Lev Semyonovich Vygotsky

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Lev Semyonovich Vygotsky

Lev Vygotsky ( Russian Лев Семёнович Выготский , Belarusian Леў Выгоцкі - Leu Vyhocki , scientific. Transliteration Lev Semenovic Vygotsky * November 5 . Jul / 17th November  1896 greg. In Orsha , Russian Empire , now Belarus ; † 11. June 1934 in Moscow ) was a Soviet psychologist and is considered to be the founder of the currents in the human sciences that have become known under the terms cultural-historical school and activity theory. He made contributions to the theory of consciousness , to disabled pedagogy , to the relationship between language development and thinking and to the general developmental psychology of the child.

life and work

youth

Lev Vygotsky lived with his family in Gomel, Belarus, until he was sixteen . As a teenager he was already interested in art, philosophy and history. After completing high school, he studied law at Moscow University and was able to acquire encyclopedic knowledge in the areas of sociology , psychology , philosophy , linguistics , art and literature . Decisive for his thinking were u. a. the works of Baruch Spinoza , Ludwig Feuerbach , William James and Sigmund Freud .

As a teacher in Gomel

After completing his studies, he worked as a teacher in his hometown from 1918 to 1924. During this time he was actively involved in the local cultural life and published several literary essays, including an analysis of Shakespeare's Hamlet and various theater reviews . He began to take a deeper interest in psychology, working on the textbook Pedagogical Psychology and on his dissertation, Psychology of Art . The latter was completed in 1925 but was only published posthumously. In Gomel Vygotsky also met his future wife Rosa Smechowa, with whom he had two daughters: Gita (* 1925) and Asja (* 1930).

Moscow

In 1924 Vygotsky moved to the Psychological Institute of Moscow University. In addition to his work there, Vygotsky taught and researched at various other Moscow institutions in the fields of psychology, pedagogy and defectology. His early psychological works include The methods of reflexological and psychological investigation (1926), based on a lecture at the II All-Russian Congress of Psychoneurology in Leningrad in 1924, Consciousness as a Problem of the Psychology of Behavior (1925) and The Crisis of Psychology in their historical significance (1926).

In Moscow, Vygotsky met Alexandr R. Lurija and Alexei N. Leontjew , with whom he worked closely. Today the psychological work of this constellation, often perceived as a troika , is known under the terms cultural-historical school and activity theory. Vygotsky, however, did not found an institutionalized school in the narrow sense of the word during his academic activity. The label of cultural history school also comes from outside. Vygotsky himself called his theory differently in different phases: instrumental psychology , cultural psychology and historical theory of higher psychological functions .

Working with Lurija, Leontjew, and various students, Vygotsky worked his earlier psychological ideas into an instrumental approach. Central was the concept of psychic tools with language as the psychic tool “par excellence”, which Vygotsky addressed particularly succinctly in the two works The Instrumental Method in Psychology and in the History of the Development of Higher Psychological Functions .

Between Moscow, Kharkov and Leningrad

The instrumental psychology of Vygotsky and his collaborators increasingly fell into disrepute in the USSR. It became more difficult for Vygotsky to publish his work because his theory was not in line with the strictly materialistic psychology of the inner-Soviet power struggles under Stalin . In particular, Vygotsky's reception of western, “idealistic” authors such as Sigmund Freud , Charlotte and Karl Bühler , Clara and William Stern , Kurt Koffka , Wolfgang Köhler , Kurt Lewin or Edward Lee Thorndike, as well as his friendly relationships with ideologically undesirable people such as the poet Ossip E. Mandelstam were criticized. Several of the institutes where Vygotsky and his staff were working closed around 1930. Vygotsky, Leontjew, Lurija and others were invited to Kharkov to the newly established Psychoneurological Institute. While some of the employees permanently moved to Kharkov, Vygotsky subsequently commuted between Moscow, Kharkov and Leningrad.

