The alternative to reactive forms of learning is expansion which
transcends the context given. Because of its elusiveness, expansion is
traditionally not considered a proper object of scientific investigation. It
has very much remained a domain of mysticism
history of emegence in sociology & psychology
Summer 2008
The Role of Development Concepts in the History of Gestalt Theory: The
Work of Kurt Koffka
by Mitchell G. Ash
Summer 2008
The Role of Development Concepts in the History of Gestalt Theory: The
Work of Kurt Koffka
by Mitchell G. Ash
Reading Vygotsky, by Michael Cole, an expert in the works of A.R. Luria and
L.S. Vygotsky, which includes a personalized story of his own development
in this line of thinking
Cole & Wertsch's discussion of the historical conversation about Piaget
& Vygotsky, the faux differences as well as the substantive differences.
They identify 'cultural mediation' as the crux of Vygotskian thinking on
learning and development
As children get older, their reliance on pivots such as sticks, dolls and
other toys diminishes. They have internalized these pivots as
imagination and abstract concepts through which they can understand
the world. "The old adage that children’s play is imagination in action
can be reversed: we can say that imagination in adolescents and
schoolchildren is play without action" (Vygotsky, 1978).
Another aspect of play that Vygotsky referred to was the development of
social rules that develop, for example, when children play house and
adopt the roles of different family members. Vygotsky cites an example
of two sisters playing at being sisters. The rules of behavior between
them that go unnoticed in daily life are consciously acquired through
play. As well as social rules the child acquires what we now refer to as
self-regulation.
he major theme of Vygotsky's theoretical framework is that social
interaction plays a fundamental role in the development of cognition.
Vygotsky (1978) states: "Every function in the child's cultural
development appears twice: first, on the social level, and later, on the
individual level; first, between people (interpsychological) and then
inside the child (intrapsychological). This applies equally to voluntary
attention, to logical memory, and to the formation of concepts. All the
higher functions originate as actual relationships between individuals."
(p57).
"Vygotsky rejects the aphorism that “thinking is silent speech”.
Intelligence and Language have different roots. Intelligence is there, in
however limited a form, even among chimps, and is found among all the
peoples of the world in much the same degree and is exercised by
young kids before they can talk.
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