Lev Vygotsky

Lev Vygotsky
Born	(1896-11-17)November 17, 1896 Orsha, Russian Empire
Died	June 11, 1934(1934-06-11) (aged 37) Moscow, USSR
Nationality	Russian
Alma mater	Moscow State University, Shaniavskii Open University
Known for	Cultural-historical psychology, Zone of proximal development
Spouse	Roza Noevna Vygodskaia (nee Smekhova)
Scientific career
Fields	Psychology
Notable students	Alexander Luria

Lev Semyonovich Vygotsky (Russian: Лев Семёнович Вы́готский or Выго́тский, born Лев Симхович Выгодский (Lev Simkhovich Vygodsky)) (November 17 [O.S. November 5] 1896 – June 11, 1934) was a Russian psychologist, the founder of an original holistic theory of human cultural and biosocial development commonly referred to as cultural-historical psychology, and leader of the Vygotsky Circle. According to recent studies, Vygotsky is the most popular Russian psychologist in Russia and North America.

Biography

Lev Vygotsky was born in Orsha, Byelorussia, in the Russian Empire (present-day Belarus) into a non-religious middle class Jewish family. His father was a banker. He was raised in the city of Gomel, where he obtained both public and private education. In 1913 Vygotsky was admitted to the Moscow State University through a "Jewish Lottery" to meet a three percent Jewish student quota for entry in Moscow and Saint Petersberg universities. There he studied law and, in parallel, he attended lectures at fully official, but privately funded and non degree granting "Shanyavskii People’s University". His early interests were in the arts and he might have aspired to be a literary critic, fascinated with the formalism of his time.

Upon graduation in 1917, Vygotsky returned to Gomel, where he lived after the October Socialist Revolution of 1917 happened. There is virtually no information about his life during the years of the German occupation and the Civil War until the Bolsheviks overtook the town in 1919. Since then Vygotsky was an active participant of major social transformation under the Bolshevik rule and a fairly prominent representative of the Bolshevik rule in Gomel in 1919-1923. For unclear reasons, around early 1920s, he changed his birth name from Vygodskii (with "d") into Vygotskii (with middle "t").

In January 1924, Vygotsky took part in the Second All-Russian Psychoneurological Congress in Leningrad. Soon thereafter, Vygotsky received an invitation to become a research fellow at the Psychological Institute in Moscow. Vygotsky moved to Moscow with new wife Roza Smekhova. He began his career at the Psychological Institute as a "staff scientist, second class". By the end of 1925, Vygotsky completed his dissertation in 1925 on "The Psychology of Art" (not published until 1960s) and a book Pedagogical Psychology that was apparently created on the basis of lecture notes that he prepared back in Gomel as a psychology instructor at local educational establishments. In summer 1925 he made his first and only trip abroad to a London congress on the education of the deaf. Upon return to the Soviet Union, he was hospitalize due to relapse of tuberculosis and, having miraculously survived, remained an invalid and out of job until the end of 1926. His dissertation was accepted as the prerequisite of scholarly degree, which was awarded to Vygotsky in fall 1925 in absentia.

After his release from hospital Vygotsky did theoretical and methodological work on the crisis in psychology, but never finished the draft of the manuscript and interrupted his work on it around mid-1927. The manuscript was later published in 1982 and presented by the editors as one of the most important Vygotsky's works. In this early manuscript, Vygotsky argued for the formation of a general psychology that could unite the naturalist objectivist strands of psychological science with the more philosophical approaches of Marxist orientation. However, he also harshly criticized those of his colleagues who attempted to build a "Marxist Psychology" as an alternative to the naturalist and philosophical schools. Arguing that if one wanted to build a truly Marxist Psychology, there were no shortcuts to be found by merely looking for applicable quotes in Marx' writings, rather one should look for a methodology that was in accordance with the Marxian spirit.

From 1926-30 Vygotsky worked on a research programme investigating the development of higher cognitive functions of logical memory, selective attention, decision making and language comprehension, from early forms of primal psychological functions. During this period he gathered a group of students including Luria, Alexei Leontiev and several others. Vygotsky guided his students in researching this phenomenon from three different angles: The instrumental angle, which tried to understand the ways in which humans use objects as aides of mediation in memory and reasoning. A developmental approach, focusing on how children acquire the higher cognitive functions during development. And a culture-historical approach, studying the ways in which forms of mediation and developmental trajectories are shaped by different social and cultural patterns of interaction.