As for the substantive work of Vygotsky, there was a gradual abandonment of the tool metaphor for language in the early 1930s, and Vygotsky concentrated on the "volume of meaning" of language. The reason for this was not least the experiments on concept formation carried out under his direction in the late 1920s. They concluded that the relationship between word and meaning is not static, but evolving.

In the last years of his life, Vygotsky dealt with the meaning and meaning of language, the relationship between thinking and speaking, the role of emotions and consciousness . In 1934 this work resulted in the compilation and supplementation of earlier works into a monograph entitled Thinking and Spoken . He also continued to work on developmental and “defectological” issues.

Death and scientific heritage

After Vygotsky's death due to tuberculosis , his scientific legacy gave the impression of a work in progress : Vygotsky left 80 unpublished manuscripts . He never got around to systematizing his theories consistently, but he influenced the further research of Alexandr Lurija , Alexei Leontjew and other students and employees who further developed Vygotsky's approaches in their works. However, the explicit reference to Vygotsky was not easily possible. The ideological accusations and hostility against Vygotsky's work and that of his employees and students that began in the early 1930s culminated with the Pedology Decree of 1936, which led to the complete censorship of Vygotsky's name and work. Only decades later was Vygotsky's work gradually rehabilitated, but still characterized by compromises. The historical and critical appraisal of Vygotsky's work has not yet been completed.

Outside the Soviet Union, Vygotsky's work was not known until the late 1960s. Essential for the German reception were on the one hand the translations that were published in the GDR, on the other hand the recommendation and emphasis of his works by the West Berlin psychologist Klaus Holzkamp and later by the Holzkamp student Peter Keiler . In the following decades, Vygotsky was mainly perceived as a language and developmental psychologist . This has to do with the fact that thinking and speaking in particular is translated and received internationally as his main work. The book Mind in Society , which appeared under the name Vygotskis, but whose texts have been greatly shortened and edited, was particularly significant for the international dissemination of his ideas . Nevertheless, this book sparked a “Vygotsky boom” in the human sciences that continues to this day.

Since the beginning of the 21st century, international historical and critical editions of the texts of Vygotsky and his colleagues and students have been produced, and the archive work is continuing. In this way, the various influences on Vygotsky's work and the different work constellations in which it was created are given greater consideration.

Central themes

Art psychology

The subject area of ​​art psychology represents a kind of hinge between Vygotsky's initial activity as a literary critic and his later work as a psychologist. In his dissertation, The Psychology of Art , completed in 1925 but only published posthumously, Vygotsky dealt with the question of how aesthetic reactions to art work. For this purpose, he dealt intensively with various trends in aesthetics, especially Russian formalism . Vygotsky noted that the artist's psychological processes leading to the creation of a work of art and the recipient's aesthetic response cannot be examined 'directly'. However, they flow into the form of the work of art, which can be analyzed.

According to Vygotsky, art is a "social technique of feeling," in so far as a work of art objectifies and objectifies the artist's emotions. The psychological effect of a work of art on a viewer or listener is therefore not purely subjective, but rather influenced by the social quality of the work of art - in its particular form. The aesthetic reaction to art can thus act as catharsis by initiating a psychological development of the recipient.

Vygotsky's art-psychological considerations influenced his further psychological research on human consciousness and thinking .

Higher mental functions

The basic idea of ​​Vygotsky's instrumental psychology was that there is a natural line and a cultural line in the child's development which merge with one another in the course of ontogeny . Culturally shaped higher mental functions - specifically human mental processes such as B. conscious attention or problem solving - develop according to this view through the transformation of natural basic psychological functions . According to Vygotsky, psychological tools play a crucial role in this process . According to Vygotsky, examples of such psychic tools are signs such as language, numbers, writing or mnemonic means. The reorganization of natural psychological functions to higher psychological functions with the help of signs takes place in a cultural context, namely communication with other people. Psychological tools (signs) and their embedding in the social and cultural context in which a person grows up are, according to Vygotsky, of central importance for the cognitive development of people. This is because psychic tools (signs) are first applied externally and later 'grow inwards'. Vygotsky describes this step of growing inwards as interiorization : the external activity becomes an internal activity, with the help of which the child controls his behavior. When higher psychological functions arise, signs first structure the relationship between two people (human 1 → sign → human 2) before their use becomes a means of self-regulation (human 1 → character → human 1). Vygotsky writes: “Each function appears twice in the cultural development of the child, namely on two levels - first on the social, then on the psychological level (ie first as interpersonal as an interpsychic, then within the child as an intrapsychic category). [...] But it goes without saying that the transition from outside to inside changes the process itself, i.e. its structure and function. "

