1. The Sociohistorical Approach
Founder of the Approach
L. S. VYGOTSKY
1896 – 1934

2. Lev Semenovich Vygotsky

3. Vygotsky
QUESTION:
WHAT SEPARATES US FROM OTHER ANIMALS?

4. EPISTEMOLOGICAL AND OTHER DISTINCTIONS:
Vygotsky
EPISTEMOLOGICAL AND OTHER DISTINCTIONS:
 kinds of spontaneous cultural
knowledge commonsense societal natural   
sources of direct experience mediated
knowledge immediate
conscious no yes
reflective
direction bottom up top down
of dev inductive deductive
data driven theory driven

5. Vygotsky TEMPERATURE TASKS spontaneous cultural
Are these data good for Vygotsky? Bad for Vygotsky? Neutral for Vygotsky?

6. WHAT DEVELOPS?
INDIVIDUAL LEVEL
WORD MEANINGS
CULTURAL LEVEL
WORLD VIEWS
SPURRED ON BY
TECHNOLOGICAL CHANGES (PRINTING
MACHINE, COMPUTERS)

7. MECHANISMS OF DEVELOPMENT
SOCIAL INTERACTION
SMALL “S”
CONVERSATIONS BETWEEN PEOPLE
DISCOURSE ANALYSIS
LARGE “S”
SOCIETAL TECHNOLOGIES AS CONCEPTS
CALENDAR AS AN EXAMPLE

8. Dan Sperber

9. Dan Sperber
Cultural Evolution and Epidemiology

10. COMPARISON OF ROLE OF SOCIAL INTERACTION:
VYGOTSKY’S THEORY AND PIAGET’S
PIAGET
SOCIAL INTERACTION CAN PRODUCE
DISEQUILIBRIUM
PLACE OF CULTURE AND SOCIAL INTERACTION
QUITE NEGLIGIBLE

11. VYGOTSKY METAPHORS: ACQUISITION AND PARTICIPATION (SFARD)
VYGOTSKY IS PARTICIPATION
PIAGET IS ACQUISITION

12. VYGOTSKY ZONE OF PROXIMAL DEVELOPMENT SPATIAL METAPHOR
SPATIAL METAPHOR
DISTANCE BETWEEN ACTUAL AND POTENTIAL KNOWLEDGE
X potential knowledge
ZPD X potential
ZPD
   X actual knowledge X actual
Two children with the same actual knowledge travel different distances to their potential knowledge; therefore different ZPDs

13. VYGOTSKY DYNAMIC ASSESSMENT CONVENTIONAL: VYGOTSKY:
TEACH – LEARN – TEST
VYGOTSKY:
TEST/TEACH/LEARN

14. VYGOTSKY
SCAFFOLDING
EXAMPLE: MY USING ADVANCED ORGANIZERS IN CLASS, SUCH AS THE DEEP STRUCTURE QUESTIONS AND MAP OF THE FIELD

15. VYGOTSKY RELATIONS BETWEEN LEARNING AND DEVELOPMENT
FORMER GOES BEYOND LATTER
TEACHING WITH SCAFFOLDING CAUSES LEARNING
LEARNING GOES BEYOND POTENTIAL KNOWLEDGE, WHICH IS THE DEVELOPMENTAL LEVEL

16. COMPARING PIAGET AND VYGOTSKY
PIAGET CLAIMS THAT DEVELOPMENT SETS THE LIMITS ON LEARNING
VYGOTSKY CLAIMS THAT LEARNING GOES BEYOND DEVELOPMENT AND DRWS IT IN ITS WAKE

17. VYGOTSKY – TRUE CONCEPT
CONCEPT THAT RESULTS FROM THE AMALGAM OF NATURAL AND SOCIETAL KNOWLEDGE
TRUE CONCEPTS
ENRICH SOCIETAL KNOWLEDGE BY GROUNDING IT IN DIRECT EXPERIENCE
ENRICH NATURAL KNOWLEDGE BY MAKING IT MORE GENERAL

18. TRUE CONCEPTS EXAMPLES: CONFLICT – TEMPERATURE ANALOGY - ARITHMETIC
AVERAGE

19. TEMPERATURE

20. ARITHMETIC AVERAGE

21. DEVELOPMENTAL CONSTRAINTS
WHERE ARE THERE DEVELOPMENTAL CONSTRAINTS ON LEARNING? 
CULTURAL/HISTORICAL CONSTRAINTS
Cultural periods in history (middle ages, enlightenment) had different worldviews than modern (post-industrial, information age)
INDIVIDUAL CONSTRAINTS
Vygotsky did not write about this very much

22. TOOLS MATERIAL PSYCHOLOGICAL
mediate between subject and physical environment
PSYCHOLOGICAL
mediates between individual and himself and between individual and others

23. NOTATIONS AS TECHNOLOGIES
NOTATIONS AS TECHNOLOGIES (OLSON, FERREIRO, LEVIN, TOLCHINSKY-LANDSMANN, RAVID, TUFTE)
PURPOSE: FREEZE THE CHANGING WORLD

24. NOTATIONS “USES”: ENABLES: BEHAVIORS
1. CAN BE CARRIED FROM PLACE TO PLACE
2. CAN BE USED ACROSS TIME (NOVELS FROM THE MIDDLE AGES)
  ENABLES:
1. REFLECTION ON THE NOTATED SYSTEM
2. SELF-REGULATION
3. REGULATION OF OTHERS’ THINKING AND
BEHAVIORS

25. NOTATIONAL SYSTEMS Examples:
  WRITING – NOTATES SPOKEN WORD (UR - 4,500 YRS)
DANCE NOTATION – NOA ESHKOL
CARTOGRAPHY
NUMERICAL SYSTEM
MUSICAL NOTATION
MIDDLE AGES – DORIT TANAY

26. CLASS ACTIVITIES JEANNE BAMBERGER (MIT) TASK ANALYZE INSTRUCTIONS
JEANNE BAMBERGER (MIT) TASK
CONSTRUCT NOTATIONS FOR A RHYTHM
ANALYZE INSTRUCTIONS