Vygotsky died of tuberculosis in 1934, at the age of 37, in Moscow.

Work

Vygotsky was a pioneering psychologist and his major works span six separate volumes, written over roughly 10 years, from Psychology of Art (1925) to Thought and Language [or Thinking and Speech] (1934). Vygotsky's interests in the fields of developmental psychology, child development, and education were extremely diverse. His philosophical framework includes insightful interpretations of the cognitive role of mediation tools, as well as the re-interpretation of well-known concepts in psychology such as internalization of knowledge. Vygotsky introduced the notion of zone of proximal development, an innovative metaphor capable of describing the potential of human cognitive development. His work covered such diverse topics as the origin and the psychology of art, development of higher mental functions, philosophy of science and methodology of psychological research, the relation between learning and human development, concept formation, interrelation between language and thought development, play as a psychological phenomenon, learning disabilities, and abnormal human development (aka defectology).

Cultural mediation and internalization

Vygotsky investigated child development and the important roles of cultural mediation and interpersonal communication. He observed how higher mental functions developed through these interactions also represented the shared knowledge of a culture. This process is known as internalization.

Internalization can be understood in one respect as "knowing how". For example, riding a bicycle or pouring a cup of milk are tools of the society and initially outside and beyond the child. The mastery of these skills occurs through the activity of the child within society. A further aspect of internalization is appropriation, in which the child takes a tool and makes it his own, perhaps using it in a way unique to himself. Internalizing the use of a pencil allows the child to use it very much for his own ends rather than drawing exactly what others in society have drawn previously.

Thought and Language

Perhaps Vygotsky's most important contribution concerns the inter-relationship of language development and thought. This concept, explored in Vygotsky's book Thought and Language, (alternative translation: Thinking and Speaking) establishes the explicit and profound connection between speech (both silent inner speech and oral language), and the development of mental concepts and cognitive awareness. Vygotsky described inner speech as being qualitatively different from normal (external) speech. Although Vygotsky believed inner speech developed from external speech via a gradual process of internalization, with younger children only really able to "think out loud," he claimed that in its mature form inner speech would be unintelligible to anyone except the thinker, and would not resemble spoken language as we know it (in particular, being greatly compressed). Hence, thought itself develops socially.

Language starts as a tool external to the child used for social interaction. The child guides personal behavior by using this tool in a kind of self-talk or "thinking out loud." Initially, self-talk is very much a tool of social interaction and this tapers to negligible levels when the child is alone or with deaf children. Gradually, self-talk is used more as a tool for self-directed and self-regulating behavior. Because speaking has been appropriated and internalized, self-talk is no longer present around the time the child starts school. Self-talk "develops along a rising not a declining, curve; it goes through an evolution, not an involution. In the end, it becomes inner speech" (Vygotsky, 1987, pg 57).

Speaking has thus developed along two lines, the line of social communication and the line of inner speech, by which the child mediates and regulates their activity through their thoughts. The thoughts, in turn, are mediated by the semiotics (the meaningful signs) of inner speech. This is not to say that thinking cannot take place without language, but rather that it is mediated by it and thus develops to a much higher level of sophistication. Just as the birthday cake as a sign provides much deeper meaning than its physical properties allow, inner speech as a sign provides much deeper meaning than the lower psychological functions would otherwise allow.

Inner speech is not comparable in form to external speech. External speech is the process of turning thought into words. Inner speech is the opposite; it is the conversion of speech into inward thought. Inner speech, for example, contains predicates only. Subjects are superfluous. Words are also used much more economically. One word in inner speech may be so replete with sense to the individual that it would take many words to express it in external speech.

Zone of proximal development

"Zone of proximal development" (ZPD) is Vygotsky’s term for the range of tasks that a child can complete. The lower limit of ZPD is the level of skill reached by the child working independently (also referred to as the child’s actual developmental level). The upper limit is the level of potential skill that the child is able to reach with the assistance of a more capable instructor.