Thinking and speaking

Vygotsky dealt particularly in the seventh chapter of Thinking and Speaking , written shortly before his death in 1934, with the relationship between these two processes. He assumed that speaking and thinking are neither identical nor completely separate processes. In his view, speaking does not express thinking, but thinking takes place in it and thus takes on a social form: “According to its structure, speaking is not a mirror image of the structure of thinking. Therefore it cannot be put on the mind like a finished dress. Speaking does not serve as an expression of the finished thought. As the thought turns into speaking, it transforms itself, it changes. The thought is not expressed in the word, but takes place in the word. "

In his reflections on speaking and thinking, Vygotsky used the Russian term reč ' (speech, speaking) and not jazyk (language in the sense of a system of signs). This shows a different view of language than in the context of instrumental psychology, which focused on language as a static psychological tool. Vygotsky's later conception of language reflects the linguistic discourse of his time about the executive character and functionality of speech, to which authors such as Lev P. Jakubinsky, Mikhail M. Bakhtin and Valentin N. Voloshinov contributed.

Vygotsky dealt with three forms of speaking, which differ in function and structure: external, oral, internal, and written. Internal speaking develops through interiorization from external speaking and becomes a formally and functionally different type of speaking. The intermediate stage of this development in ontogenesis is the child's egocentric speaking as observed by Jean Piaget . Self-centered and internal speech, according to Vygotsky, preserve the social character of external speech, although they serve not to dialogue with other people but to talk to oneself.

Developmental Psychology and Pedology

Vygotsky made many contributions to pedology (teaching the development and growth of the child) and developmental psychology .

His concept of the zone of next development has a strong influence today . Vygotsky distinguished between two levels of development: on the one hand, the level of the child's current biologically predetermined development - determined as what the child can achieve alone - and on the other hand, the level that it achieves in cooperation with an adult or another child. With zone of proximal development Vygotsky described the distance between these two capabilities (alone vs. in collaboration). According to Vygotsky, teaching has to be based on the zone of next development and not just on the child's current level of development. Vygotsky described the cognitive development of children under socio-cultural influence as internalization .

Vygotsky's concept is taken up by newer teaching-learning-theoretical approaches of North American character, which are summarized under the term social constructivism. In contrast to individual constructivism , the social interaction between learners or between learners and teachers plays a prominent role, since all human knowledge is ultimately understood as socially constructed knowledge.

Defectology

In Vygotsky's time, the term defectology was used to describe the science that dealt with people with various mental and physical disabilities (so-called "defects"). Vygotsky was one of the earliest and explicit advocates of integrative schooling for people with disabilities: “For the severely retarded children, social upbringing is the only viable and scientifically justifiable path. Even more, it alone is capable of those that do not exist because of a biological defect To develop functions. Only social education can (...) guide the severely retarded child through the process of becoming human. "

Vygotsky took the position that it was less the respective disability itself that was problematic, but rather its social consequences, i. H. the way society deals with disabled people. A quote characteristic of this view is: “Blindness as a psychological fact is by no means a misfortune. It only becomes such a social fact. "

Quotes

“Psychological research shows that art is the most important nodal point of all biological and social processes of personality in society, that it is a method of bringing people into equilibrium with the world during the critical and most difficult minutes of their lives. (...) Since the plan of the future undoubtedly includes not only the reorganization and redesign of the entire process, but also the 'remelting of the human being', the role of art will certainly change. (...) Without new art there will be no new person either. "

“All higher psychic functions, including speaking and conceptual thinking, have a social origin. They arise as a means of mutual help and gradually become part of a person's everyday behavior. "

