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1 results

  • 12 - Luria and Vygotsky

  • from Part IV - Language and culture
  • Edited by Anton Yasnitsky, University of Toronto, René van der Veer, Universiteit Leiden, Michel Ferrari, University of Toronto
  • Book:
    The Cambridge Handbook of Cultural-Historical Psychology
    Published online:
    05 October 2014
    Print publication:
    30 September 2014, pp 295-312

  • Summary

    The notion of "developmental education" or the image of "education that leads development", as any other notion, has discriminative power only until it allows us to see something that otherwise would remain unnoticed. This chapter explores the levels of micro- and macro-analysis of the interrelation between learning, instruction, and development and interprets the development (of higher psychological functions) with the help of a conceptual toolkit of cultural-historical theory as simultaneous transition. It provides macro-analysis of developmental education on the scale of the system of education and discusses the types of interaction or pedagogical facilitation that every educational system uses in order to provoke and support children's independence in mastering and using various cultural tools. The type of interaction that is predominant in each specific system of education determines its developmental affordances and its limitations at the same time.