Peeter Tulviste
Biographic Data
| ID | 3811848 |
|---|---|
| NAME | Peeter Tulviste |
| GIVEN NAMES | Peeter |
| FAMILY NAME | Tulviste |
| SIGNATURE | TULVISTE P |
| AFFILIATIONS | University of Tartu |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 2 |
Stability and change in value consensus of ethnic Estonians and Russian-speaking minority
Tailoring identities
In the first part of this article, some consequences of telling truth about history in the Soviet Union and Russia are briefly described: crises of history teaching in schools, and ongoing ‘‘history wars’’ with the neighboring countries that have regained independence. In both cases, the problem is how to use historical knowledge in constructing identity narratives when the knowledge is contradictory. In this context, some issues analyzed in Carr…
Official and Unofficial Histories
We argue that in order to understand how and why history is taught and learned, it is necessary to distinguish between "official" and "unofficial" history. Using this distinction, we examine differing historical representations of events in 1940 that resulted in Estonia's becoming part of the Soviet Union. Results from interviews with six ethnic Estonians are reported in an attempt to examine the differences between their understanding of the off…
L. S. Vygotsky and contemporary developmental psychology
Central themes from L. S. Vygotsky's writings that have particular relevance for contemporary developmental psychology are outlined, and these ideas are extended in light of recent theoretical advances in the social sciences and humanities. The discussion focuses primarily on Vygotsky's claims about the social origins and social nature of higher (i.e., uniquely human) mental functioning and on his understanding of culture. His claims about the so…
Education and the Development of Concepts
Differences between adults who had and had not been to school observed in experiments involving definition of concepts, finding similarities, classification, and discriminating between a concept and its denotata are examined. Most of the described differences correspond to those between everyday and scientific concepts as described by Vygotsky. Existing data leave open the question of whether all the qualitative differences enumerated by Vygotsky…
L. Lévy-Bruhl and Problems of the Historical Development of Thought
This paper discusses the views of Lévy-Bruhl about the nature and causes of intercultural differences and historical change in thought. Lévy-Bruhl's principal contributions, of fundamental importance both for study of the historical development of thought and for the psychology and sociology of thought as a whole, are his views on the qualitative nature of the changes thought undergoes in the course of its evolution and the heterogeneity of thoug…
L. S. Vygotsky and contemporary developmental psychology
Central themes from L. S. Vygotsky's writings that have particular relevance for contemporary developmental psychology are outlined, and these ideas are extended in light of recent theoretical advances in the social sciences and humanities. The discussion focuses primarily on Vygotsky's claims about the social origins and social nature of higher (i.e., uniquely human) mental functioning and on his understanding of culture. His claims about the so…
Stability and change in value consensus of ethnic Estonians and Russian-speaking minority
L. Lévy-Bruhl and Problems of the Historical Development of Thought
This paper discusses the views of Lévy-Bruhl about the nature and causes of intercultural differences and historical change in thought. Lévy-Bruhl's principal contributions, of fundamental importance both for study of the historical development of thought and for the psychology and sociology of thought as a whole, are his views on the qualitative nature of the changes thought undergoes in the course of its evolution and the heterogeneity of thoug…
Education and the Development of Concepts
Differences between adults who had and had not been to school observed in experiments involving definition of concepts, finding similarities, classification, and discriminating between a concept and its denotata are examined. Most of the described differences correspond to those between everyday and scientific concepts as described by Vygotsky. Existing data leave open the question of whether all the qualitative differences enumerated by Vygotsky…
L. S. Vygotsky and contemporary developmental psychology
Central themes from L. S. Vygotsky's writings that have particular relevance for contemporary developmental psychology are outlined, and these ideas are extended in light of recent theoretical advances in the social sciences and humanities. The discussion focuses primarily on Vygotsky's claims about the social origins and social nature of higher (i.e., uniquely human) mental functioning and on his understanding of culture. His claims about the so…
Official and Unofficial Histories
We argue that in order to understand how and why history is taught and learned, it is necessary to distinguish between "official" and "unofficial" history. Using this distinction, we examine differing historical representations of events in 1940 that resulted in Estonia's becoming part of the Soviet Union. Results from interviews with six ethnic Estonians are reported in an attempt to examine the differences between their understanding of the off…
Tailoring identities
In the first part of this article, some consequences of telling truth about history in the Soviet Union and Russia are briefly described: crises of history teaching in schools, and ongoing ‘‘history wars’’ with the neighboring countries that have regained independence. In both cases, the problem is how to use historical knowledge in constructing identity narratives when the knowledge is contradictory. In this context, some issues analyzed in Carr…
Stability and change in value consensus of ethnic Estonians and Russian-speaking minority
Psychology (5 works) · Sociology (5 works) · Epistemology (3 works) · Political science (3 works) · Cognitive psychology (2 works) · Developmental psychology (2 works) · Educational and Psychological Assessments (2 works) · Educator Training and Historical Pedagogy (2 works) · Ethnic group (2 works) · History (2 works)