“Originally, the child's speech is purely social; To call it socialized would be wrong because the idea of ​​something originally not social is connected with it, which would only become social in the process of its change and development. "

Fonts (selection)

  • Vygotsky, LS (1976). The psychology of art . Translated from the Russian by Helmut Barth. Dresden: Verlag der Kunst. ( Fundus series 44/45)
  • Vygotsky, LS (1992). History of the higher mental functions . Münster: Lit.
  • Vygotsky, LS (1996). The teaching of emotions. A historical psychological investigation . Scientifically edited and with an introduction by Alexandre Métraux. Münster: Lit.
  • Vygotsky, LS (1934/2002). Thinking and speaking . Edited and translated from Russian by Joachim Lompscher and Georg Rückriem. Weinheim and Basel: Beltz.
  • Vygotsky, LS (1977). Thinking and speaking . Edited by Johannes Helm and introduced by Thomas Luckmann . Translated from the Russian by Gerhard Sewekow. Russian original edition 1934, German-language edition Akademie-Verlag, Berlin 1964 (abridged). Frankfurt am Main: Fischer. ISBN 3-596-26350-6 .
  • Vygotsky, LS (2003). Selected writings . Volume 1. Edited by Joachim Lompscher. Berlin: Lehmanns Media.
  • Vygotsky, LS (1985). Selected Writings. Volume 1. Cologne: Pahl-Rugenstein. ISBN 3-7609-0973-6 .
  • Vygotsky, LS (2003). Selected writings . Volume 2. Edited by Joachim Lompscher. Berlin: Lehmans Media.
  • Vygotsky, LS (1987). Selected writings . Volume 2. Cologne: Pahl-Rugenstein. ISBN 3-7609-0974-4 .
  • Vygotsky, LS (2009). Letters - 1924-1934 . Published by Georg Rückriem. Berlin: Lehmanns Media.
  • Vygotsky, LS (2011). Lectures on psychology . Published by Georg Rückriem. Berlin: Lehmanns Media.

