The Development of Scienti?c Concepts  

Oleh:

Miller, Ronald

Jenis: Article from Books - E-Book
Dalam koleksi: Vygotsky in Perspective, page 95-135.
Topik: Scienti?c Concepts; Conscious Awareness; Instruction and Development; Instruction; Development and the Zone of Proximal Development; Conceptual Systems; Scienti?c and Everyday Concepts
Fulltext: The Development of Scienti?c Concepts.pdf (302.98KB)

Isi artikel

Reading Vygotsky’s chapter on the ‘Development of scienti?c concepts’ (1987), it soon becomes apparent that it also contains a wealth of overlapping theoretical and conceptual ideas that Vygotsky attempts to draw together in order to clarify and explain the process of intellectual development. Concepts such as conscious awareness, imitation, instruction and the zone of proximal development are introduced and elaborated and Vygotsky uses them as resources to explore the relationship between development and instruction. Given the scope of the material covered in the chapter, it is not surprising that Luria, writing in his ‘Afterword’ to Thinking and Speech, comments (1987, p. 365) that this chapter ‘greatly broadens the conceptual framework of the whole of Vygotsky’s work’ and ‘that it is in this chapter that the larger scope of Vygotsky’s philosophical, psychological, and practical views are revealed’. But crammed into a single chapter, it makes for demanding reading. Not only is careful attention to the detail of text required but multiple readings are necessary to extract the various layers of meaning. The chapter is divided into eight sections and, like most of Vygotsky’s texts, the introductory section provides a summary of the argument that is elaborated in the subsequent chapters.

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