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Vygotsky's Educational Theory in Cultural Context CY237/Kozulin-FM CY237/Kozulin 0521821312 July 10, 1904 20:22 Char Count= 0 Vygotsky’s Educational Theory in Cultural Context Edited by ALEX KOZULIN International Center for the Enhancement of Learning Potential BORIS GINDIS Touro College VLADIMIR S. AGEYEV The University at Buffalo, State University of New York SUZANNE M. MILLER The University at Buffalo, State University of New York v CY237/Kozulin-FM CY237/Kozulin 0521821312 July 10, 1904 20:22 Char Count= 0 published by the press syndicate of the university of cambridge The Pitt Building, Trumpington Street, Cambridge, United Kingdom cambridge university press The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Street, New York, NY 10011-4211, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de Alarcon´ 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa http://www.cambridge.org C Cambridge University Press 2003 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2003 Printed in the United States of America Typeface Palatino 10/12 pt. System LATEX2ε [TB] A catalog record for this book is available from the British Library. Library of Congress Cataloging in Publication Data Vygotsky’s educational theory in cultural context / edited by Alex Kozulin ...[et al.]. p. cm. – (Learning in doing) Includes bibliographical references and index. ISBN 0-521-82131-2 – ISBN 0-521-52883-6 (pbk.) 1. Learning, Psychology of. 2. Cognition and culture. 3. Vygotskiæ,L.S. (Lev Semenovich), 1896–1934 – Contributions in education. I. Kozulin, Alex. II. Series. LB1051 .V943 2003 370.15 23 – dc21 2002042902 ISBN 0 521 82131 2 hardback ISBN 0 521 52883 6 paperback vi CY237/Kozulin-FM CY237/Kozulin 0521821312 July 10, 1904 20:22 Char Count= 0 Contents List of Contributors page xi Series Foreword xiii Introduction: Sociocultural Theory and Education: Students, Teachers, and Knowledge 1 Alex Kozulin, Boris Gindis, Vladimir S. Ageyev, and Suzanne M. Miller part i: concepts and paradigms 1 Psychological Tools and Mediated Learning 15 Alex Kozulin 2 The Zone of Proximal Development in Vygotsky’s Analysis of Learning and Instruction 39 Seth Chaiklin 3 Vygotsky’s Doctrine of Scientific Concepts: Its Role for Contemporary Education 65 Yuriy V. Karpov 4 Some Cognitive Tools of Literacy 83 Kieran Egan and Natalia Gajdamaschko 5 Dynamic Assessment of the Evolving Cognitive Functions in Children 99 Carol S. Lidz and Boris Gindis part ii: development and learning 6 Periods in Child Development: Vygotsky’s Perspective 119 Holbrook Mahn 7 Development Through the Lifespan: A Neo-Vygotskian Approach 138 Yuriy V. Karpov vii CY237/Kozulin-FM CY237/Kozulin 0521821312 July 10, 1904 20:22 Char Count= 0 viii Contents 8 Learning and Development of Preschool Children from the Vygotskian Perspective 156 Elena Bodrova and Deborah J. Leong 9 The Learning Activity in the First Years of Schooling: The Developmental Path Toward Reflection 177 Galina Zuckerman 10 Remediation Through Education: Sociocultural Theory and Children with Special Needs 200 Boris Gindis part iii: sociocultural theory application in the classroom 11 Cultural–Historical Theory and Mathematics Education 225 Jean Schmittau 12 Sociocultural Theory and the Practice of Teaching Historical Concepts 246 Jacques Haenen, Hubert Schrijnemakers, and Job Stufkens 13 Formation of Learning Activity and Theoretical Thinking in Science Teaching 267 Hartmut Giest and Joachim Lompscher 14 How Literature Discussion Shapes Thinking: ZPDs for Teaching/Learning Habits of the Heart and Mind 289 Suzanne M. Miller 15 Beyond Cognition: A Vygotskian Perspective on Emotionality and Teachers’ Professional Lives 317 Anne DiPardo and Christine Potter part iv: diverse learners and contexts of education 16 Intrapersonal Communication and Internalization in the Second Language Classroom 349 James P. Lantolf 17 Mediation in Cognitive Socialization: The Influence of Socioeconomic Status 371 Pedro R. Portes and Jennifer A. Vadeboncoeur 18 Cultural Modeling: CHAT as a Lens for Understanding Instructional Discourse Based on African American English Discourse Patterns 393 Carol D. Lee CY237/Kozulin-FM CY237/Kozulin 0521821312 July 10, 1904 20:22 Char Count= 0 Contents ix 19 The Relations of Learning and Student Social Class: Toward Re-“socializing” Sociocultural Learning Theory 411 Carolyn P. Panofsky 20 Vygotsky in the Mirror of Cultural Interpretations 432 Vladimir S. Ageyev Author Index 451 Subject Index 457 CY237/Kozulin-FM CY237/Kozulin 0521821312 July 10, 1904 20:22 Char Count= 0 Contributors Vladimir S. Ageyev, Graduate School of Education, University at Buffalo, State University of New York, Buffalo, New York Elena