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Vygotsky philosophy and education / [electronic resource]

by Derry, Jan.
Material type: materialTypeLabelBookSeries: Journal of philosophy of education book series: Publisher: Hoboken : Wiley, 2013.Description: 1 online resource.ISBN: 9781118368749; 1118368746; 9781118368756; 1118368754; 9781118368763; 1118368762; 9781118368732; 1118368738; 1118368770; 9781118368770.Subject(s): Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934 | Hegel, Georg Wilhelm Friedrich, 1770-1831 | Hegel, Georg Wilhelm Friedrich, 1770-1831 | Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934 | Developmental psychology | Educational psychology | Cognition | Developmental psychology | Educational psychology | Hegel, Georg Wilhelm Friedrich, 1770-1831 | VygotskiiÌ L.S. (Lev Semenovich), 1896-1934 | FAMILY & RELATIONSHIPS -- Life Stages -- General | PSYCHOLOGY -- Developmental -- General | PSYCHOLOGY -- Developmental -- Lifespan Development | PSYCHOLOGY -- General | Cognition | Developmental psychology | Educational psychology | Electronic booksOnline resources: Wiley Online Library
Contents:
Introduction -- Situated cognition and contextualism -- Constructivism and schooling -- Vygotsky, Piaget: a case of different philosophies -- Spinoza and free will -- Vygotsky, Hegel and the critique of abstract reason -- Vygotsky and Hegel II.
Summary: Vygotsky Philosophy and Education reassesses the works of Russian psychologist Lev Vygotsky work by arguing that his central ideas about the nature of rationality and knowledge were informed by the philosophic tradition of Spinoza and Hegel.-Presents a reassessment of the works of Lev Vygotsky inlight of the tradition of Spinoza and Hegel informing his work -Reveals Vygotsky's connection with the work of contemporary philosophers such as Brandom and McDowell -Draws on discussions in contemporary philosophy to revise prominent readings of Vygotskian psychology and revisits educational debates where Vygotsky's ideas were central -Reveals the limitations of appropriations of Vygotsky which fail to recognize the Hegelian provenance of his work -Shows the relevance of Brandom's inferentialism for contemporary educational theory and practice.
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Includes bibliographical references and index.

Introduction -- Situated cognition and contextualism -- Constructivism and schooling -- Vygotsky, Piaget: a case of different philosophies -- Spinoza and free will -- Vygotsky, Hegel and the critique of abstract reason -- Vygotsky and Hegel II.

Vygotsky Philosophy and Education reassesses the works of Russian psychologist Lev Vygotsky work by arguing that his central ideas about the nature of rationality and knowledge were informed by the philosophic tradition of Spinoza and Hegel.-Presents a reassessment of the works of Lev Vygotsky inlight of the tradition of Spinoza and Hegel informing his work -Reveals Vygotsky's connection with the work of contemporary philosophers such as Brandom and McDowell -Draws on discussions in contemporary philosophy to revise prominent readings of Vygotskian psychology and revisits educational debates where Vygotsky's ideas were central -Reveals the limitations of appropriations of Vygotsky which fail to recognize the Hegelian provenance of his work -Shows the relevance of Brandom's inferentialism for contemporary educational theory and practice.

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