A VISION OF VYGOTSKY - Joan Wink
A VISION OF VYGOTSKY
Joan Wink
LeAnn Putney
A Vision of Vygotsky
Joan Wink
California State University, Stanislaus
LeAnn G. Putney
University of Nevada, Las Vegas
i
This book was previously published by Pearson Education, Inc. Copyright ? 2002 by Pearson Education Inc.
Copyright ? 2010 by Wink, Joan & Putney, LeAnn and its licensors.
All rights reserved. No part of the material protected by this copyright notice may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission from the copyright owner.
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Library of Congress Cataloging-in-Publication Data
Wink, Joan.
A vision of Vygotsky / Joan Wink, LeAnn Putney.
p. cm.
Includes bibliographical references and index.
1. Vygotski?, L. S. (Lev Semenovich), 1896?1934. 2. Psychology--Soviet
Union--History. I. Putney, LeAnn. II. Title.
BF109.V95 W56 2001
150'.92?dc21
2001040179
Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 06 05 04 03 02 01
ii
CONTENTS
Preface ix
The Vygotskian Metaphor: Water
ix
Dialectics x
The Overriding Theme x
Visually Vygotsky: A Road Map for Readers xi
What Is New about Vygotsky? xi
Introduction
xii
Remembering My Father, by Gita L. Vygodskaya xii
Remembering Our Friend, by His Colleagues xiii
Vygotsky and His Times xiii Historical Beginnings: A Brief Look at the Background of Vygotsky xiv
Development of Consciousness: A Search for a New Psychology xvi
Psychology to Pedagogy xvii
Meeting Our Distant Mentor: Joan Meets Vygotsky
xviii
Meeting Our Distant Mentor: Le Meets Vygotsky xxi
Conclusion xxiii
PART ONE Why Vygotsky? 1
Why Do We Do What We Do? 1
Thought at the Turn of the Century: 1900 2
Thought at the Turn of the Century: 2000 2
Evolution of Thought: 1900 to 2000
3
Conclusion 3
Endnote
3
1 Theorizing Theories and Thinking Thoughts
5
Why We Juxtapose Theories and Theorists
6
Finding Answers in a Historical Journey 6
Multiple Perspectives to Multiple Learners
6
Transmission Lens: Behaviorism/Positivism
6
Generative Lens: Cognitive to Interactionist to Constructivist 7
Transformative Lens: Social Constructionist
8
Transforming Transformative: Critical Pedagogy 9
Theory Is Practice: Example Lessons 10
Journals: Reflections on Theory to Practice
11
Classroom Application of Learning Theories
12
Searching for a New Psychology 14
Psychology to Pedagogy
17
A Vygotskian Perspective on the Work of Piaget 17
Vygotsky: Learning First, Then Development 18
Vygotsky: Active Use of Language
20
iii
Major Points of Child Development: Vygotsky/Piaget
21
Multiple Perspective for Multiple Realities
26
Conclusion 27
Endnotes
27
PART TWO Three Principal Principles
28
2 Thought and Language
29
Thinking about Words 29
The Vygotskian Venn Diagram 29
Expanding the Venn Diagram 30
Cognitive Development and Language 33
Autumn Leaves
34
Unless It's Just a Language Thing
35
Andrea and Art: More than Just a Language Thing 36
Framework for Critical Praxis 39
A Papi's Problem Posing
40
Pat's Problem Solving 41
Conclusion: 42
Endnote
42
3 Sociocultural Teaching and Learning
43
Two Senses of the Term Social 43
Socioculturally Learning and Developing 45 A Puzzle of Learning 45
Classrooms as Cultures 46
The Puzzle of Pedro 47 High-Stakes Testing 49 Going to the Movies 50
Sam: A Teaching Time Line 51
The Sociocultural and Pedagogical Puzzle 52
The Pedagogical and Political Puzzle 53
Manuel: To Name, to Reflect Critically, to Act 53
What Oscar Taught Retta
55
Blame the Victim
55
Structure for Success 56 Retta and Success 58
Library Mapping
59
Conclusion 60
Endnotes
60
4 The Zone of Proximal Development (ZPD) 62
What is the Zone of Proximal Development?
62
Visualizing the ZPD 63 A Metaphor: A Hot Air Balloon Ride 63
What Is Development? 64
iv
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