Vygotsky viewed the ZPD as a way to better explain the relation between children’s learning and cognitive development. Prior to the ZPD, the relation between learning and development could be boiled down to the following three major positions: 1) Development always precedes learning (e.g., constructivism): children first need to meet a particular maturation level before learning can occur; 2) Learning and development cannot be separated but instead occur simultaneously (e.g., behaviorism): essentially, learning is development; and 3) learning and development are separate but interactive processes (e.g., gestaltism): one process always prepares the other process, and vice versa. Vygotsky rejected these three major theories because he believed that learning always precedes development in the ZPD. In other words, through the assistance of a more capable person, a child is able to learn skills or aspects of a skill that go beyond the child’s actual developmental or maturational level. Therefore, development always follows the child’s potential to learn. In this sense, the ZPD provides a prospective view of cognitive development, as opposed to a retrospective view that characterizes development in terms of a child’s independent capabilities.

Psychology of play

Less known is Vygotsky's research on play, or children's games, as a psychological phenomenon and its role in the child's development. Through play the child develops abstract meaning separate from the objects in the world, which is a critical feature in the development of higher mental functions. Vygotsky gives the famous example of a child who wants to ride a horse but cannot. If the child were under three, he would perhaps cry and be angry, but around the age of three the child's relationship with the world changes: "Henceforth play is such that the explanation for it must always be that it is the imaginary, illusory realization of unrealizable desires. Imagination is a new formation that is not present in the consciousness of the very raw young child, is totally absent in animals, and represents a specifically human form of conscious activity. Like all functions of consciousness, it originally arises from action." (Vygotsky, 1978)

The child wishes to ride a horse but cannot, so he picks up a stick and stands astride of it, thus pretending he is riding a horse. The stick is a pivot. "Action according to rules begins to be determined by ideas, not by objects.... It is terribly difficult for a child to sever thought (the meaning of a word) from object. Play is a transitional stage in this direction. At that critical moment when a stick – i.e., an object – becomes a pivot for severing the meaning of horse from a real horse, one of the basic psychological structures determining the child’s relationship to reality is radically altered".

As children get older, their reliance on pivots such as sticks, dolls and other toys diminishes. They have internalized these pivots as imagination and abstract concepts through which they can understand the world. "The old adage that 'children’s play is imagination in action' can be reversed: we can say that imagination in adolescents and schoolchildren is play without action" (Vygotsky, 1978).

Vygotsky also referred to the development of social rules that form, for example, when children play house and adopt the roles of different family members. Vygotsky cites an example of two sisters playing at being sisters. The rules of behavior between them that go unnoticed in daily life are consciously acquired through play. As well as social rules, the child acquires what we now refer to as self-regulation. For example, when a child stands at the starting line of a running race, she may well desire to run immediately so as to reach the finish line first, but her knowledge of the social rules surrounding the game and her desire to enjoy the game enable her to regulate her initial impulse and wait for the start signal.

Critics

In the Soviet Union, Vygotsky and his cultural-historical psychology were much criticized during his lifetime and after his death. By the beginning of the 1930s, Vygotsky's opponents criticized him for a number of issues, including "idealist aberrations." Following criticism, a major group of Vygotsky's students, including Luria and Leontiev, fled from Moscow to Ukraine to establish the Kharkov school of psychology. In the second half of the 1930s, Vygotsky would be criticized for his interest in the cross-disciplinary study of the child known as paedology, as well as for ignoring the role of practice and practical object-bound activity. Considerable critique came from the alleged Vygotsky's followers, such as Leontiev and members of his research group. Critics also pointed to his emphasis on the role of language and, on the other hand, emotional factors in human development. Much of this early criticism was later discarded by these Vygotskian scholars themselves. Major figures in Soviet psychology such as Sergei Rubinstein criticized Vygotsky's notion of mediation and its development in the works of students.

Influence worldwide

in Eastern Europe

In the Soviet Union, the work of the group of Vygotsky's students known as the Vygotsky Circle was vital for preserving and, in many respects, distorting the scientific legacy of Lev Vygotsky. The members of the group subsequently laid a foundation for Vygotskian psychology's systematic development in such diverse fields as the psychology of memory (P. Zinchenko), perception, sensation and movement (Zaporozhets, Asnin, A. N. Leont'ev), personality (L. Bozhovich, Asnin, A. N. Leont'ev), will and volition (Zaporozhets, A. N. Leont'ev, P. Zinchenko, L. Bozhovich, Asnin), psychology of play (G. D. Lukov, D. El'konin) and psychology of learning (P. Zinchenko, L. Bozhovich, D. El'konin), as well as the theory of step-by-step formation of mental actions (Gal'perin), general psychological activity theory (A. N. Leont'ev) and psychology of action (Zaporozhets). A. Puzyrey elaborated the ideas of Vygotsky in respect of psychotherapy and even in the broader context of deliberate psychological intervention (psychotechnique), in general. In Hungary Laszlo Garai founded a Vygotskian research group.

