DOCSLIB.ORG

Bibliography of Works About Vygotsky in English

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Bibliography of Works About Vygotsky in English Bibliography of Works about Vygotsky in English Editors' Note: Fairly extensive listings of works about Vygotsky are to be found in the bibliogra­ phies ofElhammoumi (1997) and Veresov (1999), which also include references in languages other than Eng/ish, especially Russian. A very large bibliography of works about Vygotsky (mostly Russian) is included at the end of Volume 6 of Collected Works (1999), which also gives an exten­ sive bibliography ofVygotsky's writings, though likely incomplete. Much bibliographic schol­ arship on Vygotsky remains to be done. The list given here is simply meant to be a short, use­ ful guide for the beginner. Asmolov, A. G. (1998). 17gotsky today: On the verge o/nonclassical psychology. New York: Nova Science. Bain, B. (1978). Toward an integration of Piaget and Vygotsky: Bilingual considerations. Linguistics, 16, 5-19. Bakhurst, D. (1991). Consciousness and revolution in Soviet psychology: From the Bolsheviks to Evald Ilyenkov. Cambridge: Cambridge University Press. Bauer, R. (1968). The new man in Soviet psychology. Cambridge: Harvard University Press. Bein, E. S., Vlasova, T. A., Levina, R. E., Morozova, N. G., & Shif, Zh. I. (1993). Afterword. In Collected works, Volume 2: The fondamentals 0/deftctology (abnormal psychology and learning disabilities) (R. W. Rieber & A. S. Carton, Eds.; pp. 302-314). New York: Kluwer Academic/Plenum. Bell, R. Q (1968). A reinterpretation of the direction of effect in studies of socialization. Psychological Review, 75, 81-85. Bell, R. Q. (1971). Stimulus control of parents or caretaker behavior by offspring. Developmental Psychol­ ogy. 4, 63-72. Berg, E. E. (1970). L. S. Vygotsky's theory of the social and historical origins of consciousness (Doctoral dissertation. University of Wisconsin). Berk, E., & Winsler, A. (1995). Scaffolding children's learning: 17gotsky and early childhood education. Wash­ ington: NAEC. Bernhardt, R. (Ed.) (1998). Curriculum leadership: Rethinking schools for the 21" century. Cresskill, NJ: Hampton Press. Bickley, E. E. (1977). L. S. Vygotsky's contributions to a dialectical materialist psychology. Science and Society, 41, 191-207. Bozhovich, L. I. (1977). The concepts of the cultural-historical development of mind and its prospects. Soviet Psychology, 16, 5-22. Bronckart, J. P. (1973). The regulating role of speech: A cognitivist approach. Human Development, 16, 417-439. Brown, A. L. (1979). Vygotsky: A man for all seasons. Contemporary Psychology. 24, 161-163. Brozek, J. (1973). Soviet psychology. In Systems and theories in psychology (M. H. Marx & W. A. Hillix, Eds.; pp. 529-548). New York: McGraw-Hill. Brozek, J. (1977). Vygotskii, Lev Semenovich. In International encyclopedia o/psychiatry, psychology, psy­ choanalysis, neurology (Vol. 11, B. B. Wolman, Ed.; p. 409). New York: Aesculapius PublisherslVan Nostrand Reinhold Co. 571 572 Bibliography of Works about Vygotsky in English Bruner, J. S. (1962). Introduction. In Thought and Language by L. S. Vygotsky (pp. v-x). Cambridge: MIT Press. Bruner, J. S., (1967). Preface to Vygotsky Memorial Issue. Soviet Psychology, 5, 3-5. Bruner, J. S. (1975). The beginning of intellectual skill: I and II. New Behavior, 1, 20-25, 58-61. Bruner, J. S. (1984). The Zone of Proximal Development: hidden agenda. In Children's learning in the Zone ofProximal Development (B. Rogoff & J. V. Wensch, Eds.). San Francisco: Jossey-Bass. Buim, N., Runders, J., & Turnure, J. (1974). Early material linguistic environment of normal and Down's syndrome language-learning children. American Journal ofMental Deficiency, 79, 52-58. Cole, M. (1977). Alexander Romanovich Luria: 1902-1977. American Psychologist, 32(11), 969-971. Cole, M. (1977). Introduction. In Sovietdevelopmentalpsychology: An anthology (pp. ix-xxii). White Plains, NY: M. E. Sharpe. Cole, M. (1979). A portrait of Luria. In The making ofmind: A personal account ofSoviet psychology by A R Luria (pp. 181-225). Cambridge, MA: Harvard University Press. Cole, M. (1980). The unmaking of mind behind the autobiography. Psychology Today, l4. 