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Vygotsky’s Legacy Questioned: A Review of his “Analysts” and a Challenge to his “Emulators”

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Abstract

This article first proposes a literature review on the questioning of Lev Vygotsky (1896–1934)’s legacy. Four main points of disagreement are distinguished: (1) the authenticity issues of Vygotsky’s published work; (2) the unreflective use of concepts and ideas attributed to the Russian psychologist; (3) the story telling of a mythical Vygotsky-Leontiev-Luria school; and (4) the assimilation of his works with major currents of North American developmental psychology. The underlying divergence on what constitutes Vygotsky’s core theory is then highlighted, namely the role of meaning in mental development. Finally, a study of the dissemination of his conceptions within the scientific community is proposed, based on the reconstitution of two networks of authors: Vygotsky’s “analysts” and “emulators”. This study demonstrates that the revision of Vygotsky’s legacy may be understood by the very play of scientific production processes. Major Vygotskian scholars have emulated his ideas within mainstream but possibly incompatible intellectual frameworks.

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Data Availability

Datasets for this research are included in the online Appendix.

Notes

  1. It should be noted that psychologists linked to behaviorism, such as Edward Thorndike or Frederic Skinner, were themselves advocates of so-called active learning methods, in which children had to learn mainly by themselves.

  2. Lima (1995, p. 492) cites on this subject a testimony from Alexander Luria.

  3. See for instance Wertsch (1996, 2000)’s critique of this subject discussed by Derry (2008).

  4. This is translated as “dynamic semantic system” in Zaverchneva (2010, 2014). See also the chapters on consciousness and meaning in Zavershneva & van der Veer (2018).

  5. This concept is especially developed in Vygotsky (1934/1994)’s lecture devoted to the development of the child’s personality (Michell 2016; Gonzàlez Rey 2009, 2015; Gonzàlez Rey & Mitjans 2017; Veresov 1999, 2010, 2016).

  6. This platform provides access to six bibliographic databases: Science Citation Index; Social Sciences Citation Index; Arts & Humanities Citation Index; Conference Proceedings Citation Index; Book Citation Index; Emerging Sources Citation Index. It is interesting to note here that it is to combat “the uncritical citation of disputed data by a writer” (Garfield 1955, in reference to Thomasson & Stanley (1955)’s note on this subject), that easy links between papers though references were made possible.

  7. Only two kinds of links were traced, simple lines refer to one single reference and bold lines to multiple references.

  8. Note that, for co-authors, the two names are associated when the citations generally refer to joint work, otherwise the authors were considered separately.

  9. These developments, it should be noted, satisfy a structural split existing between the education sciences and the teaching of disciplines, so that the dissemination of Vygotsky’s ideas by the education sciences may have tended to privilege sociocultural interpretations (Bulle 2020).

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Bulle, N. Vygotsky’s Legacy Questioned: A Review of his “Analysts” and a Challenge to his “Emulators”. Integr. psych. behav. 57, 888–912 (2023). https://doi.org/10.1007/s12124-023-09754-3

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