Vygotsky Podcast

(Originally posted October 12, 2020) Nikolai Veresov looks to the concept of perezhivanie to answer the question.  

The full lecture, "Demystifying Perezhivanie: understanding development in the cultural-historical framework," is here: http://tiny.cc/87ezsz

(Initially posted March 27, 2021) Reading Vygotsky is challenging, yet the challenge is part of the fun. These excerpts are a good doorway into Vygotsky's writing -- and if you like them, consider checking out any or all of the following:

https://bit.ly/3stZ2hJ​ - "Thinking and Speech, Chapter 6 - The Development of Scientific Concepts in Childhood"

https://bit.ly/2NZe8MZ​ - "Reading Thinking and Speech" video lectures from Nikolai Veresov

https://bit.ly/3ds693Z​ - Some notes on the Veresov lectures

https://bit.ly/31sXGrz​ - "Distinguishing Spontaneous, Scientific, and Pseudo- Concepts"

https://bit.ly/3dbZcno​ - Peter Smagorinsky on "Sturdy Concepts"

*excerpts are from Vygotsky, L. S. (1987). Thinking and Speech. In R. W. Rieber, & A. S. Carton (Eds.), The Collected Works of L. S. Vygotsky (Vol. 1), Problems of General Psychology (pp. 39-285). New York: Plenum Press. (Original Work Published 1934)

(Originally posted August 21, 2020) Three excerpts from Nikolai Veresov's "Discovering the Great Royal Seal: New Reality of Vygotsky’s Legacy"  

0:16 - "The subject-matter of cultural-historical theory"

8:22 - "New realities and new opportunities"

11:32 - "Final remarks"

Full article: http://tiny.cc/4mnosz

(Originally posted August 20, 2020) An excerpt from one of my favorite books, James Wertsch's (1985) "Vygotsky and the Social Formation of Mind"  

(Originally posted August 20, 2020) An excerpt from Seth Chaiklin's (2003) "The zone of proximal development in Vygotsky’s analysis of learning and instruction" -- from the section, "Vygotsky's Theory of Child Development"  

Full text: http://tiny.cc/aenosz

(Originally posted Nov 20, 2021) Nikolai Veresov highlights one of the hardest challenges of teaching.  Excerpted from http://tiny.cc/da2muz

(Initially posted December 17, 2020) Huw Lloyd helps me to rethink a lesson that I like but also know is flawed. The suggestions are adaptable to many types of lesson revision.   

The lesson, influenced by Vygotsky's idea that "word meaning develops,"  is summarized here: http://tiny.cc/z7v6tz

Full chat here: http://tiny.cc/r5v6tz  

Main reference: "The primary result of this work . . .that constitutes the conceptual  center of our investigation (is) the finding that word meaning develops.  The discovery that word meaning changes and develops is our new and  fundamental contribution to the theory of thinking and speech. It is our  major discovery, a discovery that has allowed us to overcome the  postulate of constancy and unchangableness of word meaning which has  provided the foundation for previous theories of thinking and speech."  (Vygotsky, 1987, p. 245)  The collected works of L. S. Vygotsky. Vol.  1. Problems of general psychology, Including the volume Thinking and  Speech. New York: Plenum. Vygotsky, L. S.

Related: "Where do new words come from?" - Marcel Danesi (TED-ED) - http://tiny.cc/flx6tz

(Initially posted December 17, 2020) Huw Lloyd discusses some cognitive benefits of synthesizing different  perspectives, invoking an interesting metaphor from Michael Cole.  

Full chat here: http://tiny.cc/r5v6tz

(Originally posted September 10, 2020) David Kellogg cites language as the interface between individual and  environment, and the development of word meaning as the prime builder of  memory.  

Full chat here: http://tiny.cc/j60usz

(Originally posted Apr 25, 2020) These three clips have captured my attention.  

Clip 1 - Vygotsky's "Law of 4 Stages"

Clip 2 - How this law can help teachers and students

Clip 3 - A memory game (biological vs. cultural memory)

Full video: http://tiny.cc/byn7rz