88-89. Cole, M. (1996). Cultural psychology: A once and foture discipline. Cambridge: Harvard University Press. Cole, M., & Bruner, J. (1971). Cultural difference and inferences about psychological process. American Psychologist, 26(10), 867-876. Cole, M., & Maltzman, I. (1969). Introduction. In A handbook ofcontemporary Soviet psychology (pp. 3-38). New York: Basic Books. Cole, M., & Scribner, S. (1974). Culture and thought: A psychological introduction. New York: Wuey. Cole, M., & Scribner, S. (1978). Introduction. In Mind in Society: The development ofhigher psychological processes by L. S. Vygotsky (pp. 1-15). Cambridge: Harvard University Press. Cole, M., & Wertsch, J. v. (1996). Contemporary implications ofVygotsley and Luria. Worcester, MA: Clark University Press. Collins, C. (1999). Language, itleology and social consciousness: Developing a sociohistorical approach. Alder­ shot, England: Ashgate. Cox, B. D., & Lightfoot, C. (Eds.) (1997). Sociogenetic perspectives on internalization. Mahwah, NJ: Lawrence Erlbaum. Cumming, J. (1975). Vygotsky, Lev Semenovich. In Encyclopedia ofpsychology (Vol. 2, H. J. Eysenck, W. J. Arnold, & R Meili, Eds.; p. 1170). Fontana: Collins. Daniels, H. (Ed.) (1993). Charting the agenda: Educational activity after Vygotsley. London: Routledge. Daniels, H. (Ed.) (1996). An introduction to Vygotsley. London: Routledge. Das, J. P. (1995). Some thoughts on two aspects ofVygotsky's work. Educational Psychologist, 30(2), 93-97. Davydov, V. v., & Radzikhovskii, L. A (1985). Vygotsky's theory and the activity- oriented approach in psychology. In Culture, communication, and cognition: Vygotsltian perspectives 0. V. Wertsch, Ed.; pp. 35-66). Cambridge: Cambridge University Press. Davydov, V. v., & Zinchenko, V. P. (1989). Vygotsky's contribution to the development of psychology. Soviet Psychology, 27(2), 22-36. Delefosse, M. S., & Delefosse, J. M. O. (2002). Spielrein, Piaget and Vygotsky: Three positions on child thought and language. Theory and Psychology, 12, 723-747. Dixon-Krauss, L. (Ed.) (1996). Vygotsley in the classroom: Mediated literacy instruction and assessment. White Plains, NY: Longman. Elhammoumi, M. (1997). Socio-historicocultural psychology: Lev Semenovich Vygotslty, 1896-1934: Bibli­ ographical notes. Lanham, MD: University Press of America. Elsasser, N., & John-Steiner, V. (1977). An interactionist approach to advancing literacy. Harvard Educa­ tional Review, 47(3), 355-370. Emerson, C. (2000). Bakhtin, Lotman, Vygotsky Bibliography ofWorka about Vygotsky in English 573 Emihovich. c.. & Lima, E. S. (1995). The many facets ofVygotsky: A cultural-historical voice from the future. Anthropology and Etiucation. 26(4). 375-383. Engestrom. Y.• Miettinen. R.. & Punamaki. R. (Eds.) (1999). Perspectives on activity theory. Cambridge: Cambridge University Press. Ervin. S. (1962). Incisive ideas from the Soviet Union. Contemporary Psychology. 7, 406-407. Etkind. AM. (1994). More on L. S. Vygotsky: Forgotten texts and undiscovered contexts. Journal ofRuss­ ian and East European Psychology. 32(6). 22-36. Fodor. J. (1972). Some reflection on L. S. Vygotsky's Thought and Language. Cognition. 1(1). 82-95. Fosberg. I. (1948). A modification of the Vygotsky block test for the study of the higher thought processes. American Journal ofPsychology. 61, 558-561. Fraser. c.. & Roberts. N. (1975). Mothers' speech to children offour different ages. Journal ofPsy­ cholinguistic Research. 4. 