Lev Vygotsky (Classic Edition) (Psychology Press & Routledge Classic Editions)

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Artikelzustand
Neu: Neues, ungelesenes, ungebrauchtes Buch in makellosem Zustand ohne fehlende oder beschädigte ...
subject_code
JMC
gpsr_safety_attestation
true
target_audience
Tertiary education
is_adult_product
false
edition_number
1
binding
paperback
edition
1
MPN
N/A
batteries_required
false
manufacturer
Routledge
Brand
Routledge
series_title
Psychology Press & Routledge Classic Editions
number_of_items
1
pages
224
ghs
[object Object]
genre
Child, developmental and lifespan psychology
publication_date
2013-08-21T00:00:01Z
unspsc_code
55101500
batteries_included
false
ISBN
9781848726802
Kategorie

Über dieses Produkt

Product Identifiers

Publisher
Taylor & Francis Group
ISBN-10
1848726805
ISBN-13
9781848726802
eBay Product ID (ePID)
160176118

Product Key Features

Number of Pages
198 Pages
Language
English
Publication Name
Lev Vygotsky (Classic Edition) : Revolutionary Scientist
Publication Year
2013
Subject
General, Developmental / General, Historical, Science & Technology
Type
Textbook
Subject Area
Biography & Autobiography, Psychology
Author
Fred Newman, Lois Holzman
Series
Psychology Press and Routledge Classic Editions Ser.
Format
Trade Paperback