in North America

In North American context, Vygotsky's work through a series of pre-WWII publications in English was known from the end of 1920s, but did not have major impact on research in general. In 1962 a translation of his posthumous book Thinking and speech that came out under the title Thought and language did not seem to considerably change the situation. It was only after an eclectic compilation of partly rephrased and partly translated works of Vygotsky and his collaborators that, however, came out under Vygotsky's name in a book titled Mind in Society that the Vygotsky Boom started in the West: originally, in North America, and later, following the North American example, spread to other regions of the world. This version of Vygotskian science is typically associated with the names of its chief proponents Michael Cole, James Wertsch, their associates and followers, and is relatively well-known under the names of "cultural-historical activity theory" (aka CHAT) or, yet more distant from Vygotsky's legacy, "activity theory".

Criticisms of North American "Vygotskian" legacy

A critique of the North American interpretation of Vygotsky's ideas and, somewhat later, its global spread and dissemination appeared in the 1980s and continued, reaching a peak in the 2000s. Most often these critiques address numerous distortions of Vygotsky's ideas, mere "declarations of faith", "versions of Vygotsky", the "concepts and inferences curiously attributed to Lev Vygotsky", "multiple reading of Vygotsky", some of which -- for instance, "activity theory" -- are referred to as "dead end” for cultural-historical psychology and, moreover, for methodological thinking in cultural psychology. Some publications question if anyone actually reads Vygotsky’s words and whether it is too late to understand Vygotsky for the classroom. Inconsistencies, contradictions, and at times fundamental flaws in "Vygotskian" literature were revealed in the ocean of critical publications on this subject and are typically associated with — but certainly not limited to — the North American legacy of Michael Cole and James Wertsch. These criticisms contributed significantly to the emergence of contemporary revisionist movement in Vygotskian science.

Revisionist movement in Vygotskian science

A recent trend that is grounded in numerous criticisms of North American tradition of interpretation of Vygotsky's legacy emerged in Vygotskian science in 2000s. The "Revisionist Revolution" is typically associated with growing dissatisfaction with the quality and scholarly integrity of available English translations of the texts of Vygotsky and members of Vygotsky Circle. Besides, a series of recent studies revealed the questionable quality of Vygotsky's published texts that, in fact, were never finished and intended for publication by their author, but were nevertheless posthumously published with numerous distortions and without giving proper editorial acknowledgement of their unfinished, transitory nature.

Scholars associated with revisionist movement in Vygotskian science propose returning back to original Vygotsky's uncensored works, critically revise the available discourse, and republish them in the original and in translation alike and, in addition, with rigorous scholarly commentary. Besides, the critical revision of discourses and historiographical narratives about Vygotsky entails revision of his scholarly legacy and its applicability in contemporary context of mainstream psychological theoretical and applied research. The revisionist movement is truly global and comprises scholars from Russia, US and Canada, Germany, the Netherlands, South Africa, Korea, Brazil, Greece, and other regions, and is rapidly growing. A number of publications of revisionist nature took place recently in Russia-based yet international and multilingual scholarly journal PsyAnima, Dubna Psychological Journal, which makes this journal the leading edition of the rapidly growing Revisionist movement in Vygotskian science.

An essential part of this revisionist movement is the ongoing work on "PsyAnima Complete Vygotsky" project that for the first time ever exposes Vygotsky's texts, uncensored and cleared from numerous mistakes, omissions, insertions, and blatant distortions and falsifications of the author's text made in Soviet editions and uncritically transfered in virtually all foreign translated editions of Vygotsky's works. This truly global project is affiliated with PsyAnima, Dubna Psychological Journal and is carried out by a number of members of the journal's editorial board in collaboration with an international team of enthusiasts—researchers, archival workers, and library staff—from Belarus, Brazil, Canada, Israel, Italy, the Netherlands, Russia, and Switzerland, who joined their efforts and put together highly impressive collection of L.S. Vygotsky’s texts. This publication work is supported by a stream of expert critical scholarly studies and publications on textology, history, theory and methodology of Vygotskian research.