9-16. Frawley. W. (1997). ~gotsky and cognitive science: Language and the unification ofthe social and computa­ tional mind. Cambridge: Harvard University Press. Frederick. S. (1974). Vygotsky on language skills. The Classical World, 67, 283-290. Garai. L.• & Kocski. M. (1990). The psychological status of activity and social relationship: On the con­ tinuity of the theories of Lev Vygotsky and Alexei Leontyev. Soviet Psychology. 11(5). 3-14. Gellatly. A. Rogers. D .• & Sloboda, J. (Eds.) (1989). Cognition and social world. Oxford: Oxford Univer­ sity Press. Glassman. M. (1994). All things being equal: The two roads ofPiaget and Vygotsky. Developmental Review, 14(2). 186-214. Glick. J. (1983). Piaget. Vygotsky and Werner. In Toward a holistic developmental psychology (S. Wapner & B. Kaplan. Eds.). Hillsdale. NJ: Erlbaum. Golden. M .• Montare. A .• & Bridger. W. (19n). Verbal control of delay behavior in two-year-old boys as a function of social class. Child Development. 48, 1107-1111. Guimaraes-Lima, M. (1995). From aesthetics to psychology: Notes on Vygotsky's psychology of art. Anthro­ pology and Etiucation, 26(4). 410-424. Gulutsan. M. (1967). Jean Piaget in Soviet psychology. Alberta Joumal ofEducational Research, 13(3). 239-247. Hanfmann. E.• & Kasanin. J. (1937). A method for the study of concept formation. Journal ofPsychology. No.3, 521-540. Hanfmann. E.• & Kasanin. J. (1942). Conceptual thinking in schizophrenia. Nervous and Mental Disor­ der Monogr"Phs, No. 67. Hanfmann. E.• & Vakar. G. (1962). Translators' preface. In Thought and Language by L. S. Vygotsky (pp. xi- xiii). Cambridge: MIT Press. Harris. A (1975). Social dialects and language: Mother and child construct the discourse. In The devel­ opment ofdialectical operations (K. Riegel. Ed.; pp. 80-96). Basel: S. Karger. Hautamaki. A. (1982). Activity environment, social class and voluntary karning: An interpretation and "Ppli­ cation of~gotsky's concepts. Helsinki: University of Joensuu. Hedegaard. M. (1992). The Zone of Proximal Development as basis
Load more

Recommended publications
  • Eugenics, Nazi and Soviet Psychiatry Jason Luty
    Advances in psychiatric treatment (2014), vol. 20, 52–60 doi: 10.1192/apt.bp.112.010330 ARTICLE Psychiatry and the dark side: eugenics, Nazi and Soviet psychiatry Jason Luty Jason Luty is consultant in restrict liberty, that tends towards abuse if not SUMMARY addictions psychiatry at Borders regulated by the legal or political system. In the Health. He has published in the Psychiatrist Thomas Szasz fought coercion past, there have been abuses of psychiatrists’ addictions field and trained at (compulsory detention) and denied that mental the Maudsley Hospital, London powers to detain people, but these have been illness existed. Although he was regarded as a and spent 8 years as consultant instigated at the direction of governments such maverick, his ideas are much more plausible when in addictions at the South Essex as that in Nazi Germany (leading to genocide of Partnership University NHS one discovers that between 1939 and 1941, up to Foundation Trust. He has a PhD in 100 000 mentally ill people, including 5000 children, mentally ill people) and the USSR (where political pharmacology following a study were killed in Nazi Germany. In the course of the dissidents were detained with a diagnosis of of the molecular mechanisms Nazi regime, over 400 000 forced sterilisations took ‘sluggish schizophrenia’). of receptor desensitisation and place, mainly of people with mental illnesses. Other tolerance. He is a wobbly member of the English Conservative Party. countries, including Denmark, Norway, Sweden Psychiatry and eugenics and Switzerland, had active forced sterilisation Correspondence Dr Jason Luty, The science of eugenics emerged during the Borders Addiction Service, The programmes and eugenics laws.