Dimensions

Item Height
0.5 in
Item Weight
11.2 Oz
Item Length
9 in
Item Width
6.1 in

Additional Product Features

Intended Audience
College Audience
Reviews
"We need the ideas of practical revolutionaries more than ever. In this Classic Edition, Newman and Holzman invite educators and therapists to consider collaborative and creative ways of influencing learning and development. In a world that increasingly feels over-determined in dispiriting ways, they inspire readers to find new ways to socially extend Vygotsky's practical-critical approach to learning and change." --Tom Strong , Professor and Associate Dean of Research, Faculty of Education, University of Calgary, Canada "In 1993, Lev Vygotsky was embodied as a revolutionary scientist by Newman and Holzman. Since then, the book has been an omnipresent figure, provoking academics into discussion on the unity of learning and development in conference rooms, on working as a community builder in various cities and countries, and on making stages for young people beginning their future." --Yuji Moro , Professor, Institute of Psychology, University of Tsukuba, Japan "Newman and Holzman engage you into play with Vygotsky's ideas of history, dialectics, materialism, and subjectivity ... and while playing with these two dedicated 'more knowledgeable others,' you are 'a head taller;' you perform a revolutionary activity. I have been reading everything I could find by and on Vygotsky in English and Russian, and found this book to be a truly rare, uplifting, and hopeful piece in a Holzman-Newman-Vygotskian way." --Natalia Collings , Associate Professor, Teacher Education, Central Michigan University, USA "Newman and Holzman's 'own' Vygotsky is different from the Vygotsky of different interpretations: it is Vygotsky of the community work, Vygotsky of the art, Vygotsky of performance and becoming, Vygotsky of human completion and agency. These unique ways of interpreting Vygotsky are as important today as they were at the time when the book was first published." --Ana Marjanovic-Shane , Associate Professor of Education, Chestnut Hill College, USA "This book was an essential contribution to Brazilian researchers in the Vygotskian perspective, containing intense philosophical dialogues with other voices--supporting, clarifying, and even contrasting with the pillars of Vygotskian theory. This book is an invitation to overcome alienation and to engage in a transformative act: a truly possible revolutionary praxis" --Fernanda Liberali , Ph.D., Applied Linguistics and Language Studies, Pontifical Catholic University of São Paulo, Brazil, "We need the ideas of practical revolutionaries more than ever. In this Classic Edition, Newman and Holzman invite educators and therapists to consider collaborative and creative ways of influencing learning and development. In a world that increasingly feels over-determined in dispiriting ways, they inspire readers to find new ways to socially extend Vygotsky's practical-critical approach to learning and change." --Tom Strong , Professor and Associate Dean of Research, Faculty of Education, University of Calgary, Canada "In 1993, Lev Vygotsky was embodied as a revolutionary scientist by Newman and Holzman. Since then, the book has been an omnipresent figure, provoking academics into discussion on the unity of learning and development in conference rooms, on working as a community builder in various cities and countries, and on making stages for young people beginning their future." --Yuji Moro , Professor, Institute of Psychology, University of Tsukuba, Japan "Newman and Holzman engage you into play with Vygotsky's ideas of history, dialectics, materialism, and subjectivity ... and while playing with these two dedicated 'more knowledgeable others,' you are 'a head taller;' you perform a revolutionary activity. I have been reading everything I could find by and on Vygotsky in English and Russian, and found this book to be a truly rare, uplifting, and hopeful piece in a Holzman-Newman-Vygotskian way." --Natalia Collings , Associate Professor, Teacher Education, Central Michigan University, USA "Newman and Holzman's 'own' Vygotsky is different from the Vygotsky of different interpretations: it is Vygotsky of the community work, Vygotsky of the art, Vygotsky of performance and becoming, Vygotsky of human completion and agency. These unique ways of interpreting Vygotsky are as important today as they were at the time when the book was first published." --Ana Marjanovic-Shane , Associate Professor of Education, Chestnut Hill College, USA "This book was an essential contribution to Brazilian researchers in the Vygotskian perspective, containing intense philosophical dialogues with other voices--supporting, clarifying, and even contrasting with the pillars of Vygotskian theory. This book is an invitation to overcome alienation and to engage in a transformative act: a truly possible revolutionary praxis" --Fernanda Liberali , Ph.D., Applied Linguistics and Language Studies, Pontifical Catholic University of So Paulo, Brazil, We need the ideas of practical revolutionaries more than ever. In this update of their original volume on Lev Vygotsky , Holzman and Newman invite educators and therapists to consider collaborative and creative ways of influencing learning and development. In a world that increasingly feels over-determined in dispiriting ways, Holzman and Newman inspire readers to find new ways to socially extend Vygotsky's practical-critical approach to learning and change. --Tom Strong, Professor and Associate Dean of Research, Faculty of Education, University of Calgary, Canada In 1993, Lev Vygotsky was embodied as a Revolutionary Scientist,by Newman and Holzman. Since then, LVRS has been an omnipresent figure, provokingacademics into discussion on unity of learning and development in conference rooms, working as acommunity builder in various cities and countries for organization ofdeveloping therapeutic groups, and making stages with young people for opening theirfuture in worldwide theaters. --Yuji Moro, Professor, Institute of Psychology, University of Tsukuba, Japan Lois Holzman and Fred Newman engage you into play with Vygotsky's ideas of history, dialectics, materialism and subjectivity-the ideas that often remain outside of "zone of proximal development" of dualistic determination of the world by product-and while playing with these two dedicated "more knowledgeable others," you are "a head taller," you perform a revolutionary activity. I have been reading everything I could find by and on Vygotsky in English and Russian, and found LVRS to be a truly rare, uplifting and hopeful piece in a Holzman-Newman-Vygotskian way. --Natalia Collings, Associate Professor, Teacher Education, Central Michigan University, USA Fred Newman and Lois Holzman present a unique vision of Vygotsky's penetrating thought, and life-changing legacy. Their "own" Vygotsky is different than Vygotsky of different interpretations: it is Vygotsky of the community work, Vygotsky of the art, Vygotsky of performance