Works

• Consciousness as a problem in the Psychology of Behavior, essay, 1925
• Educational Psychology, 1926
• Historical meaning of the crisis in Psychology, 1927
• The Problem of the Cultural Development of the Child, essay 1929
• The Fundamental Problems of Defectology, article 1929
• The Socialist alteration of Man, 1930
• Ape, Primitive Man, and Child: Essays in the History of Behaviour. A. R. Luria and L. S. Vygotsky. 1930
• Paedology of the Adolescent, 1931
• Play and its role in the Mental development of the Child, essay 1933
• Thinking and Speech, 1934
• Tool and symbol in child development, 1934
• Mind in Society: The Development of Higher Psychological Processes, 1978
• Thought and Language, 1986
• The Collected Works of L. S. Vygotsky, 1987 overview

See also

• Vygotsky Circle
• Cognitivism (learning theory)
• Laboratory of Comparative Human Cognition (LCHC)
• Social constructivism
• PsyAnima, Dubna Psychological Journal

Further reading

Primary

• Kozulin, A. (1990). Vygotsky's Psychology: A Biography of Ideas. Cambridge, MA: Harvard University Press.
• Van der Veer, R., & Valsiner, J. (1991). Understanding Vygotsky. A quest for synthesis. Oxford: Basil Blackwell.
• Van der Veer, R., & Valsiner, J. (Eds.) (1994). The Vygotsky Reader. Oxford: Blackwell.
• Vygodskaya, G. L., & Lifanova, T. M. (1996/1999). Lev Semenovich Vygotsky, Journal of Russian and East European Psychology, Part 1, 37 (2), 3-90; Part 2, 37 (3), 3-90; Part 3, 37 (4), 3-93, Part 4, 37 (5), 3-99.
• Van der Veer, Rene (2007). Lev Vygotsky: Continuum Library of Educational Thought. Continuum. ISBN 0-8264-8409-3.
• Yasnitsky, A. (2010). "Archival revolution" in Vygotskian studies? Uncovering Vygotsky's archives [2]. Journal of Russian & East European Psychology, Vol 48(1), Jan-Feb 2010, 3-13. doi:10.2753/RPO1061-0405480100
• Yasnitsky, A. (2011). Lev Vygotsky: Philologist and Defectologist, A Socio-intellectual Biography. In Pickren, W., Dewsbury, D., & Wertheimer, M. (Eds.). Portraits of Pioneers in Developmental Psychology, vol. VII.
• van der Veer, R. & Yasnitsky, A. (2011). Vygotsky in English: What Still Needs to Be Done. Integrative Psychological and Behavioral Science html, pdf
• Yasnitsky, A. (2012). Revisionist Revolution in Vygotskian Science: Toward Cultural-Historical Gestalt Psychology. Guest Editor’s Introduction. Journal of Russian and East European Psychology, vol. 50, no. 4, July–August 2012, pp. 3–15. DOI: 10.2753/RPO1061-0405500400

Secondary

• Daniels, H. (Ed.) (1996). An Introduction to Vygotsky, London: Routledge.
• Veresov, N. N. (1999). Undiscovered Vygotsky: Etudes on the pre-history of cultural-historical psychology. New York: Peter Lang.
• Daniels, H., Wertsch, J. & Cole, M. (Eds.) (2007). The Cambridge Companion to Vygotsky.
• Yasnitsky, A. (2011). Vygotsky Circle as a Personal Network of Scholars: Restoring Connections Between People and Ideas (idem). Integrative Psychological and Behavioral Science, doi:10.1007/s12124-011-9168-5 pdf
• Yasnitsky, A. (2011). The Vygotsky That We (Do Not) Know: Vygotsky’s Main Works and the Chronology of their Composition. PsyAnima, Dubna Psychological Journal, 4(4)

External links

• Lev Vygotsky archive, marxists.org: all major works
• The Vygotsky Project Summaries of, and links to, Vygotsky articles.
• The Mozart of Psychology Vygotsky article with extensive references.
• Dorothy "Dot" Robbins Vygotsky memorial site with many papers and resources.
• XMCA Research Paper Archive Various articles on Vygotskian psychology
• Garai, L. Another crisis in the psychology: A possible motive for the Vygotsky-boom.
• Garai, L. Vygotskian implications: On the meaning and its brain
• Annotated bibliography of scholarly histories on Vygotsky, Advances in the History of Psychology, York University