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Lev Vygotsky
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From Wikipedia, the free encyclopedia
Soviet psychologist (1896–1934)
In this name that follows East Slavic naming customs, the patronymic is Semyonovich and the family name is Vygotsky.
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Lev Vygotsky<br>Лев ВыготскийBornLev Simkhovich Vygotsky
November 17 [O.S. November 5] 1896<br>Orsha, Mogilev Governorate, Russian Empire (now Belarus)<br>DiedJune 11, 1934(1934-06-11) (aged 37)<br>Moscow, Russian SFSR, Soviet Union<br>Alma materImperial Moscow University<br>Shanyavsky Moscow City People's UniversityKnown forCultural-historical psychology, zone of proximal development, inner speechSpouse<br>Roza Smekhova<br>(m. 1924)<br>Scientific career FieldsPsychologyInstitutionsMoscow State UniversityThesis The Psychology of Art (1925)Notable students<br>Alexander Luria
Lev Semyonovich Vygotsky (Russian: Лев Семёнович Выготский, IPA: [vɨˈɡotskʲɪj]; Belarusian: Леў Сямёнавіч Выгоцкі; November 17 [O.S. November 5] 1896 – June 11, 1934) was a Russian and Soviet psychologist, best known for his work on psychological development in children and creating the framework known as cultural-historical activity theory. After his early death, his books and research were banned in the Soviet Union until Joseph Stalin's death in 1953, with a first collection of major texts published in 1956. A Review of General Psychology survey, published in 2002, ranked Vygotsky as the 83rd most cited psychologist of the 20th century.[1]
His major ideas include:
The social origin of mind: Vygotsky believed that human mental and cognitive abilities are not biologically determined, but instead created and shaped by use of language and tools in the process of interacting and constructing the cultural and social environment.[2]
The importance of mediation: He saw mediation as the key to human development, because it leads to the use of cultural tools and becomes a pathway for psychological development through the process of interiorization.
The zone of proximal development: Vygotsky introduced the concept, which refers to the gap between a child's current level of development and the level they are capable of reaching with tools provided by others with more knowledge.
The significance of play: Vygotsky viewed play as a crucial aspect of children's development, as he thought of it as the best sandbox to build and develop the practice of mediation.
Early life and education<br>[edit]
Lev Simkhovich Vygodsky (his patronymic was later changed to Semyonovich and his surname to Vygotsky for unclear reasons)[3][4] was born on November 17, 1896,[5] in the town of Orsha in Mogilev Governorate of the Russian Empire (now Belarus) into a non-religious middle-class Jewish family[6] of Simkha Leibovich (also known as Semyon Lvovich), a banker, and Tsetsilia Moiseevna.[7][8]
Vygotsky was raised in the city of Gomel,[9] where he was home-schooled until 1911 and then obtained a formal degree with distinction in a private Jewish gymnasium, which allowed him entrance to a university. In 1913, Vygotsky was admitted to the Moscow University by mere ballot through a "Jewish Lottery"; at the time, a three percent Jewish student quota was administered for entry in Moscow and Saint Petersburg Universities. He had an interest in the humanities and social sciences, but at the insistence of his parents he applied to the medical school at Moscow University. During the first semester of study, he transferred to the law school. In parallel, he attended lectures at Shanyavsky Moscow City People's University.[10]
Career<br>[edit]
In January 1924, Vygotsky took part in the Second All-Russian Psychoneurological Congress in Petrograd (soon thereafter renamed Leningrad). After the Congress, Vygotsky met with Alexander Luria and with his help received an invitation to become a research fellow at the Psychological Institute in Moscow which was under the...