The concepts of mediation and mediatization according to Vygotsky’s conception of development / Los conceptos mediación y mediatización según la concepción del desarrollo de Vygotski

Bibliographic Data

ID12486233
AuthorsYulia Solovieva (0000-0001-5610-1474, Autonomous University of Puebla, Puebla, Mexico, corresponding author), Luis Quintanar Rojas (0000-0002-9758-1467, Autonomous University of Tlaxcala, Tlaxcala, Mexico)
Year2025
Volume37
Issue3
Pages649-669
Publication date2025-08-15
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCulture and Education (JOURNAL)
Journal identifiersISSN: 1135-6405 • E-ISSN: 1578-4118
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1177/11356405251356226
OpenAlexW4413302222
LanguageES
References cited21

The article is dedicated to the revision of two possible interpretations of an important concept in Vygotsky’s theoretical conception, as ‘mediation’ by another person or ‘mediatization’ using external and internal psychological means. The most-used term in English and Spanish literature, as the translation from Russian, is ‘mediation’. According to the authors of the article, this translation doesn’t allow it to penetrate the essence of Vygotsky’s original proposal. This essence is related to the broad possibility not only of contact with artefacts but also of reflective use of signs, symbols and means, which are called psychological instruments in Vygotsky’s work. The article provides an analysis of this contribution to general, educational, developmental and clinical psychology. The authors conclude that both terms, ‘mediation’ and ‘mediatization’, might be used according to the corresponding meaning of each term

Humanities · Mediation · Social science · Sociology · Educational and Psychological Assessments · Inclusive Education and Diversity · Innovative Education and Learning Practices · Philosophy · Psychology

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