A Re-examination of Defining Moments in Vygotsky's Work and Their Implications for His Continuing Legacy

Datos Bibliográficos

ID18949693
AutoresFernando González Rey (0000-0003-3755-8385, University Center of Brasília, autor de correspondencia)
Año2011
Volumen18
Número3
Páginas257-275
Fecha de publicación2011-07-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaMind Culture and Activity (JOURNAL)
Identificadores de la revistaISSN: 1074-9039 • E-ISSN: 1532-7884
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10749030903338517
OpenAlexW2121576335
IdiomaEN
Citas recibidas37
Referencias citadas7

This article argues for the idea of different moments in Vygotsky's work while highlighting combinations of ideas and concepts that were particularly emphasized in distinct moments of his work. After Vygotsky's death, these moments were not considered a theoretical system in development, either in former Soviet psychology or in Western interpretations of his work. Vygotsky's legacy seems to have been mostly reduced to one concrete focus of his work, mistakenly identified as cultural-historical theory. The overemphasis of selected aspects of Vygotsky's work resulted in an overshadowing of other ideas that have remained relatively “unknown” until fairly recently. In this article, previously underemphasized elements in Vygotsky's psychology, such as emotions, fantasy, imagination, personality, and the generative character of human psyche, are emphasized. A consideration of these elements offers new and refreshing alternatives to Vygotsky's legacy. These previously underemphasized elements are markedly represented in Vygotsky's first and third moments. Furthermore, in the third and final moment of his work, the category of sense opened up a completely new perspective for a systemic and complex approach to understanding the human mind

Epistemology · Existentialism · Generative grammar · Pedagogy · Psyche · Psychoanalysis · Sociology · Zone of proximal development · Educational and Psychological Assessments · Innovative Education and Learning Practices · Philosophy · Psychology · Teacher Education and Leadership Studies