    [Show full text]
  • Prism”: Understanding Vygotsky’S Perezhivanie As an Ontogenetic Unit of Child Consciousness
    International Research in Early Childhood Education 5 Vol. 7, No. 1, 2016 Finding the “prism”: Understanding Vygotsky’s perezhivanie as an ontogenetic unit of child consciousness Michael Michell University of New South Wales, Sydney, Australia Abstract The concept of perezhivanie, Vygotsky’s “last word” on psychology, has been among the most difficult of his theoretical constructs to define and operationalise in research. Drawing on close analysis of key texts, this article identifies and examines three defining attributes of perezhivanie found throughout Vygotsky’s works. The attributes are: perezhivanie as a prism of psychological development, as a unit of human consciousness, and as intelligent perception of one’s environment. In contrast with common understandings of perezhivanie as “emotional experience”, privileging it as affect, this article highlights the intellectual basis of perezhivanie in Vygotsky’s writings with particular reference to his notions of “generalised” and “intelligent perception”. The article argues that perezhivanie is best understood, psychologically, as an intellectual gestalt reflecting the intellectualisation of perception and, ontologically, as an apperceptual “organ of selection” of consciousness and personality “refracting” the child’s individual social situation of development. Key words Perezhivanie; Vygotsky; intellect; ontogenesis; personality; consciousness; gestalt ISSN 1838-0689 online Copyright © 2010 Monash University www.education.monash.edu.au/irecejournal/ International Research in Early Childhood Education 6 Vol. 7, No. 1, 2016 … unlike other disciplines, paedology does not investigate the environment as such without regard to the child, but instead looks at the role and influence of the environment on the course of development. It ought to be capable of finding the particular prism through which the influence of the environment on the child is refracted, i.e.
    [Show full text]
  • 00 Hecl 1 2007
    HISTORY OF EDUCATION & CHILDREN’S LITERATURE II/1 2007 eum History of Education & Children’s Literature Subscription Fees (HECL) Subscriptions (two issues a year) are available half-yearly journal / rivista semestrale both in print version (with full access to the Vol. II, n. 1, 2007 Online version), and in Online-only format. ISSN 1971-1093 (print) Subscription Fees per year: Euro countries € ISSN 1971-1131 (online) 100,00 (institutions), € 60,00 (individuals); non © 2007 eum edizioni università di macerata, Euro countries € 130,00 (institutions), € 90,00 Italy (individuals); Online subscription: € 80,00 Registrazione al Tribunale di Macerata (institutions), € 30,00 (individuals). n. 546 del 3/2/2007 Single issues: current issue € 50 (Euro coun- tries), € 70 (non Euro countries); single back Editor / Direttore issue € 70 (Euro countries), € 80 (non Euro Roberto Sani countries). Editorial Office / Redazione For other terms and prices (on line IP access, Centro di Documentazione e Ricerca sulla Sto- pay per view) see the web site and contact the ria del Libro Scolastico e Letteratura per l’In- distributor. fanzia c/o Dipartimento di Scienze dell’Educa- zione e della Formazione, Università degli Abbonamenti Studi di Macerata, Piazz.le Luigi Bertelli (C.da Abbonamenti annuali (due fascicoli l’anno) Vallebona) – 62100 Macerata sono disponibili sia per la versione cartacea tel. (39)7332585965 – 5967 (comprensiva di accesso libero a quella on-line), fax (39)733 258 5977 che per la sola versione on-line. e-mail: [email protected] Quote annuali: Paesi dell’area Euro € 100,00 web: http://www.hecl.it (enti), € 60,00 (privati); altri paesi € 130,00 Publisher / Editore (enti), € 90,00 (privati); versione on line: € eum edizioni università di macerata, Palazzo 80,00 (enti), € 30,00 (privati).
