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20 - Vygotsky in the Mirror of Cultural Interpretations

Published online by Cambridge University Press:  05 June 2012

By
Vladimir S. Ageyev
Edited by
Alex Kozulin ,
Boris Gindis ,
Vladimir S. Ageyev  and
Suzanne M. Miller
Vladimir S. Ageyev
Affiliation:
Graduate School of Education, University at Buffalo, State University of New York, Buffalo, New York
Alex Kozulin
Affiliation:
International Center for the Enhancement of Learning Potential, Jerusalem
Boris Gindis
Affiliation:
Touro College, New York
Vladimir S. Ageyev
Affiliation:
State University of New York, Buffalo
Suzanne M. Miller
Affiliation:
State University of New York, Buffalo
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Summary

When Vygotsky's theory became accessible to American scholars, it was interpreted, understood, and further developed according to American cultural and intellectual traditions. American scholars contributed much to the creative development of his ideas on all levels: theory, research, and applications. They also played a crucial role in spreading his ideas throughout the world. In this chapter, however, I will be dealing, predominantly, with some cultural biases in understanding Vygotsky's ideas. As Alex Kozulin (2002, personal communication) recently noticed:

On one hand, American scholars were instrumental in acquainting English speaking audiences with Vygotsky's ideas, on the other hand, in the process of this acquaintance Vygotsky's ideas underwent a rather strong Americanization. This trend became clear already when the first (abridged) translation of Vygotsky's Thought and Language edited by Bruner appeared in 1962 (Vygotsky, 1962). While empirical aspects of Vygotsky's work were retained, almost all poetic, philosophical and historical images were purged from this edition.

I have been fortunate in having firsthand experience with Vygotsky's ideas both in Russia and in America, first as a student and professor in Russia, and then as a professor in the United States. Many years of teaching courses on Vygotsky in the School of Psychology at Moscow State University and several years of teaching Vygotsky-related courses in American graduate schools of education have provided me with excellent materials on how different interpretations of his ideas can be. These variations go far beyond any individual differences – however wide the scope of individual differences may be.

Type
Chapter
Information
Vygotsky's Educational Theory in Cultural Context , pp. 432 - 450
Publisher: Cambridge University Press
Print publication year: 2003

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