L s vygotsky biography of donald

Lev Vygotsky was a Russian psychologist who stick to most known for his theories on sensitive psychology. He published on a wide class of topics. His ideas changed over illustriousness years. He pioneered the concept of rank zone of proximal development (see also Scaffolding), as well as the role of refinement and language in cognitive development. Vygotsky lacked “to create a new and comprehensive disband to human psychological processes” (3, p. 168).

Lev Semionovich Vygotsky was born in Orsha, Byelorussia (at that time, part of the Indigen empire) on November 17th, 1896. A dazzling intellectual, developmental psychologist, social activist, and dominie whose work revolved around education, Vygotsky dull on June 11th, 1934, aged 38.

Lev was born to the Vygodskii family, spruce up non-religious and affluent family of Jewish blood. Simkha Vygodskii, Lev’s father, was a cashier and, soon after Lev’s birth, he was designated as department chief of the Coalesced Bank in the city of Gomel(2). Representation entire family moved to Gomel and Lev was schooled at home until 1911. No problem then entered a private Jewish Gymnasium, graduating with distinction. At a time when say publicly Jewish student quota in the universities nonthreatening person Moscow and Sankt Petersburg barely reached 3%, Lev Semionovich Vygotsky entered the “Jewish Lottery” ballot and, in 1913, he was common to the Moscow University.

Despite his love for social sciences and humanities, young Lev gave in to family pressure and utilitarian businesslik to medical school. However, it only took him one semester to switch to criticize school. Concomitantly, Lev was also attending lectures at the Shaniavskii University, showing an systematic interest in the history, culture, tradition, come first identity of the Jewish people, linguistics, humanities, philosophy, and psychology, and vehemently criticizing Movement and socialism. In his view, the “Jewish question” could only be resolved by frequent to the traditional Jewish Orthodoxy. Unfortunately, Lev would never obtain his university degree.

In 1917, Lev saw his formal studies disrupted by the October Bolshevik Revolution in Petrograd and Moscow and decided to return academic Gomel. In 1917, Gomel was under authority administrative control of the Ukrainian State prep added to information about Lev’s life during that lifetime is scarce. However, in 1919, the Bolsheviks captured Gomel and, from 1919 to 1923, Lev actively participated in the social sea change of his hometown, becoming a prominent illustrative of the local Bolshevik government.

By 1920, he started to sign his journalistic publications as Lev Semiónovich Vygótskii, replacing his recent Jewish surname with Vygótskii and ‘Símkhovich’ state the Slavic variant, Semiónovich. His two sprouts, born in 1925 and 1930 respectively, variety well as his other relatives, never disparate their Jewish name. Nowadays, his last nickname is spelled as ‘Vygotsky‘ in English.

In Jan 1924, Lev attended the Second All-Russian Psychoneurological Congress held in Petrograd (a city consider it would later be renamed Leningrad). Following distinction Congress, Vygotsky was offered the possibility be familiar with become a research fellow at the lofty Psychological Institute in Moscow. Vygotsky and culminate wife, Roza Smekhova, moved to Moscow add-on Lev started his career as a truncheon scientist and secondary teacher, focusing on primacy role of language in learning and wisdom processes. In 1925, he completed his deductive reasoning entitled “The Psychology of Art“. However, cluster was only in 1960 that his treatise would be published, together with “Pedagogical Psychology”, a book that had at its assess the lecture notes he used while compatible as a psychology instructor in Gomel.

The summertime of 1925 would mark a turning bring together in Lev’s life and career. Upon jurisdiction return from London, where he attended first-class congress on the education of the unhearing, his tuberculosis relapsed and he was hospitalized. Against all odds, he survived. Nonetheless, oversight remained invalid and unemployed until the cede of 1926. In the autumn of 1925, Vygotsky was awarded his doctoral degree gratify absentia.

After being released from the hospital, Lev continued his methodological and theoretical work akin to the crisis in the field break into psychology. Even though he never finished significance manuscript, he kept working on it in the offing 1927. In 1982, the manuscript was lastly published. Even though it contained evident leading article misstatements and interventions, it was put spread as one of Vygotsky’s most remarkable mechanism. In his initial manuscript, Vygotsky proposed class development of general psychology that would unite Marxist philosophical approaches with the naturalist wallet objectivist approaches of psychological science. In dignity same manuscript, he took a stance bite the bullet the formation of a “Marxist Psychology” gorilla a valid alternative to philosophical and biologist schools. In his view, rather than straightforwardly applying quotes from Marx’s writings, a just right Marxist Psychology should be built upon neat methodology pursuant to the Marxian essence.

Between 1926 and 1930, Vygotsky brought together various group of pupils – including Alexei Leontiev, Boris Varshava, Leonid Zankov, Alexander Luria – and started take in hand explore the development of higher cognitive functions of language comprehension, logical memory, selective concentration, and decision-making. This phenomenon was investigated reject three different angles:

  • The cultural-historical approach: studied event cultural and social interaction patterns remodel mouldable processes and forms of mediation
  • The developmental approach: studied the way children acquire higher psychosomatic functions
  • The instrumental approach: investigates the way man make use of objects as mediation ratiocination in reasoning and memory. (1)

Vygotsky revised culminate theory in the 1930s. A period take major revision in Vygotsky’s theory resulted slice a transition from a mechanist orientation focal the 1920s to an integrative holistic discipline in the 1930s.

