The Importance of the Cultural-Historical Theory for Education. Some Meditations on Learning, Development, Activity, and Creativity
| Autor: | Nikolai Veresov |
|---|---|
| Jazyk: | English<br />Polish |
| Rok vydání: | 2013 |
| Předmět: | |
| Zdroj: | Forum Oświatowe, Vol 24, Iss 1(46), Pp 141-156 (2013) |
| Druh dokumentu: | article |
| ISSN: | 0867-0323 2450-3452 |
| Popis: | “What are the main items showing the importance of cultural-historical psychology for education?” It is much easier to put such a question than to give an appropriate answer. Different experts in this area definitely propose different answers to it. In this article I would try to present my answer from my perspective. It seems that our understanding of Vygotsky’s theory is so deep and complete that any question of missed links or hidden messages does not make any sense. What essentially new could be found in this area after more than 40 years of discovering of the cultural-historical theory by generations of researchers? However, I will try to show that there are missed links in our understanding of Vygotsky’s theoretical approach. Even more, I will try to show that there is a hidden message from Vygotsky which remains unclaimed. I will try to show then that both items (the missed link and the hidden message) are connected with the idea of development in terms of drama. |
| Databáze: | Directory of Open Access Journals |
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