    [Show full text]
  • Lev Vygotsky: Philologist and Defectologist, a Sociointellectual Biography1
    Lev Vygotsky: Philologist and Defectologist, A Sociointellectual Biography1 ANTON YASNITSKY York University Among the pioneers of psychology, Lev Vygotsky (1896-1934) may be the best known of those who are least understood. This is not just a problem of historical scholarship: The misunderstanding of Vygotsky started with his own students and collaborators—during his lifetime—and continued after his death. It is, in other words, integrated into the litera­ ture. And that literature, as a result, appears fractured and inconsistent. Indeed, the larg­ est and the best intellectual biography of Vygotsky is titled Understanding Vygotsky: A Quest for Synthesis (van der Veer & Valsiner, 1991). Yet even this excellent book is far from providing a full and complete story. The dis­ covery of the real Vygotsky is still to come. Figure 7.1 Lev Vygotsky, 1925. There are many reasons for systematic misunderstanding—even misrepresenta­ tion. Among them we can include Vygotsky's changes in theoretical outlook; his premature death at the age of 37, when he was in the middle of the most prolific period of his career; the lack of public access to manuscripts and documents in the Vygotsky archives; problems of posthumous editing; and the censorship of his works published in the Soviet Union, the effects of which were in turn multiplied 109 rui i wn YAsni i br\Y LEV VYGOTSKY 111 by mistakes that accumulated in Western translations (Yasnitsky, 2010; van der conferences" to coordinate their research. This network was instrumental in the Veer & Yasnitsky, in press). These confusions, and many others, have resulted in an development and dissemination of Vygotskian thought during his lifetime, although image of Vygotsky that can be described charitably as having been constructed by especially after his death, both in the Soviet Union and internationally.
    [Show full text]
  • Being, Becoming and Potential: Thinking Coexistence and Coproduction in Early Childhood Education
    Being, Becoming and Potential Thinking coproduction and coexistence in early childhood education Suzan Ann Mentha ORCID: 0000-0001-9475-7677 Submitted in total fulfilment of the requirements of the degree of Doctor of Philosophy May 2016 Melbourne Graduate School of Education The University of Melbourne Abstract This thesis explores how disparate ideas of being, becoming and agency can be re- framed to decolonise early childhood education and care contexts. It asks questions of multiple childhood perspectives to denaturalise accepted and dominating early childhood discourses. It does so by pursuing a variegated understanding nested within three questions. First, what ideas of childhood and development compel and inspire the framing of educational objectives in current policy contexts of Australian early childhood reform? Second, what can contemporary challenges to the nature of subjectivity offer for rethinking assumptions of being, agency and development in early childhood? The third asks, what non-dominating perspec- tives reframe ideas of becoming and potential within the context of early childhood education and care? In addressing these questions, the thesis draws on humanist, post-humanist and postcolonial theory, Indigenous and early childhood policy to examine intersections of childhood and being as colonised subject. Theoretically this thesis grounds itself in critical ontology, emerging through a range of theories on concepts of governmentality, power relations, self and sub- jectivity. Foundations of critical ontology are challenged by ideas of colonised- coloniser relationships, processes of subjectification and their relationship to the child. This positions the study's contribution to emerging postcolonial reframing of early childhood education. Methodologically, the thesis utilises an approach drawing from interpretive, deconstructive and critical methodologies of education.