Bodrova, Mid-Continent Research for Education and Learning, Colorado Seth Chaiklin, Department of Psychology, University of Aarhus, Risskov, Denmark Anne DiPardo, University of Iowa, Iowa City, Iowa Kieran Egan, Faculty of Education, Simon Fraser University, British Columbia, Canada Natalia Gajdamaschko, Faculty of Education, Simon Fraser University, British Columbia, Canada Hartmut Giest, Institute for Primary Education, University of Potsdam, Potsdam, Germany Boris Gindis, Graduate School of Education and Psychology, Touro Col- lege, New York, New York Jacques Haenen, IVLOS Institute of Education, Utrecht University, The Netherlands Yuriy V. Karpov, Graduate School of Education and Psychology, Touro College, New York, New York Alex Kozulin, The International Center for the Enhancement of Learning Potential, Jerusalem, Israel James P. Lantolf, Center for Language Acquisition, Penn State University, University Park, Pennsylvania xi CY237/Kozulin-FM CY237/Kozulin 0521821312 July 10, 1904 20:22 Char Count= 0 xii Contributors Carol D. Lee, School of Education and Social Policy, Northwestern Uni- versity, Chicago, Illinois Deborah J. Leong, Department of Psychology, Metropolitan State College of Denver, Denver, Colorado Carol S. Lidz, Freidman Associates, New Hope, Pennsylvania Joachim Lompscher, Institute for Primary Education, University of Potsdam, Potsdam, Germany Holbrook Mahn, College of Education, University of New Mexico, Albuquerque, New Mexico Suzanne M. Miller, Graduate School of Education, University at Buffalo, State University of New York, Buffalo, New York Carolyn P. Panofsky, Department of Educational Studies, Rhode Island College, Providence, Rhode Island Pedro R. Portes, College of Education, University of Louisville, Louisville, Kentucky Christine Potter, Language, Literacy and Culture Division of Curriculum & Instruction, University of Iowa, Iowa City, Iowa Jean Schmittau, School of Education and Development, State University of New York at Binghamton, Binghamton, New York Hubert Schrijnemakers, IVLOS Institute of Education, Utrecht University, Utrecht, The Netherlands Job Stufkens, IVLOS Institute of Education, Utrecht University, Utrecht, The Netherlands Jennifer A. Vadeboncoeur, School of Education, The University of Queensland, St. Lucia, Queensland, Australia Galina Zuckerman, Psychological Institute, Russian Academy of Educa- tion, Moscow, Russia CY237-03 CY237/Kozulin 0521821312 June 19, 2003 5:40 Char Count= 0 Introduction Sociocultural Theory and Education: Students, Teachers, and Knowledge Alex Kozulin, Boris Gindis, Vladimir S. Ageyev, and Suzanne M. Miller What are the differences among American, German, and Japanese class- rooms? If we take as a cue the anecdote told by Stiegler and Hiebert (1999) in their book The Teaching Gap, in a Japanese classroom there are students and there is knowledge and the teacher serves as a mediator between them. In a German classroom there are also knowledge and students, but teach- ers perceive this knowledge as their property and dispense it to students as they think best. In the American classroom there are teachers and there are students, but the status of knowledge is uncertain. In this book we are offering a perspective that is different from those mentioned, yet poses the same fundamental question of the relationships among students, teachers, and knowledge. Our perspective is grounded in the theory of Lev Vygotsky (1896–1934), whose ideas turned out to be instrumental in shaping the learning processes in a growing number of classrooms in Russia, Europe, and the United States. At the heart of Vygotsky’s theory lies the understanding of human cognition and learn- ing as social and cultural rather than individual phenomena. During his tragically short lifetime Vygotsky developed this central thesis in a vari- ety of areas including the theory of child development and educational psychology. He explored relationships between language and thought, in- struction and development, everyday and academic concept formation, and a host of others. For a number of decades his theory inspired only a relatively small group of followers in Russia and Eastern Europe. And yet with the passage of time instead of disappearing from the scientific and educational horizon, Vygotsky’s theory began attracting more and more attention in different countries. What is the secret of the vitality of Vygotskian ideas? What causes con- temporary Vygotskians to continue arguing about concepts and hypothe- ses first advanced in the 1920s? Returning to the opening anecdote we may suggest that instead of offering a definitive model, Vygotsky prompts us to inquire into the nature of knowledge used in
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