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Summer 2008 The Role of Development Concepts in the History of Gestalt Theory: The Work of Kurt Koffka by Mitchell G. Ash -
1voteVygotsky’s Vision: Reshaping the Practice of Special Education for the 21st Century B. Gindis, Ph.D. Published in: Remedial and Special Education, (1999). Vol.20, No. 6, pp. 32-64. INTRODUCTION. The last two decades of this century in the USA have been marked by an upsurge of interest in Lev S. Vygotsky's ideas. Several volumes of new translations of Vygotsky's writings appeared recently, the most prominent among them being "The Collected Works of L. S. Vygotsky" (Vygotsky, 1987-1998) and "The Vygotsky Reader" (Valsiner & Vanderveer, Eds., 1994). Since the late 1980s, literally dozens of books, articles and book chapters have been published by professionals in different fields interpreting, elaborating and expanding Vygotsky's scientific legacy. Lately, numerous websites and electronic discussion forums on the Internet have emerged to discuss ideas written by a fountain pen. Within the last two decades an "invisible college" of enthusiastic and inspired Vygotskians has formed in this country. Vygotsky has emerged as one of the major psychologists in the 20th century (Wertch, 1885, 1998), the "icon" of the "cognitive revolution" (Haywood & Tzuriel, 1992), post-modern educational progressivism (Newman & Holzman, 1993), and cultural pluralism (Rogoff, 1990). He is rightfully considered to be the founder of "cultural psychology": a psychological theory in which the human being is the subject of cultural, rather than natural processes (Ratner, 1991).
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