A Critique of Vygotsky's Misapprehension of Marx's Phenomenal Forms: Consequences for pedagogy
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A Critique of Vygotsky's Misapprehension of Marx's Phenomenal Forms: Consequences for pedagogy

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A Critique of Vygotsky's Misapprehension of Marx's Phenomenal Forms: Consequences for pedagogy

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dc.contributor.author Villacañas de Castro, Luis Sebastián
dc.date.accessioned 2015-04-20T17:45:24Z
dc.date.available 2015-04-20T17:45:24Z
dc.date.issued 2014
dc.identifier.uri http://hdl.handle.net/10550/43249
dc.description.abstract A concept originally formulated in the context of Karl Marx's sociological investigations, the Erscheinungsformen, or phenomenal forms, plays a key role in relation to a number of educational inquiries, and has important heuristic value for them. Lev Vygotsky saw the concept of phenomenal forms as central to the original Marxian paradigm, and he deployed it as he developed his account of cognitive development in humans. Full development of the concept, however, shows that its integration into cognitive psychology by Vygotsky was incomplete in crucial respects, and pedagogical flaws were the result. The phenomenal forms may prove useful in explaining the transition between Vygotsky's socioconstructivism and the subsequent developments led by Paulo Freire's critical pedagogy.
dc.language.iso eng
dc.relation.ispartof Science & Society, 2014, vol. 79, num. 1, p. 90-113
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Villacañas de Castro, Luis Sebastián 2014 A Critique of Vygotsky's Misapprehension of Marx's Phenomenal Forms: Consequences for pedagogy Science & Society 79 1 90 113
dc.subject Educació
dc.subject Filosofia
dc.subject Pedagogia
dc.title A Critique of Vygotsky's Misapprehension of Marx's Phenomenal Forms: Consequences for pedagogy
dc.type info:eu-repo/semantics/article
dc.date.updated 2015-04-20T17:45:25Z
dc.identifier.idgrec 094869

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