    [Show full text]
  • Observation Final
    MAX-PLANCK-INST I T U T F Ü R W I SSENSCHAFTSGESCH I CHTE Max Planck Institute for the History of Science 2009 PREPRINT 375 Ludmila Hyman Vygotsky on Scientific Observation L.V. Hyman Vygotsky on Scientific Observation “For me the primary question is the question of method, that is for me the question of truth…” — Vygotsky in a letter to Luria, March 5, 1926 Introduction Psychology is an important resource for the study of scientific observation for at least two reasons. First, over the past century psychology has attained considerable knowledge of perception and other cognitive processes; this knowledge can help explain scientific observation as a psychological process. Second, psychology has been acutely sensitive to scientific observation as its own method. It is a science whose subject is “the most complicated of all things in the world and least accessible to investigation” (Vygotsky, 1982/1997, 328), and it has been in search of a better empirical methods since its inception (Fuchs & Milar, 2003; Mandler, 2007). Scientific psychology begins with attempts at controlled observation of sensory and mental experience in the laboratories of Wundt, Ebbinghaus, G.E. Müller, G. Stanley Hall, Titchener, and others in the late nineteenth century. Methodological problems related to observation precipitated a “crisis” in psychology in the early twentieth century, which exposed the confrontation between objectivist approaches (such as the reflexology of Pavlov and Bechterev or the behaviorism of J.B. Watson) and subjectivist approaches (such as the introspective empirical psychology of the Würzburg school, the structural psychology of E.B. Titchener, and Dilthey’s verstehende Psychologie).
    [Show full text]
  • Australian Slavonic and East European Studies
    Australian Slavonic and East European Studies (Formerly Melbourne Slavonic Studies) Journal of the Australia and New Zealand Slavists’ Association and of the Australian Association of Communist and Post-Communist Studies Volume 34 2020 Australian Slavonic and East European Studies Editor: Dr Robert Lagerberg, University of Melbourne Deputy Editor: Assoc. Prof. Stefan Auer, University of Hong Kong Reviews Editor: Dr John Cook, University of Melbourne Editorial Board Assoc. Prof. Judith Armstrong, University of Melbourne Dr John Cook, University of Melbourne Dr Julie Fedor, University of Melbourne Dr Lyndall Morgan, University of Queensland Prof. Marko Pavlyshyn, Monash University Dr Alexandra Smith, University of Edinburgh Dr Ludmila Stern, University of New South Wales Dr David N. Wells, Curtin University Assoc. Prof. Kevin Windle, Australian National University ASEES is a refereed journal which publishes scholarly articles, review articles and short reviews on all aspects of Slavonic and East European Studies, in particular, lan- guage, literature, history and political science, and also art and social science. Articles should have a maximum length of 8,500 words and review articles 4,000; they should be submitted to the editor electronically, preferably in .doc (Microsoft Word) format. All articles submitted for consideration should conform to the style guidelines set out in the ASEES web page. ASEES replaces Melbourne Slavonic Studies, founded in 1967 by the late Nina Christesen, which ceased publication with Volume 19, 1985. Back issues of most volumes are available for A$20.00 per issue plus GST. Recent volumes of ASEES are available online at: http://arts.unimelb.edu.au/soll/research/research-publications/european- studies/asees-journal and http://miskinhill.com.au/journals/asees/ ASEES is published once per year: the current subscription price is A$35.
    [Show full text]
  • What Would Korczak Do?
    WHAT WOULD KORCZAK DO? R e f l e c t i o n s o n E d u c a t i o n , W e l l - b e i n g & C h i l d r e n ’ s R i g h t s i n t h e T i m e s o f t h e C O V I D - 1 9 P a n d e m i c KORCZAK DO? KORCZAK WHAT WOULD WOULD WHAT What would Korczak do? Reflections on Education, Well-being and Children’s Rights in the Times of the COVID-19 Pandemic • Edited by Anna Odrowąż-Coates • The Maria Grzegorzewska University • Warsaw 2020 What would Korczak do? Reflections on Education, Well-being and Children’s Rights in the Times of the COVID-19 Pandemic • Edited by Anna Odrowąż-Coates • The Maria Grzegorzewska University • Warsaw 2020 “Development and social adaptation of children andyouth” andsocial adaptationof “Development UNESCO/ Janusz Korczak Chair’s Book Series, Chair’sBook Series, UNESCO/ Janusz Korczak KORCZAK DO? KORCZAK WHAT WOULD WOULD WHAT EDITED BY ANNAEDITED BY ODROWĄŻ-COATES Warsaw 2020. The MariaGrzegorzew 2020.The Warsaw Rights intheTimesof Reflections onEducation, Reflections Well-being andChildren’s Well-being COVID-19 Pandemic COVID-19 SKA UNIVERSITY What would Korczak do? Reflections on Education, Well-being and Children’s Rights in the Times of the COVID-19 Pandemic • Edited by Anna Odrowąż-Coates • The Maria Grzegorzewska University • Warsaw 2020 W 2020 arsaw • Funding information This publication is financed by the Maria Grzegorzewska University inW arsaw and is an Educational Resource for the UNESCO/Janusz Korczak Chair International Summer School organized under the Patronage of the Polish Commission for UNESCO* T he Maria Grzegorzewska University • Anna Odrowąż-Coates Scientific reviewers: Prof.
