Exploring a Vygotskian Theory of Education and Its Evolutionary Foundations

Autor/in	Nardo, Aline
Titel	Exploring a Vygotskian Theory of Education and Its Evolutionary Foundations
Quelle	In: Educational Theory, 71 (2021) 3, S.331-352 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/edth.12485
Schlagwörter	Educational Theories; Sociocultural Patterns; Educational Psychology; Psychologists; Social Systems; Evolution; Learning Processes; Peer Relationship; Teacher Role; Teaching Methods; Individual Development + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Soziokulturelle Theorie; Erziehungspsychologie; Pädagogische Psychologie; Psychologist; Psychologe; Psychologin; Social system; Soziales System; Learning process; Lernprozess; Peer-Beziehungen; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Entwicklung
Abstract	Despite his popularity in educational discourses, Lev S. Vygotsky tends to be read mainly as an educational psychologist or learning theorist. His potential contribution to a theory of education remains largely undiscussed. The Zone of Proximal Development (ZPD) is often misunderstood as a sort of "educational tool," which severely reduces the richness of the concept emerging from Vygotsky's works. In this essay, Aline Nardo argues that acknowledging the evolutionary underpinnings in Vygotsky's thinking would enrich an educational discussion of Vygotsky. This substrate in Vygotsky's educational works, she argues, has been strikingly underappreciated, and her analysis seeks to address this gap by building upon the analogy between Vygotsky's Marxist negation of a Darwinian adaptation paradigm and his conceptual differentiation between learning and development in order to draw out the pedagogical dimension of the ZPD. Pedagogical interaction, in an evolutionary reading of Vygotsky, is qualitatively different from peer interactions, as it is connected to "development" rather than learning. This perspective, Nardo concludes, has important implications for the role of the teacher and a definition of "the pedagogical." (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01