literature

  • Yasnitsky, A. (2018). Vygotsky: An Intellectual Biography . London and New York: Routledge BOOK PREVIEW .
  • Tat'jana Achutina: Vygotsky's »Inner Speech«: on the fate of a concept. In: Konrad Ehlich and Katharina Meng (eds.): The actuality of the repressed. Studies on the history of linguistics in the 20th century , pp. 93-108. Heidelberg: Synchron, 2004, ISBN 3-935025-39-4 .
  • Janette Friedrich: Vygotskij - Vološinov - Megrelidze. The attempt at a metalinguistic theory of signs. In: Konrad Ehlich and Katharina Meng (eds.): The actuality of the repressed. Studies on the History of Linguistics in the 20th Century , pp. 109–124. Heidelberg: Synchron, 2004, ISBN 3-935025-39-4 .
  • Janette Friedrich: The content of the language form. Paradigms from Bakhtin to Vygotsky. Akademie Verlag, Berlin 1993, ISBN 3-05-001938-7 .
  • Martin Hildebrand-Nilshon: On the context of language and communication in the work of LS Vygotskij and AN Leont'ev. In: Konrad Ehlich and Katharina Meng (eds.): The actuality of the repressed. Studies on the History of Linguistics in the 20th Century , pp. 227–254. Heidelberg: Synchron, 2004, ISBN 3-935025-39-4 .
  • Peter Keiler: “Theory of Cultural History” and “School of Cultural History”: From Myth (Back) to Reality . Institute for Critical Theory . 2012.
  • Peter Keiler: LS Vygotsky's two concepts of language acquisition in children and their theoretical environment. In: Konrad Ehlich and Katharina Meng (eds.): The actuality of the repressed. Studies on the history of linguistics in the 20th century. Synchron, Heidelberg 2004, ISBN 3-935025-39-4 , pp. 309-328.
  • Peter Keiler: Lev Vygotskij - a life for psychology. An introduction to his work. Beltz-Verlag, Weinheim 2002, ISBN 3-407-22126-6 .
  • Gisbert Keseling: Language as an image and tool. Approaches to a language theory based on the cultural-historical psychology of the Vygotsky school. Pahl-Rugenstein, Cologne 1979, ISBN 3-7609-0482-3 .
  • Carlos Kölbl: The psychology of the cultural-historical school. Vygotsky, Lurija, Leont'ev. Vandenhoeck & Ruprecht, Göttingen 2006, ISBN 3-525-45030-3 .
  • Tat'jana Naumova: The problem of the dialogue: AA Potebnja, LP Jakubinskij, LS Vygotsky, MM Bakhtin. In: Konrad Ehlich and Katharina Meng (eds.): The actuality of the repressed. Studies on the history of linguistics in the 20th century. Synchron, Heidelberg 2004, ISBN 3-935025-39-4 , pp. 211-225.
  • Dimitris Papadopoulos: Lew S. Wygotski - work and effect. Campus Verlag, Frankfurt am Main 1999, ISBN 3-593-36355-0 .
  • Angelika Redder: Presentation - Concept - Symbol: on conception and consequences in Vygotskij and Bühler. In: Konrad Ehlich and Katharina Meng (eds.): The actuality of the repressed. Studies on the History of Linguistics in the 20th Century , pp. 339–369. Heidelberg: Synchron, 2004, ISBN 3-935025-39-4 .
  • Bernd Reimann: The “primordial we” idea in Vygotskij and its relationship to language development theory in the discussion with C. and W. Stern. In: Konrad Ehlich and Katharina Meng (eds.): The actuality of the repressed. Studies on the History of Linguistics in the 20th Century , pp. 329–338. Heidelberg: Synchron, 2004, ISBN 3-935025-39-4 .
  • René van der Veer & Jaan Valsiner: Understanding Vygotsky. A Quest for Synthesis . Blackwell, Cambridge et al. 1991, ISBN 0-631-18955-6 . (English)
  • Anton Yasnitsky: A History of Cultural-Historical Gestalt Psychology: Vygotskij, Lurija, Koffka, Lewin and others (PDF; 187 kB). PsyAnima, Dubna Psychological Journal, 5 (1) , 102-105. 2012.
  • Anton Yasnitsky: Lev Vygotsky: Philologist and Defectologist. A Socio-Intellectual Biography. In WE Pickren, DA Dewsbury & M. Wertheimer (Eds.): Portraits of Pioneers in Developmental Psychology. Psychology Press, New York and Hove 2012, ISBN 978-1-84872-895-0 , pp. 109-133 (English).
  • Adam A. Zych: Psychologowie radzieccy i ich prace 1917–1977. Słownik biograficzny. Kielce: WSP, 1980, pp. 163-165 (Polish).
  • Matthias Wille: Vygotski , in: Jürgen Mittelstraß (Hrsg.): Encyclopedia Philosophy and Philosophy of Science. 2nd Edition. Volume 8: Th - Z. Stuttgart, Metzler 2018, ISBN 978-3-476-02107-6 , p. 367 f. (more than one page of work and bibliography).

