Vygotsky

Philosophy and Education
1. Auflage 2013
ISBN: 978-1-118-36877-0
Verlag: Wiley

Buch, Englisch, 168 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 204 g

Reihe: Journal of Philosophy of Education

Vygotsky Philosophy and Education reassesses the works of Russian psychologist Lev Vygotsky work by arguing that his central ideas about the nature of rationality and knowledge were informed by the philosophic tradition of Spinoza and Hegel.

* Presents a reassessment of the works of Lev Vygotsky in light of the tradition of Spinoza and Hegel informing his work

* Reveals Vygotsky's connection with the work of contemporary philosophers such as Brandom and McDowell

* Draws on discussions in contemporary philosophy to revise prominent readings of Vygotskian psychology and revisits educational debates where Vygotsky's ideas were central

* Reveals the limitations of appropriations of Vygotsky which fail to recognize the Hegelian provenance of his work

* Shows the relevance of Brandom's inferentialism for contemporary educational theory and practice

Autoren/Hrsg.

Derry, Jan

Fachgebiete

• Geisteswissenschaften Philosophie Philosophische Psychologie
• Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Geschichte der Psychologie
• Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Psychologische Theorie, Psychoanalyse Philosophische Psychologie, Logotherapie, Existenzanalyse
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Inhaltsverzeichnis

Series Editor Preface vi

Preface viii

1 Introduction 1

2 Situated Cognition and Contextualism 6

3 Constructivism and Schooling 31

4 Vygotsky and Piaget: A Case of Different Philosophies 68

5 Spinoza and Free Will 85

6 Vygotsky, Hegel and the Critique of Abstract Reason 105

7 Vygotsky, Hegel and Education 126

Index 149

Über Autor(innen)

Jan Derry is a Reader in Philosophy of Education at the Institute of Education, University of London. Her research interests focus on philosophical psychology, theories of knowledge and learning, and the nature of professional expertise and judgment.