    [Show full text]
  • Chicago•August 17-20, 2016 Abstract Book
    ABSTRACT BOOK ISCHE38 Front Cover: Figure 100. Furniture of the correct height. Back Cover: Figure 99. A grammar school boy in a primary seat. Source: Jesse H Bancroft, The Posture of School Children: with its home hygiene and new efficiency methods for school training (New York: The Macmillan Company, 1919) CHICAGO•AUGUST 17-20, 2016 ISCHE International Standing Conference for the History of Education ISCHE 38 Chicago, Illinois 1 August 2016 We are pleased to share with you the ISCHE 38 abstract as an online-only publication (ISSN 2313-1845 ONLINE). Included here are abstracts of all the papers presented at ISCHE 38, sorted alphabetically by the last name of the first author. For consistency of presentation and economy of space the abstracts printed here do not include bibliographies, footnotes and keywords. When we chose “Education and the Body” as the theme of ISCHE 38 we wanted participants to pose questions about the material and discursive positioning of human bodies in education, educational practices of embodiment, metaphorical uses of the concepts of “body” and “bodies” in relation to education. As conference organizers, we wanted to encourage our colleagues to consider how a focus on the body offers us new perspectives into the development of educational patterns and institutions. We wanted to challenge our fellow historians to explore how difference has historically been created between different bodies, as well as how different bodies have moved and have been shaped to move in the history of education. And, we could not be happier or more excited about the innovative and rigorous ways that ISCHE members responded to this charge! This conference could not have taken place without the extraordinary work of dozens of volunteers.
    [Show full text]
  • Pedagogy 17/2018
    HUMANITAS UNIVERSITY RESEARCH PAPERS PEDAGOGY 17/2018 Stworzenie anglojęzycznej wersji czasopisma „Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika” – zadanie finansowane w ramach umowy 726/P-DUN/2018 ze środków Ministra Nauki i Szkolnictwa Wyższego przeznaczonych na działalność upowszechniającą naukę 2018_17_ZN.indb 1 24.09.2018 13:58:19 THE SCIENTIFIC COUNCIL THE CHAIRPERSON OF THE SCIENTIFIC COUNCIL prof. dr hab. Stanisław Palka, Jagiellonian University, Kraków, Poland THE MEMBERS OF THE SCIENTIFIC COUNCIL dr hab. Kazimierz Czarnecki prof. WSH, Humanitas University, Sosnowiec, Poland; dr hab. Zofia Danielewska prof. UJ, Jagiellonian University, Kraków, Poland; prof. dr hab. Ihor Dobryansky, Institute of Regional Management and Economy, Kirovograd, Ukraine; doc. PeadDr. Tomáš Dohnal, Palacky Universitý, Olomouc, Czech Republic; prof. dr. hab. Zenon Gajdzica, University of Silesia, Katowice, Poland; prof. PhDr. Bohuslav Hodaň, Palacky Universitý, Olomouc, Czech Republic; prof. dr hab. Wojciech Kojs, WSB University, Dąbrowa Górnicza, Poland; doc. PhDr. Josef Malach, Ostravská Univerzita, Ostrava, Czech Republic; doc. PhDr. Miriam Niklová, Matej Bel University, Banská Bystrica, Slovakia; dr hab. Piotr Oleśniewicz, University School of Phisical Education, Wrocław, Poland; prof. PhDr. Libor Pavera, Vysoká Škola Hotelová, Praga, Czech Republic; doc. PaedDr. Janka Peráčková, PhD., Univerzita Komenského, Bratislava, Slovak Republic; prof. dr hab. Eugeniusz Prystupa, Lviv State University of Physical Culture, Lviv, Ukraine; prof. dr hab. Jerzy Zieliński, Humanitas University, Sosnowiec, Poland; doc. Martin Zvonaŕ, Ph.D., Masaryk Universitý, Brno, Czech Republic RECENZENCI WSPÓŁPRACUJĄCY/CO-REVIEWERS prof. dr hab. Krystyna Duraj-Nowakowa – University Ignatianum, Kraków, Poland; prof. dr hab. Ihor Dobryansky, Institute of Regional Management and Economy, Kirovograd, Ukraine; doc. PeadDr. Tomáš Dohnal – Palacky Universitý, Olomouc, Czech Republic; prof.