See also

Web links

Individual evidence

  1. ↑ Yasnitsky, A. (2018). Vygotsky: An Intellectual Biography . London and New York: Routledge BOOK PREVIEW
  2. ^ Peter Keiler: Lev Vygotskij. A life for psychology. Beltz Verlag, 2002, p. 18.
  3. ^ Peter Keiler: Lev Vygotskij. A life for psychology. Beltz Verlag, 2002, p. 17.
  4. ↑ Wygotski, LS (1925/1976). Psychology of Art (H. Barth, ed.). Dresden: Verlag der Kunst.
  5. ↑ See Yasnitsky, A. (2011). Lev Vygotsky: Philologist and Defectologist. A Socio-Intellectual Biography . In WE Pickren, DA Dewsbury & M. Wertheimer (Eds.), Portraits of Pioneers in Developmental Psychology (pp. 109-133). New York, Hove: Psychology Press, p. 113.
  6. ↑ Van der Veer, R. & Valsiner, J. (1991). Understanding Vygotsky. A Quest for Synthesis. Cambridge et al: Blackwell, pp. 19 ff.
  7. ↑ Keiler, P. (2002). Lev Vygotskij - a life for psychology. Weinheim, Basel: Beltz. P. 22 f.
  8. ↑ Vygotsky, LS (1926/1997). The Methods of Reflexological and Psychological Investigation . In: The Collected Works of LS Vygotsky. Problems of the Theory and History of Psychology (Vol. 3, pp. 35-49). New York, London: Plenary Press.
  9. ↑ Wygotski, LS (1925/1985). Consciousness as a problem in the psychology of behavior . In Selected Writings (Vol. 1, pp. 279-308). Berlin: people and knowledge.
  10. ↑ Wygotski, LS (1926/1985). The crisis of psychology in its historical significance . In: Selected Writings (Vol. 1, pp. 57–277). Berlin: people and knowledge.
  11. ↑ Yasnitsky, A. (2011). Vygotsky Circle as a Personal Network of Scholars. Restoring Connections Between People and Ideas . Integrative Psychological and Behavioral Science, 45, 422-457.
  12. ↑ a b Keiler, P. (2012). “Cultural History Theory” and “Cultural History School”: From Myth (Back) to Reality  ( Page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. . Institute for Critical Theory .@1@ 2Template: Dead Link / www.inkrit.de  
  13. ↑ Yasnitsky, A. (2011). Vygotsky Circle as a Personal Network of Scholars. Restoring Connections Between People and Ideas . Integrative Psychological and Behavioral Science, 45, 422-457.
  14. ^ Van der Veer, R. & Valsiner, J. (1991). Understanding Vygotsky. A Quest for Synthesis . Cambridge et al: Blackwell.
  15. ↑ Wygotski, LS (1930/1985). The instrumental method in psychology. In Selected Writings (Vol. 1, pp. 309-317). Berlin: people and knowledge.
  16. ↑ Vygotsky, LS (1931/1992). History of the higher mental functions. Berlin et al: LIT.
  17. ↑ Lompscher, J. and Rückriem, G. (2002). Editorial. In: Lev S. Vygotskij: Thinking and Speaking (pp. 7–35). Weinheim and Basel: Beltz. P. 10.
  18. ↑ Bertau, M.-C. (2011). Addressing, responding, understanding. Elements of a Psycholinguistics of Alterity. Berlin: Lehmanns Media, p. 144.
  19. ↑ Lompscher, J. and Rückriem, G. (2002). Editorial. In: Lev S. Vygotskij: Thinking and Speaking (pp. 7–35). Weinheim and Basel: Beltz. P. 10 ff.
  20. ^ LS Vygotsky: Mind in Society . Ed .: Michael Cole, Vera John-Steiner, Sylvia Scribner and Ellen Souberman. Harvard University Press, 1978, ISBN 978-0-674-07668-6 .
  21. ↑ Yasnitsky, A. (2011). Vygotsky Circle as a Personal Network of Scholars. Restoring Connections Between People and Ideas . Integrative Psychological and Behavioral Science, 45, 422-457.
  22. ^ Van der Veer, R. & Valsiner, J. (1991). Understanding Vygotsky. A Quest for Synthesis . Cambridge et al: Blackwell.
  23. ↑ Wygotski, LS 1925/1976. The psychology of art. Dresden: Verlag der Kunst.