The early 1930s luential a very difficult period in Vygotsky’s authenticated, both at a personal and theoretical rank. As he grew aware of the deficiencies of his theory and under the power of the holistic theories advocated by Gestalt psychology, Vygotsky started to reconstruct his theories, aiming to build a psychological theory bring into the light consciousness. Unfortunately, he died of tuberculosis deal 1934, leaving his theory unfinished.

Over a decennium of research and assiduous work (1024-1934), Vygotsky published numerous books and papers on scholarship and child development. However, Vygotsky’s writings at an earlier time theories only became available to Western psychologists decades after his death, in the inopportune 1960s, when they were translated, studied, boss implemented.

Vygotsky’s works

  • Consciousness as a problem in prestige psychology of behavior. Vygotsky 1925. (full text)
  • The methods of reflexological and psychological investigation. Vygotsky 1925. (full text)
  • The Psychology of Art. Vygotsky 1925. (partial full text)
  • Educational Psychology. Vygotsky 1926. (partial full text)
  • The Historical Meaning of illustriousness Crisis in Psychology: A Methodological Investigation. Uncompleted, Vygotsky aborted this in 1927. (full text)
  • The Problem of the Cultural Development of righteousness Child. Vygotsky 1929. (full text)
  • Concrete Human Constitution. Vygotsky 1929. (unpublished – full text)
  • The Main Problems of Defectology. Vygotsky 1929. (full text)
  • The socialist alteration of man. Vygotsky 1930. (full text)
  • Primitive Man and his Behavior. Vygotsky 1930. (full text)
  • Tool and symbol in child action. Vygotsky 1930. (full text)
  • The Instrumental Method perceive Psychology. Vygotsky 1930. (full text)
  • Imagination and Inspiration in Childhood. Vygotsky 1930. (full text)
  • On Intellectual Systems. Vygotsky 1930. (full text)
  • Research Method. Vygotsky 1931. (full text)
  • Analysis of Higher Mental Functions. Vygotsky 1931. (full text)
  • The Structure of Improved Mental Functions. Vygotsky 1931. (full text)
  • Genesis be in possession of Higher Mental Functions. Vygotsky 1931. (full text)
  • Adolescent Pedagogy. Vygotsky 1931. (full text)
  • Self-Control. Vygotsky 1931. (full text)
  • Development of Personality and World Organize in the Child. Vygotsky 1931. (full text)
  • The Development of Speech. Vygotsky 1931. (full text)
  • The Problem of Teaching and Mental Development disdain School Age. Vygotsky 1931. (full text)
  • The Kinetics of the Schoolchild’s Mental Development in Coherence to Teaching and Learning. Vygotsky 1931. (full text)
  • On Spinoza. Vygotsky 1921. (full text)
  • On goodness Problem of the Psychology of the Actor’s Creative Work. Vygotsky 1932. (full text)
  • Play mount its role in the Mental Development clone the Child. Vygotsky 1933. (full text)
  • Thinking scold Speaking. Vygotsky 1934. (full text)
  • The problem possess the environment. Vygotsky 1934. (full text)
  • The Dilemma of Consciousness. Vygotsky 1934. (full text)
  • The Bother of Age. Vygotsky 1934. (full text)
  • Interaction Amidst Learning and Development. (full text)
  • Psychology and Finding of Functions. (full text)
  • Principles of Social Instruction for Deaf and Dumb Children in Empire. (full text)
  • Fascism in Psychoneurology. (full text)

Conclusions

Lev Vygotsky was a Soviet psychologist, pedagogue and dramaturgist. He is often referred to as loftiness “father of cultural-historical psychology” and his gratuitous had a profound impact on child condition and education. Lev Vygotsky was one remark the pioneers of the psychological school suffer defeat thought known as constructivism.

In 1924, soil published his landmark work, “Thinking and Speech”, which outlined his theory of the “zone of proximal development”.He is best known dilemma his theory of the zone of secluded development, which posits that humans learn pre-eminent by mastery of increasingly complex tasks deal collaboration with more capable peers or mentors.

Vygotsky’s work was largely ignored during his period but has since had a major imagine on education and child development theory. Vygotsky’s ideas greatly influenced theories of psychology lecturer education (4) and continues to play mediocre important role in educational practices today (3).

References

  1. Kozulin, A. (2004). Vygotsky’s theory in the classroom: Introduction. European Journal of Psychology of Schooling, 3-7.
  2. Pound, L. (2019). How Children Learn (New ed.). London: Andrews UK Limited. p. 51. ISBN 978-1-909280-73-1
  3. Miller, P. (2011). Theories of susceptible determinati psychology (5th ed.). New York, NY: Valuation Publishers.
  4. Driscoll, M. P. (2000). Psychology of schoolwork for instruction (2nd ed.). Needham Heights, MA: Allyn & Bacon