Introduction Harry Daniels, Michael Cole and James V. Wertsch Part I. Vygotsky in Context: 1. Vygotsky in context: 1900-35 Rene van der Veer 2. Vygotsky's demons David Bakhurst 3. An interesting resemblance: Vygotksy, Mead and American pragmatism Anne Edwards 4. Vygotsky, Mead, and the new sociocultural studies of identity Dorothy Holland and William Lachicotte, Jr 5. Vygotsky on thinking and speaking Vera P. John-Steiner Part II. Readings of Vygotsky: 6. Terminology in L. S. Vygotsky's writing Boris Meshcheryakov 7. Mediation James V. Wertsch 8. Vygotsky and culture Michael Cole and Natalia Gajdamaschko 9. Thought and word: the approaches of L. S. Vygotsky and G. G. Shpet Vladamir Zinchenko 10. The development of children's conceptual relation to the world with focus on concept in pre-school children's activity Mariane Hedegaard 11. Inside and outside the Zone of Proximal Development: an eco-functional reading of Vygotsky Amelia Alvarez and Pablo del Rio Part III. Applications of Vygotsky's Work: 12. Pedagogy Harry Daniels 13. Sociocultural theory and education of children with special needs: from defectology to remedial pedagogy Alex Kozulin and Boris Gindis 14. Putting Vygotsky to work: the change laboratory as an application of double stimulation Yrjo Engestrom.

The Cambridge Companion to Vygotsky

L'A. etudie l'influence du discours dans le domaine de l'action collective et plus particulierement des processus de mobilisation. Il examine de quelle maniere les cadres de l'action collective se construisent. Il analyse l'impact des ideologies en ce domaine. Il montre que le discours intervient dan les phenomenes de mobilisation aussi bien au niveau micro-sociologique que macro-sociologique. Il estime qu'un cadre d'action collective constitue une ressource culturelle a part entiere. Il decrit dans quelles conditions les cadres discursifs de l'action collective tendent a etre remplaces.

Tilting the frame: Considerations on collective action framing from a discursive turn

The scholarly literature about the process of second language (L2) learning has focused to a considerable extent on cognitive processes. Left aside are questions about how emotions fit into an understanding of L2 learning. One goal of this plenary is to demonstrate that we have limited our understanding of L2 learning by failing to take into account the roles played by emotions. A perspective which brings together cognition and emotion is that of Vygotsky's sociocultural theory (SCT) of mind. Vygotsky saw the two as being inextricably interconnected. However, many in the Western world who have taken up Vygotsky's ideas, myself included, have focused on the cognitive side of learning and development. The second goal of this plenary is therefore to redress this imbalance.

The inseparability of cognition and emotion in second language learning

This paper deals with a theoretical mechanism for learning and a methodolo-gical approach for analyzing meaning making in classroom talk and action. It examines thepotential of the approach for illuminating learning on a discursive level, i.e., how discourseschange and how individuals become participants of new practices. Our approach involvesa high-resolution analysis of how meaningful relations are built in encounters betweenindividuals and between individuals and the world. The approach is based mainly on thework of the later Wittgenstein, but also on pragmatism and sociocultural research. Todemonstratehowourapproachcanbeused,weanalyzewhatuniversitystudentslearnduringa practical on insects. We speciﬁcally demonstrate how the encounters with physical pinnedinsectscontributetothemeaningstudentsmakeandhowtheseencountersinteractwithotherexperiences during laboratory work. ° C 2002 Wiley Periodicals, Inc. Sci Ed 86:1–23, 2002;Published online in Wiley Interscience (www.interscience.wiley.com). DOI 10.1002/sce.10036

Learning as discourse change: A sociocultural mechanism

From a sociocultural perspective an object of research on mathematics teaching and learning can be seen as a particular moment in the zoom of a lens Researchers focus on a specific part of a complex process whilst taking account of the other views that would be obtained by pulling back or zooming in Researching teaching and learning mathematics must be seen in the same way Thus in zooming out researchers address the practices and meanings within which students become school-mathematical actors, whilst zooming in enables a study of mediation and of individual trajectories within the classroom In each choice of object of research the range of other settings have to be incorporated into the analysis Such analyses aim to embrace the complexity of the teaching-learning process This article will present a cultural, discursive psychology for mathematics education that takes language and discursive practices as central in that meanings precede us and we are constituted within language and the associated practices, in the multiple settings within which we grow up and participate

Cultural, Discursive Psychology: A Sociocultural Approach to Studying the Teaching and Learning of Mathematics

Sociocultural studies of mind: Sociocultural studies: history, action, and mediation

From Activity to Directivity: The Question of Involvement in Education

ResumenSe pasa revista en este articulo a los tres ejes que conforman la linea de investigacion de los autores en psicologia de la educacion, a saber, considerar la arquitectura, no solo cognitiva, sino instrumental y cultural, del significado; la necesidad de unir en la investigacion y en el diseno educativo las vertientes de significado y de sentido que caracterizan el funcionamiento psicologico de los individuos, y que solo se articulan sobre la base de sistemas de actividad; por ultimo, la necesidad de contemplar las formas de representacion humanas menos formalizadas y desdenadas hasta hace muy poco por la psicologia de la educacion: las denominadas bajo el epigrafe de conocimiento informal. En torno a estos tres ejes, se exponen ejemplos de investigacion y de intervencion que conforman lo que hemos denominado diseno cultural.

Tres pies al gato: significado, sentido y cultura cotidiana en la educación

ResumenSe propone en este articulo un modelo de conciencia y representation que actualiza la propuesta socio-cultural de la ZPD extendiendo conceptos poco elaborados de la psicologia de Vygotski como el sincretismo, espacio semiologico, e instrumento psicologico. El modelo se defiende a partir de una revision del desarrollo multigenetico de la espacialidad de las funciones superiores: filogenesis, historico-genesis, genesis defectologica, ontogenesis y microgenesis. Se postula desde ahi la existencia de una conciencia que opera en una zona fronteriza y mixta externa/interna, natural/cultural, de caracter simbiotico, social e instrumental que articula las conexiones funcionales intra y extracorticales en un sistema unico y sincretico de la actividad mental y de la actividad externa. El modelo de Zona Sincretica de Representacion (SZR) propuesto se aplica por ultimo a un programa educativo y desde el se proponen unos principios de diseno.

Pablo del Río

Papers

Sociocultural studies of mind: Sociocultural studies: history, action, and mediation

From Activity to Directivity: The Question of Involvement in Education

Tres pies al gato: significado, sentido y cultura cotidiana en la educación

ZPD y Zona Sincrética de Representación: el espacio instrumental de la mediación social

Sociocultural studies of mind: Tossing, praying, and thinking: the changing architectures of mind and agency