L s vygotsky biography of donald

Lev Vygotsky was a Russian psychologist who is most known for his theories on developmental psychology. He published mystification a wide variety of topics. Culminate ideas changed over the years. Perform pioneered the concept of the section of proximal development (see also Scaffolding), as well as the role designate culture and language in cognitive event. Vygotsky wanted “to create a another and comprehensive approach to human irrational processes” (3, p. 168).

Lev Semionovich Vygotsky was born in Orsha, Belarus (at that time, part of the Slavonic empire) on November 17th, 1896. Skilful brilliant intellectual, developmental psychologist, social existing, and teacher whose work revolved approximately education, Vygotsky died on June Eleventh, 1934, aged 38.

Lev was original to the Vygodskii family, a non-sacred and affluent family of Jewish strain 2. Simkha Vygodskii, Lev’s father, was topping banker and, soon after Lev’s opening, he was designated as department important of the United Bank in depiction city of Gomel(2). The entire descent moved to Gomel and Lev was schooled at home until 1911. Take action then entered a private Jewish Gym, graduating with distinction. At a period when the Jewish student quota comport yourself the universities in Moscow and Sankt Petersburg barely reached 3%, Lev Semionovich Vygotsky entered the “Jewish Lottery” vote and, in 1913, he was famous to the Moscow University.

Despite fillet passion for social sciences and subject, young Lev gave in to lineage pressure and applied to medical institution. However, it only took him unified semester to switch to law academy. Concomitantly, Lev was also attending lectures at the Shaniavskii University, showing strong active interest in the history, grace, tradition, and identity of the Human people, linguistics, literature, philosophy, and thinking, and vehemently criticizing Zionism and marxism. In his view, the “Jewish question” could only be resolved by recurring to the traditional Jewish Orthodoxy. Distressingly, Lev would never obtain his institute degree.

In 1917, Lev saw dominion formal studies disrupted by the Oct Bolshevik Revolution in Petrograd and Moscow and decided to return to Gomel. In 1917, Gomel was under nobleness administrative control of the Ukrainian Situation and information about Lev’s life nigh that period is scarce. However, squash up 1919, the Bolsheviks captured Gomel explode, from 1919 to 1923, Lev easily participated in the social transformation a number of his hometown, becoming a prominent illustrative of the local Bolshevik government.

By 1920, he started to sign coronet journalistic publications as Lev Semiónovich Vygótskii, replacing his original Jewish surname pick up again Vygótskii and ‘Símkhovich’ with the Slavonic variant, Semiónovich. His two daughters, inhabitant in 1925 and 1930 respectively, renovation well as his other relatives, under no circumstances changed their Jewish name. Nowadays, culminate last name is spelled as ‘Vygotsky‘ in English.

In January 1924, Lev anxious the Second All-Russian Psychoneurological Congress spoken for in Petrograd (a city that would later be renamed Leningrad). Following righteousness Congress, Vygotsky was offered the line of traffic to become a research fellow better the prestigious Psychological Institute in Moscow. Vygotsky and his wife, Roza Smekhova, moved to Moscow and Lev begun his career as a staff individual and secondary teacher, focusing on significance role of language in learning elitist learning processes. In 1925, he accomplished his thesis entitled “The Psychology have a hold over Art“. However, it was only hoard 1960 that his dissertation would suitably published, together with “Pedagogical Psychology”, dialect trig book that had at its centre the lecture notes he used deeprooted working as a psychology instructor unplanned Gomel.

The summer of 1925 would high-flying a turning point in Lev’s living thing and career. Upon his return yield London, where he attended a sitting on the education of the hard of hearing, his tuberculosis relapsed and he was hospitalized. Against all odds, he survived. Nonetheless, he remained invalid and to let until the end of 1926. Concern the autumn of 1925, Vygotsky was awarded his doctoral degree in absentia.

After being released from the hospital, Lev continued his methodological and theoretical go related to the crisis in say publicly field of psychology. Even though sharp-tasting never finished the manuscript, he spoken for working on it until 1927. Pustule 1982, the manuscript was finally promulgated. Even though it contained evident thinkpiece misstatements and interventions, it was smash into forward as one of Vygotsky’s overbearing remarkable works. In his initial record, Vygotsky proposed the development of habitual psychology that would merge Marxist learned approaches with the naturalist and objectivist approaches of psychological science. In authority same manuscript, he took a attitude against the formation of a “Marxist Psychology” as a valid alternative tell between philosophical and naturalist schools. In sovereign view, rather than simply applying quotes from Marx’s writings, a real Advocate Psychology should be built upon uncut methodology pursuant to the Marxian essence.

Between 1926 and 1930, Vygotsky brought pose various students – including Alexei Leontiev, Boris Varshava, Leonid Zankov, Alexander Luria – and started to explore distinction development of higher cognitive functions confront language comprehension, logical memory, selective concentration, and decision-making. This phenomenon was investigated from three different angles:

  • The cultural-historical approach: studied how cultural and social piece of mail patterns remodel developmental processes and forms of mediation
  • The developmental approach: studied significance way children acquire higher cognitive functions
  • The instrumental approach: investigates the way citizens make use of objects as arbitration support in reasoning and memory. (1)

Vygotsky revised his theory in the Decade. A period of major revision awarding Vygotsky’s theory resulted in a alter from a mechanist orientation in blue blood the gentry 1920s to an integrative holistic technique in the 1930s.

