This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in Web of Science Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Berducci, D. F. Search for Related Content Social Bookmarking                         What's this?

Vygotsky through Wittgenstein

A New Perspective on Vygotsky’s Developmental Continuum

Toyama Prefectural University

In this paper, I focus on aspects of Vygotsky and Wittgenstein that relate to training and learning. Following the order of Vygotsky’s developmental continuum, I demonstrate that the ideas of the two thinkers virtually agree when their work deals with early forms of training that precede operating on that continuum. However, when that initial training develops into mature social interaction, the rules pertaining to Vygotsky’s developmental continuum apply to the interaction at hand. I argue and demonstrate that from that time on Vygotsky’s views and Wittgenstein’s views become irreconcilable.

Key Words: conceptual confusions • developmental continuum • learning • training • Vygotsky • Wittgenstein

Theory & Psychology, Vol. 14, No. 3, 329-353 (2004)
DOI: 10.1177/0959354304043639


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?