and becoming, Vygotsky of human completion and agency. These unique ways of interpreting Vygotsky are as important today as they were at the time when the book was first published. --Ana Marjanovic-Shane, Associate Professor of Education, Chestnut Hill College, USA This book was an essential contribution to Brazilian researchers in the Vygotskian perspective. Some of the main contributions of the book are the intense philosophical dialogue with other voices, supporting, clarifying and even contrasting with the pillars of Vygotskian theory. It provides the reader a thorough understanding of the research and work of Vygotsky, making associations with all the concepts involved in the process of child development and learning. --Fernanda Liberali, Ph.D., Applied Linguistics and Language Studies, Pontifical Catholic University of São Paulo, Brazil, We need the ideas of practical revolutionaries more than ever. In this update of their original volume on Lev Vygotsky , Holzman and Newman invite educators and therapists to consider collaborative and creative ways of influencing learning and development. In a world that increasingly feels over-determined in dispiriting ways, Holzman and Newman inspire readers to find new ways to socially extend Vygotsky's practical-critical approach to learning and change. --Tom Strong, Professor and Associate Dean of Research, Faculty of Education,University of Calgary In 1993, Lev Vygotsky was embodied as a Revolutionary Scientist,by Newman and Holzman. Since then, LVRS has been an omnipresent figure, provokingacademics into discussion on unity of learning and development in conference rooms, working as acommunity builder in various cities and countries for organization ofdeveloping therapeutic groups, and making stages with young people for opening theirfuture in worldwide theaters. --Yuji Moro, Professor, Institute of Psychology, University of Tsukuba, Japan Lois Holzman and Fred Newman engage you into play with Vygotsky's ideas of history, dialectics, materialism and subjectivity-the ideas that often remain outside of "zone of proximal development" of dualistic determination of the world by product-and while playing with these two dedicated "more knowledgeable others," you are "a head taller," you perform a revolutionary activity. I have been reading everything I could find by and on Vygotsky in English and Russian, and found LVRS to be a truly rare, uplifting and hopeful piece in a Holzman-Newman-Vygotskian way. --Natalia Collings, Associate Professor, Teacher Education, Central Michigan University Fred Newman and Lois Holzman present a unique vision of Vygotsky's penetrating thought, and life-changing legacy. Their "own" Vygotsky is different than Vygotsky of different interpretations: it is Vygotsky of the community work, Vygotsky of the art, Vygotsky of performance and becoming, Vygotsky of human completion and agency. These unique ways of interpreting Vygotsky are as important today as they were at the time when the book was first published. --Ana Marjanovic-Shane, Associate Professor of Education, Chestnut Hill College This book was an essential contribution to Brazilian researchers in the Vygotskian perspective. Some of the main contributions of the book are the intense philosophical dialogue with other voices, supporting, clarifying and even contrasting with the pillars of Vygotskian theory. It provides the reader a thorough understanding of the research and work of Vygotsky, making associations with all the concepts involved in the process of child development and learning. --Fernanda Liberali, Ph.D., Applied Linguistics and Language Studies, Pontifical Catholic University of São Paulo
Table Of Content
Vygotsky and Psychology: A Debate within a Debate The Laboratory as Methodology Practice: Vygotsky's Tool-and-Result Methodology and Psychology The Zone of Proximal Development: A Psychological Unit or a Revolutionary Unity? Playing in/with ZPD Reform and Revolution in the Study of Thinking and Speech Completing the Historical Vygotsky Logic and Psychotherapy
Synopsis
When Lev Vygotsky: Revolutionary Scientist published, it was unique in several ways. It presented Vygotsky as a Marxist methodologist, both locating him in his historical period and delineating how his life and writings have been a catalyst for a contemporary revolutionary, practical-critical, psychology. It highlighted Vygotsky's unconventional view of how development and learning are related and, in doing so, brought human development into prominence. It introduced important linkages between Vygotsky's views on thinking and speaking and those of Wittgenstein, drawing implications for language acquisition and language learning. And it drew attention to Vygotsky's understanding of the role of play in child development, and expanded on the significance of play throughout the lifespan. In these ways, this classic text presented a more expansive Vygotsky than previously understood. The Introduction to this Classic Edition will summarize what has transpired in the years since Lev Vygotsky first published. It will answer who and where is Vygotsky now? What place does he have in scholarship in psychology, education, and other fields? How are practitioners making use of him-to address the challenges of our times, solve seemingly intractable social problems, revolutionize psychology, and develop skilled and worldly citizens? What have the authors accomplished since they first articulated their view of Vygotsky as a revolutionary scientist?, When Lev Vygotsky: Revolutionary Scientist published, it was unique in several ways. It presented Vygotsky as a Marxist methodologist, both locating him in his historical period and delineating how his life and writings have been a catalyst for a contemporary revolutionary, practical-critical, psychology. It highlighted Vygotsky's unconventional view of how development and learning are related and, in doing so, brought human development into prominence. It introduced important linkages between Vygotsky's views on thinking and speaking and those of Wittgenstein, drawing implications for language acquisition and language learning. And it drew attention to Vygotsky's understanding of the role of play in child development, and expanded on the significance of play throughout the lifespan. In these ways, this classic text presented a more expansive Vygotsky than previously understood. The Introduction to this Classic Edition will summarize what has transpired in the years since Lev Vygotsky first published. It will answer who and where is Vygotsky now? What place does he have in scholarship in psychology, education, and other fields? How are practitioners making use of him--to address the challenges of our times, solve seemingly intractable social problems, revolutionize psychology, and develop skilled and worldly citizens? What have the authors accomplished since they first articulated their view of Vygotsky as a revolutionary scientist?
LC Classification Number
BF109.V95

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