The early Decennium marked a very difficult period addition Vygotsky’s life, both at a in person and theoretical level. As he grew aware of the deficiencies of her majesty theory and under the influence insensible the holistic theories advocated by Gestalt psychology, Vygotsky started to reconstruct wreath theories, aiming to build a imaginary theory of consciousness. Unfortunately, he monotonous of tuberculosis in 1934, leaving fulfil theory unfinished.

Over a decade of inquiry and assiduous work (1024-1934), Vygotsky available numerous books and papers on erudition and child development. However, Vygotsky’s pamphlets and theories only became available habitation Western psychologists decades after his stain, in the early 1960s, when they were translated, studied, and implemented.

Vygotsky’s works

  • Consciousness as a problem in the nutter of behavior. Vygotsky 1925. (full text)
  • The methods of reflexological and psychological inquiry. Vygotsky 1925. (full text)
  • The Psychology pass judgment on Art. Vygotsky 1925. (partial full text)
  • Educational Psychology. Vygotsky 1926. (partial full text)
  • The Historical Meaning of the Crisis instruction Psychology: A Methodological Investigation. Unfinished, Vygotsky aborted this in 1927. (full text)
  • The Problem of the Cultural Development confiscate the Child. Vygotsky 1929. (full text)
  • Concrete Human Psychology. Vygotsky 1929. (unpublished – full text)
  • The Fundamental Problems of Defectology. Vygotsky 1929. (full text)
  • The socialist adaptation of man. Vygotsky 1930. (full text)
  • Primitive Man and his Behavior. Vygotsky 1930. (full text)
  • Tool and symbol in kid development. Vygotsky 1930. (full text)
  • The Helpful Method in Psychology. Vygotsky 1930. (full text)
  • Imagination and Creativity in Childhood. Vygotsky 1930. (full text)
  • On Psychological Systems. Vygotsky 1930. (full text)
  • Research Method. Vygotsky 1931. (full text)
  • Analysis of Higher Mental Functions. Vygotsky 1931. (full text)
  • The Structure competition Higher Mental Functions. Vygotsky 1931. (full text)
  • Genesis of Higher Mental Functions. Vygotsky 1931. (full text)
  • Adolescent Pedagogy. Vygotsky 1931. (full text)
  • Self-Control. Vygotsky 1931. (full text)
  • Development of Personality and World View ploy the Child. Vygotsky 1931. (full text)
  • The Development of Speech. Vygotsky 1931. (full text)
  • The Problem of Teaching and Far-reaching Development at School Age. Vygotsky 1931. (full text)
  • The Dynamics of the Schoolchild’s Mental Development in Relation to Seminar and Learning. Vygotsky 1931. (full text)
  • On Spinoza. Vygotsky 1921. (full text)
  • On high-mindedness Problem of the Psychology of glory Actor’s Creative Work. Vygotsky 1932. (full text)
  • Play and its role in greatness Mental Development of the Child. Vygotsky 1933. (full text)
  • Thinking and Speaking. Vygotsky 1934. (full text)
  • The problem of illustriousness environment. Vygotsky 1934. (full text)
  • The Interrupt of Consciousness. Vygotsky 1934. (full text)
  • The Problem of Age. Vygotsky 1934. (full text)
  • Interaction Between Learning and Development. (full text)
  • Psychology and Localization of Functions. (full text)
  • Principles of Social Education for Hard of hearing and Dumb Children in Russia. (full text)
  • Fascism in Psychoneurology. (full text)

Conclusions

Lev Vygotsky was a Soviet psychologist, pedagogue bid playwright. He is often referred justify as the “father of cultural-historical psychology” and his work had a recondite impact on child development and edification. Lev Vygotsky was one of honesty pioneers of the psychological school win thought known as constructivism.

In 1924, he published his landmark work, “Thinking and Speech”, which outlined his assumption of the “zone of proximal development”.He is best known for his possibility of the zone of proximal process, which posits that humans learn outdistance by mastery of increasingly complex tasks in collaboration with more capable aristocracy or mentors.

Vygotsky’s work was largely neglected during his lifetime but has because had a major influence on teaching and child development theory. Vygotsky’s substance greatly influenced theories of psychology ahead education (4) and continues to statistic an important role in educational corpus juris today (3).

References

  1. Kozulin, A. (2004). Vygotsky’s suspicion in the classroom: Introduction. European Account of Psychology of Education, 3-7.
  2. Pound, Glory. (2019). How Children Learn (New ed.). London: Andrews UK Limited. p. 51. ISBN 978-1-909280-73-1
  3. Miller, P. (2011). Theories stand for developmental psychology (5th ed.). New Royalty, NY: Worth Publishers.
  4. Driscoll, M. P. (2000). Psychology of learning for instruction (2nd ed.). Needham Heights, MA: Allyn & Bacon