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The
Influence
of
Theory,
Vygotsky on Education
Practice
Research, and
L.
S.
VASILYV. DAVYDOV
TRANSLATEDBY
STEPHENT. KERR
EducationalResearcher,Vol. 24, No. 3, pp. 12-21
STEPHEN T. KERR is
EDUCATIONALRESEARCHER
APRIL 1995
13
EDUCATIONALRESEARCHER
bine two traditions-the approach to culture as a superindividual phenomenon, and the analysis of individual
consciousness. Some scholars, accepting the importance of
Vygotsky's ideas about collective activity, then reduce collectivity to a simple sum of the actions of a group of separate people. In this case, every person is viewed as
fundamentally autonomous.
This kind of understanding of the problem contradicts
the essence of Vygotsky's theory. Such an understanding
contradicts his idea about collective activity as a genetic
point of departure in the formation of an individual person's consciousness. We should note that Vygotsky already
foresaw this possible incorrect interpretation of his own
theory.
Thus, in his own time, he wrote the following:
Many authorshave alreadypointed to the problemof internalization,the transferof behaviorinward.... Bueller
reduces the entire evolution of behavior to the fact that
the field of choice of useful actionsis transferredfromthe
outside inward.
"But this is not what we have in mind," Vygotsky underlined,
when we talk aboutthe externalstage in the historyof the
child's cultural development. For us, to talk about a
process as "external"means to talk about it as "social."
Every higher psychological function was external because it was social beforeit became an internal,individual psychological function; it was formerly a social
relationship between two people. (1987, vol. 3, pp.
144-145).
It is just in this context that we have to consider the true
significance of this proposition of Vygotsky: "Every function in the cultural development of the child appears on
the stage twice, on two planes. First, on the social plane,
and then on the psychological; first, between people, and
then, inside the child." (1987, vol. 3, p. 145).
We have full reason to suggest that these tenets of Vygotsky are the theoreticaland psychological base for his idea of
collaboration between adults and children, and of collaboration among children in the process of their upbringing
and teaching. And at the same time, these tenets are one of
the theoretical sources for the concept of the "zone of proximal development," which was introduced into science by
Vygotsky himself. I will note that, over the last decades, the
substance of this concept has become more and more interesting to Russian scientists and, as I understand it, also to
scientists in the United States (you have been carrying out
symposia and publishing books on this theme).
It is also important to say that the problems of collective
activity of people, especially children, as the true basis for
the development of their consciousness and personality,
have in the last few years become a subject for deeper
study on the part of specialists from various countries
(I would note such scholars as A-N. Perret-Clermont,Y.
Engestrom, G. Tsukerman,V. Rubtsov, Iu. Poluyanov, and
others). The results of this research,as the experience of my
own personal laboratory has demonstrated, have serious
practical significance for the processes of improving
education.
And now I want to dwell for a moment on one of Vygotsky's most complex questions: the interrelationship of the
EDUCATIONALRESEARCHER
1. Will any type of education encourage the development of fundamental new human psychological formations?
2. What is the concrete connection between teaching as a
form of development and the content of this process itself?
3. What distinctions are there between spontaneous and
specially organized developmental education? And so
forth.
All these questions, of course, need special consideration. Here, we note that the problems of developmental
education today are expedient to discuss in relation to one
or another specific age, in relation to specific new formations, in connection with the organization of a specific type
of education.
In my talk, I have tried to lay out the basic propositions
of Vygotsky's conception, their internal links to those of his
ideas that are very important today for the reform of Russian education. These ideas are not only important, but are
also being used already to some degree in our educational
practice (especially the idea connected with the organization of developmental teaching). Vygotsky's ideas, of
course, could also be useful in the sphere of education in
other countries.
And now I want to say a little bit more about Vygotsky's
influence on the conduct of research connected with the
needs of education. His concepts and the needs of education are inseparably linked together. And therefore almost
all of his Russian students and followers have worked
so as to take these demands into account (this includes
Leont'ev, Bozhovich, Zaporozhets, El'konin, L. V. Zankov
[1975], and so on).
We can understand Vygotsky's true influence on these
sorts of scientific investigations if we consider that child
and educational psychology have undergone two basic
steps in their development. The first of these was connected with the use of what is basically a constituting
method of research,and psychology in this case was for the
most part a descriptive discipline.