  24. ↑ See van der Veer, R. and Valsiner, J. 1991. Understanding Vygotsky. A quest for synthesis. Oxford and Cambridge: Blackwell. P. 24 ff.
  25. ^ Vygotsky, Lev. 1925/1976. The psychology of art. Dresden: Verlag der Kunst. P. 295.
  26. ^ Vygotskij, Lev S. (1930/2003). The instrumental method in psychology. In: Selected Writings (pp. 309–317). Volume 1. Edited by Joachim Lompscher. Berlin: Lehmanns Media.
  27. ↑ See Peter Keiler: Lev Vygotskij - a life for psychology. Beltz, Weinheim / Basel 2002, p. 177 ff.
  28. ^ Vygotskij, Lev S. (1931/1992): History of the higher mental functions. Translated from the Russian by Regine Kämper. Edited and provided with a foreword by Alexandre Métraux. Münster and Hamburg: lit. p. 236.
  29. ↑ See Wolfgang Jantzen : In the beginning there was meaning: to natural history, psychology and philosophy of activity, meaning and dialogue. Publishers of the Federation of Democratic Scientists , Marburg 1994, ISBN 3-924684-44-8 , p. 170.
  30. ↑ Vygotskij, Lev S. (1934/2002). Thinking and speaking. Weinheim, Basel: Beltz. P. 387 ff.
  31. ↑ Vygotskij, Lev S. (1934/2002). Thinking and speaking. Weinheim, Basel: Beltz. P. 401
  32. ↑ Lompscher, J. and Rückriem, G. (2002). Editorial. In Lev S. Vygotsky: Thinking and Speaking (pp. 7–35). P. 29.
  33. ↑ More on this discourse: Bertau, M.-C. (2011). Addressing, responding, understanding. Elements of a Psycholinguistics of Alterity. Berlin: Lehmanns Media; Friedrich, Janette (1993). The content of the language form. Paradigms from Bakhtin to Vygotsky. Berlin: Akademie Verlag; Friedrich, Janette (2005b). Use and function of the concept of dialogue in the Soviet Russian discourse of the 1920s, especially in Jakubinskij and Vygotskij. In: Marie-Cécile Bertau and Janette Friedrich (eds.): Jakubinskij Colloquium: Thinking Language Dialogically - Understanding Action Dialogically, pp. 5–17. Munich, Ludwig Maximilians University .; Naumova, T. (2004). The problem of dialogue: AA Potebnja, LP Jakubinsky, LS Vygotsky, MM Bakhtin. In: Konrad Ehlich and Katharina Meng (eds.): The actuality of the repressed. Studies on the history of linguistics in the 20th century. Pp. 211-225. Heidelberg: Synchron.
  34. ↑ On inner speaking: Werani, A. (2011). Inner speaking. Results of an evidence search. Berlin: Lehmanns Media.
  35. ↑ On written speaking: Surd-Büchele, S. and Karsten, A. (2010): Vygotskijs conception of writing. Activity Theory - Journal of Activity-Theoretical Research in Germany 1/2010. Pp. 15-42.
  36. ^ Vygotskij, Lev S. (1932-34 / 2005). The problem of ages. In: Selected Writings (pp. 53–90). Volume 2. Edited by Joachim Lompscher. Berlin: Lehmanns Media.
  37. ↑ cf. Keiler, Peter (2002): Lev Vygotskij - a life for psychology. Weinheim, Basel: Beltz. P. 291 f.
  38. ↑ Philip G. Zimbardo , Richard J. Gerrig: Psychology . Pearson, Hallbergmoos near Munich 2008, ISBN 978-3-8273-7275-8 ; P. 378 f.
  39. ↑ Keiler, Peter (2002): Lev Vygotskij - a life for psychology. Weinheim, Basel: Beltz. P. 244.
  40. ↑ L. Wygotski: On the psychology and pedagogy of child defectivity. In: The special school. 20. Issue 2, p. 69.
  41. ↑ L. Wygotski: Psychology of Art. Verlag der Kunst, Dresden 1976, p. 295.
  42. ^ Lev S. Vygotsky: Thinking in Schizophrenia. P. 12.
  43. ^ Lev S. Vygotskij: Thinking and Speaking. P. 94.
personal data
SURNAME Vygotsky, Lev Semyonovich
ALTERNATIVE NAMES Лев Семёнович Выготский; Vygotskij, Lev Semënovič; Vyhocki, Leŭ
BRIEF DESCRIPTION Soviet psychologist
DATE OF BIRTH November 17, 1896
PLACE OF BIRTH Orsha , Russian Empire , today Belarus
DATE OF DEATH June 11, 1934
Place of death Moscow