    [Show full text]
  • Development Makes History, Where Inside Meets Outside Charles
    Development Makes History, Where Inside Meets Outside Charles Bazerman Bernard Schneuwly in his essay "Contradiction and Development: Vygotsky and Paedology" (1994) elaborates a less examined set of implications of Vygotsky's work, in order to consider how development occurs at the intersection of the individual student and the curriculum. In doing so, Schneuwly implies but does not make explicit a mechanism for the evolution of society through individual developmental discovery, as I will elaborate below. Since I am working only from Professor Schneuwly's work published in English, however, I recognize he may well have covered everything I have to say and more in his extensive publications in French and other languages. In explicating Vygotsky's idea of development in "Contradiction and Development," Schneuwly highlights two points. First he notes that the individual confronts the contradiction between his or her own structures of thought formed from prior experience and the satisfaction of needs in the world outside oneself. Development, and the zone in which it arises, occurs at the meeting of these two forces. Schneuwly notes: The concept of the zone of proximal development ....springs from the meeting point between external needs and internal possibilities; it is the tension created by this intersection - it constitutes the meeting point between two kinds of processes: one relatively systematic, functioning step by step in a regular progression, going into different aspects of a system one after the other; the other proceeding abruptly, by reorganisation of various elements of the mind, creating entirely new systems and modifying the old ones. (Schneuwly, 1994a, P. 289) This formulation in most respects might seem familiar to commentators on Vygotsky's Zone of Proximal Development (ZPD) and consistent with Vygotsky's account of scientific and spontaneous concepts and their relation.
    [Show full text]
  • Lev Vygotsky (1896-1934)
    The International Journal of Indian Psychology ISSN 2348-5396 (e) | ISSN: 2349-3429 (p) Volume 6, Issue 3, DIP 18.01.001/20180603 DOI: 10.25215/0603.001 http://www.ijip.in | July - September, 2018 TimeLine Person of the Month: Lev Vygotsky (1896-1934) Ankit Patel1* Born November 17, 1896 Orsha, Russian Empire, now in Belarus Died June 11, 1934 Moscow, Soviet Union Citizenship Russian Known for Cultural-Historical Psychology, Zone Of Proximal Development, Sociocultural Theory Of Child Development Education Imperial Moscow University (1917) Shaniavskii Moscow City People's University Lev Vygotsky was an early 20th-century developmental psychologist who was a Soviet psychologist, the founder of an unfinished theory of human cultural and bio-social development commonly. Vygotsky conjectured that youngsters build up their practices and propensities from their societies and through relational encounters; he alluded to this marvels as social contemplation. He contended that higher reasoning created because of sociocultural communications and alluded to shared information of a culture as a disguise. For instance, a kid who realizes that utilizing the can is a private action has disguised a social standard. Vygotsky's zone of proximal advancement (ZPD) remains a famous hypothesis in the field of formative brain research to delineate a kid's learning procedure. The zone alludes to the traverse of time it takes a kid to continue from the beginning periods of taking in another errand to the time when the youngster can finish the new assignment autonomously. Vygotsky asserted that youngsters figured out how to accomplish additionally difficult errands with the guide of somebody more educated.
    [Show full text]