troduction. It is worth noting that the Russian edition retical cultural-historical approach background and pos- of Vygotsky’s book Miclenie I rech in 1956 modified the sible applications of Vygotsky’s theory have developed. Russian edition of 1934 without further explanation. Many educators and psychologists extol the benefits of The 1962 MIT Press translation of Vygotsky’s work Vygotsky’s theory, but actually they know little about Miclenie I rech became the source of translations in other his works. Many researchers accept only a few fragment- countries such as Argentina (1964), Italy (1966), Brazil ed ideas, taken out of the specific context within which (1987), etc. The Russian version of 1956 was translated these ideas have developed. into various languages such as Japanese (1962), German According to Daniels, Cole and Wertsch [13], (1964), Polish (1971), etc. For many years a limited and studying Vygotsky in context means that we should problematic version of Vygotsky’s book Miclenie I rech define two different historical eras and multiple social has circulated in different countries [37]. milieus — the context of the Soviet Union in the first After publication of the book Mind in society (1978) half of the twentieth century and different parts of the under Vygotsky’s name the ‘Vygotsky boom’ started. world of the twenty-first century. In recent years in American philosopher Stephen Toulmin referred to the English-speaking regions of the Western world a Vygotsky as the ‘Mozart of Psychology’ [58]. The book transformation of Vygotsky into “a ‘chewing gum’ for For citation: Dafermos M. Critical Reflection on the Reception of Vygotsky’s Theory in the International Academic Communities. Кul’turno- istoricheskaya psikhologiya = Cultural-historical psychology, 2016. Vol. 12, no. 3, pp. 27—46. (In Russ., abstr. in Engl.). doi: 10.17759/chp.2016120303 * Manolis Dafermos, Ph.D. in Philosophy, Associate Professor, University of Crete, Greece. E-mail: [email protected] 1 The paper firstly published in М. Dafermos. Critical reflection on the reception of Vygotsky’s theory in the international academic communities. In B. Selau & R. Fonseca de Castro (eds.), Cultural-Historical Theory: Educational Research in Different Contexts. Porto Alegre: EDIPUCRS, 2015, pp. 19—38. 27 Dafermos M. Critical Reflection on the Reception of Vygotsky’s Theory... Дафермос М. Критический анализ принятия теории Л.С. Выготского... everybody, every day, and every occasion” takes place How to define Vygotsky’s theory? [10, p. 95]. The term ‘westernization’ of Vygotsky does not depict the complex processes of the reception How to define Vygotsky’s ideas? Various designa- and implementation of Vygotsky’s theory in differ- tions of his own theory could be found in different Vy- ent parts of the globe (North America, Latin Ameri- gotsky works: ‘instrumental psychology’, ‘conception of ca, China, Japan, different countries of Europe such the historical development of the higher psychological as Germany, England, Holland, Denmark, Finland, functions’ [kontseptsiia istoricheskogo razvitiia vys- etc.). Vygotsky’s masterpieces have been translated shikh psikhologicheskikh funktsii], ‘theory of the high- into various languages. There are several attempts at er psychological functions’ [teoriia vysshikh psikho- analysis of Vygotsky’s theory in different sociocultur- logicheskikh funktsii], ‘the cultural —historical theory al settings such as the USA [43], China [27], Brazil of the development of higher psychic functions’, etc. [31, [36], Latin America [17], etc. However, the analysis p. 21; 66, p. 27]. and multiple applications of Vygotsky’s theory across Various designations have been used by the next gen- countries and the geopolitical regions remains open- eration of Soviet psychologists: ‘cultural-historical the- ended question. ory of the psyche’ [kulturno-istoricheskoi teoriei psikh- Debates across different ‘camps’ or schools over Vy- iki] [34, p. 7], ‘theory of the development of the higher gotsky’s legacy have been carried out in various interna- psychical functions’ [teoriia razvitiia vysshikh psikh- tional Vygotskian academic communities. In the context icheskikh funktsii] [35, p.3], ‘cultural-historical theory of a dialogue of different Vygotskian ‘camps’ many ques- of the higher psychical functions’ [kulturno-istoriches- tions about dialectics, relativism, developmentalism, kaja theoria vysshikh psikhicheskikh funktsii] [5]. Marxism, etc. have been raised [60; 2; 41; 19; 67]. What According to Keiler [31], the label ‘cultural-historical should be the criteria of choice between different read- theory’ [kulturnogo-istoricheskaia teoriia] is no authen- ings and versions of Vygotskian theory? Are the posi- tic designation for the conceptions elaborated by L.S. tions of these versions or ‘camps’ compatible or incom- Vygotsky, but has “been introduced in the mid-1930s by patible? adversaries of Vygotsky… with the defamatory purpose, Firstly, it is important to note a paradox of the inter- to impute to the ‘Vygotsky-Luria-group’” [31, p.22]. pretation of Vygotsky’s theory. Radically opposite read- D. Elkonin defines Vygotsky’s theory as ‘non classi- ings of Vygotsky’s texts and different interpretations of cal psychology’ which is presented as “the science of the Vygotsky’s legacy have emerged. Papadopoulos [46] at- way the subjective world of a single person emerges from tempted to analyze the reception of Vygotsky’s theory in the objective world of art, the world of production tools, academic psychology. He discussed two typical cases of the world of the entire industry” [18, p. 478]. Vygotsky’s reception, one cognitive and other cultural. Vygotsky’s theory has been defined also as ‘height He concluded that Vygotsky’s ideas have been incorpo- psychology’ (or ‘peak psychology’) [76, p. 351; 49, rated in paradigmatically different theories. p.v] which emphasized the potential for development However, it would be incorrect to limit Vygotsky’s through social collaboration. ideas only to psychology, because his ideas provide a Contemporary researchers use the notions ‘sociocul- broad framework which has been expanded in various tural theory’. Wertsch states that “I use the term socio- disciplines such as pedagogy, linguistics, anthropology, cultural because I want to understand how mental ac- etc. [36]. Daniels [11, p. xvi] argues that “Vygotsky’s tion cultural-historical approach is situated in cultural, theory can provide grounds for different, if not oppos- historical, and institutional settings. I have chosen this ing, epistemologies and pedagogies”. The idea of the ex- term rather than others (such as cultural or sociohistori- istence of many ‘Vygotskian’ pedagogies, psychologies, cal) in order to recognize the important contributions of and epistemologies reinforces the paradox of the recep- several disciplines and schools of thought to the study of tion of Vygotsky’s theory in international academic mediated action. On the one hand, I wish to recognize communities. the contributions made by Vygotsky and his colleagues The systematic investigation of the reception and (although they typically used the term
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