This kind of psychology formulated the basic stages of a
historically determined childhood in such concepts as "the
development of the mind" and "the laws of the development of the psyche" (for example, it described modes of
children's mental activity that were already historically determined). At this stage, psychology still did not have the
means needed to reveal and explain the internal mechanisms of assimilating knowledge and of children's psychological development. One of the most critical moments in
the history of psychology was Vygotsky's conception that
specific functions are not given to a person at birth but are
only provided as cultural and social patterns. Therefore,
human psychological development is accomplished, as Vygotsky proposed, through assimilation of these patterns,
assimilation that takes place in the process of teaching and
upbringing.
As a result, first, premises were formulated for studying
the internal links of various methods of upbringing and
teaching with the corresponding character of psychological development of the child. And second, necessary conditions were demonstrated for introducing a new type of
experiment into psychological researchas a special method
for studying the essence of these relationships.
Vygotsky and his colleagues began to use the so-called
"causal-genetic method," which allowed them to investi-
EDUCATIONALRESEARCHER
States. The heuristic and practical possibilities of Vygotsky's conceptions are far from exhausted.
Thank you, dear colleagues, for your good natured attention and patience!
Notes
This speech was translated and additional explanatory comments
from Professor Davydov were assembled by Stephen T. Kerr, Professor of Education, University of Washington, DQ-12, Seattle, WA
98195. All explanatory notes were originally authored by Vasily
Davydov, with the exception of those identified by the translator's initials (STK) following the note. The translator wishes to express his appreciation to Professor Michael Cole and Viktor Kaptelinin,
University of California at San Diego, for their consultation on the
translation of certain technical expressions.
1This paper was delivered at the Annual Meeting of the American
Educational Research Association in Atlanta, Georgia, April, 1993, as
an address invited by Division C and the Committee on International
Relations. Vasily Vasil'evich Davydov is currently Vice President of
the Russian Academy of Education and a member of the Academy's
Presidium. He was for many years the Director of the Research Institute for General and Pedagogical Psychology of the Academy of Pedagogical Sciences of the USSR (predecessor organization to the
Russian Academy of Education). A student of Luria and follower of
Vygotsky, Davydov's career has not been uniform: during the late
1970s and early 1980s, he was removed from leadership positions
within the Academy because of his support for Vygotsky's "culturalhistorical" theories and his unwillingness to participate in what he regarded as unscientific and corrupt methods of evaluation and peer
review. With the advent of perestroika, Davydov began to push for reform within the Russian educational system, joining forces with a
corps of "teacher-innovators" in their push to reorient the Soviet educational system. Along with such reformers as Shalva Amonashvili
and Simon Soloveichik, Davydov helped define the movement later
known as the "pedagogy of cooperation." In 1987-1988, he worked
with the team headed by Eduard Dneprov (later first Minister of Education of Russia in Yeltsin's government) to create a new document
on basic education which has continued to serve as the conceptual
basis for Russian educational reform. In the newly reorganized Russian Academy of Education, he serves as the rallying point for those
seeking fundamental change in the educational system. Davydov has
lectured extensively abroad, and is an honorary member of the National Academy of Education in the United States. (STK)
2A number of Vygotsky's works have been translated into English
(Vygotsky, 1978, 1987, 1992, 1993; Vygotsky & Luria, 1993). Interpretations of Vygotsky's life and work are found in Kozulin (1990) and
Newman and Holzman (1993). His ideas also serve as the basis for an
expanding interpretive literature in the West that seeks to extend his
insights into new arenas and use them to redefine traditional psychological and educational research. See, for example, Daniels (1993),
Lantolf (1994), Moll (1990), Ratner (1991), Van der Veer and Valsiner
(1991, 1994a, 1994b), Wertsch (1985a, 1985b), and Zebroski (1994). At
the 1994 Annual Meeting of the American Educational Research Association, a new Special Interest Group, the Cultural-Historical SIG,
was founded to bring Vygotskian perspectives to the attention of an
American audience. (STK)
3The term vospitateliis related to the Russian term vospitanie,which
is not an easy one to render in English. It is usually translated as "upbringing," and that is the approach that has been followed in this article. An alternative might be to use the term nurture, which is closer in
both origins and connotations to the Russian, but is not a word with
which English speakers would feel totally comfortable if it were applied to a school setting. The meaning is roughly all the actions of
adults that help to shape the personality and patterns of social interaction of a young person, regardless of where that person is-school,
home, clubs, and so forth. Similarly, the Russian obuchenie,rendered
here as teaching or teaching-learning,refers to all the actions of the
teacher in engendering cognitive development and growth. In Davydov's speech, the two terms are often used linked together, showing
their essential interrelatedness in the mind of Russian educators. (STK)
4This document was produced by the group "VNIK-Shkola,"
headed by Eduard Dneprov. The original was Kontseptsiia obshchego
20
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