Review_Author: Kim Piper
Book_Author: L.S. Vygotsky
Book_Title: Mind in Society: The Development of Higher Psychological Processes
Date: 3/9/99
Time: 1:19:03 AM
Remote Name: 128.175.143.16
"Mind in Society" is an edited compilation of the theories of Lev Vygotsky, a Russian psychologist in the early 1900s. These theories may seem foreign to those whose studies of cognition and behavior have focused on information processing and stimulus-response. Vygotsky believes that it is not the case that the environment and the human being interact unidirectionally (that only the environment affects humans). He believes that the environment ("nature") affects the human, and that the human also affects the environment. Due to this interaction, development is viewed as a dynamic process, rather than as one of relatively linear maturation. Learning is not dependent upon previous developmental achievements, but is constantly occuring in the context of development. In this book, Vygotsky explores the nature of complex psychological processes (those processes that go beyond the cognitive domain of, say, perception of the immediate environment).
Part I involves the importance that Vygotsky places on the integration of speech/symbolic use of signs, and thinking/higher psychological functioning. He considers the use of speech and tools for the purpose of practical activity as the two of the significant differences separating humans from other animals. He states that speech organizes activity; that in the early stages of development, complex cognitive functions are dependent on speech. Another factor that separates humans from other animals is their use of "sign operations" in "the internalization of cultural forms of behavior" (57).
The second part of the book deals with the implications of Vygotsky's theories of development for education. He counters the idea that learning is dependent on already achieved stages of development; rather, he states that learning provides "an impetus for modifying [development's] course" (79). He introduces his concept of the "zone of proximal development," and in doing so distinguishes between two developmental levels. The first he calls the "actual developmental level," which results from completed cycles of development (85). The "zone of proximal development" could be described as the potential level of development. In this developmental level, children are able to complete tasks under the guidance of more capable people (adults or peers) that they are as yet unable to complete by themselves (86).
Vygotsky also discusses the integral part that play serves in the developmental process. He says that play exhibits the ability of the child to move from a focus on the immediate environment and the instant gratification of desires to the more abstract ability to postpone gratification and to use imagination in place of gratification. And finally, he discusses the nature of written language, and how he feels children should be introduced to it. He feels that written language is akin to spoken language; children should learn it in a situation similar to that in which they acquire spoken language. Teachers should present the _necessity_ of learning the written language, much like spoken language is _needed_ for communication. They should not focus on the mechanics of reading and writing, but rather on its meaningfulness culturally and personally.
The theories presented here have great relevance to education. According to Vygotsky, the commonly accepted notion that children can only learn that which their level of development allows them to grasp is misguided. Schools should focus, instead, on providing students with the guidance necessary for them to develop the ability to do such tasks. Rather than waiting to teach math skills until the student exhibits the ability to understand them, teachers should provide the guidance that will initiate the child's development of such an understanding. He feels that the teaching of literacy should begin as early as preschool, and that it should not be merely the training of letter formation and sound production. Children should feel the _need_ to learn to read.
All in all, for a relatively short work, this book contains mountains of information and theory. So much, in fact, that I am rather uncomfortable writing a review of it at all. I'll need to read it at least one more time before I think I will feel that I understand it to the extent that I could discuss it confidently. From a strictly scientific perspective, the lack of detail regarding experimental design and results leaves the basis of Vygotsky's conclusions rather vague. He seems to make blanket statements with little or no empirical support (this issue is addressed by the editors). His style is very much philosophical, which is both good and bad, in my opinion. It is good in that during my reading I was constantly making associations to my own life experiences and my understanding of human development. It isn't so good in that it is difficult to understand immediately. But I did learn a great deal from reading it (and do plan to read it again). My understanding of human development has been forever altered; I don't think I'll ever be able to deny the relevance of his theory; no matter how much stress is placed on the importance of information processing models of cognition. I highly recommend this book not only to students of cognition, development, and education; anyone simply interested in what makes them tick will find "Mind in Society" valuable and interesting.