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Vygotsky in Perspective

Cambridge University Press (2011)

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  1. Technics and signs: anthropogenesis in Vygotsky, Leroi-Gourhan, and Stiegler.Chris Drain - 2022 - History and Philosophy of the Life Sciences 44 (4):1-26.
    This paper reconstructs L.S. Vygotsky’s account of anthropogenesis with respect to the work of anthropologist André Leroi-Gourhan and late philosopher Bernard Stiegler, situating Vygotsky as a forerunner to recent theories that posit cultural scaffolding and niche construction as the main drivers of human cognitive evolution. One might think there is an immediate affinity between Vygotsky and the techno-centric accounts of Leroi-Gourhan and Stiegler. Following Leroi-Gourhan, Stiegler argues that “technics” is the main driver in the anthropogenic development of “reflective consciousness.” Vygotsky (...)
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  • Relational Capacity: Broadening the Notion of Decision-Making Capacity in Paediatric Healthcare.Bernice Elger, Tenzin Wangmo, Eva Clercq & Katharina Ruhe - 2016 - Journal of Bioethical Inquiry 13 (4):515-524.
    Problems arise when applying the current procedural conceptualization of decision-making capacity to paediatric healthcare: Its emphasis on content-neutrality and rational cognition as well as its implicit assumption that capacity is an ability that resides within a person jeopardizes children’s position in decision-making. The purpose of the paper is to challenge this dominant account of capacity and provide an alternative for how capacity should be understood in paediatric care. First, the influence of developmental psychologist Jean Piaget upon the notion of capacity (...)
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  • Relational Capacity: Broadening the Notion of Decision-Making Capacity in Paediatric Healthcare.Katharina M. Ruhe, Eva De Clercq, Tenzin Wangmo & Bernice S. Elger - 2016 - Journal of Bioethical Inquiry 13 (4):515-524.
    Problems arise when applying the current procedural conceptualization of decision-making capacity to paediatric healthcare: Its emphasis on content-neutrality and rational cognition as well as its implicit assumption that capacity is an ability that resides within a person jeopardizes children’s position in decision-making. The purpose of the paper is to challenge this dominant account of capacity and provide an alternative for how capacity should be understood in paediatric care. First, the influence of developmental psychologist Jean Piaget upon the notion of capacity (...)
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  • Deconstructing Vygotsky’s victimization narrative.Jennifer Fraser & Anton Yasnitsky - 2015 - History of the Human Sciences 28 (2):128-153.
    Although many facets of Lev Vygotsky’s life have drawn considerable attention from historians of science, perhaps the most popular feature of his personal narrative was that his work was actively chastised by the Stalinist government. Almost all contemporary references to Vygotsky’s personal history emphasize that from 1936 to 1956, it was forbidden to either discuss or disseminate any of Vygotsky’s works within the Soviet Union. Although this ‘Vygotsky ban’ is both widely acknowledged and frequently cited by a variety of scholars, (...)
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  • Rationalism and a Vygotskian Alternative to Business Ethics Education.David Ohreen - 2013 - Journal of Business Ethics Education 10:231-260.
    Studies have shown ethics education has not systematically improved the moral reasoning of business students and professionals and, therefore, its effectiveness should be seen as deeply questionable. Business ethics education has limited effect, in part, because it rests on rationalistic traditions within normative ethics, business theory, and cognitive psychology. Emphasis is usually placed on student’s rationally thinking about issues as a way of improving their critical analysis and reasoning skills. Yet by focusing primarily on its cognitive dimension, ethics education has (...)
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