Vygotsky philosophy and education /

Vygotsky philosophy and education /

Vygotsky Philosophy and Education reassesses the works of Russian psychologist Lev Vygotsky work by arguing that his central ideas about the nature of rationality and knowledge were informed by the philosophic tradition of Spinoza and Hegel.-Presents a reassessment of the works of Lev Vygotsky inlig...

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Κύριος συγγραφέας: Derry, Jan
Μορφή: Ηλ. βιβλίο
Γλώσσα:English
Έκδοση: Hoboken : Wiley, 2013.
Σειρά:Journal of philosophy of education book series.
Θέματα:
Vygotskiĭ, L. S. > (Lev Semenovich), > 1896-1934.
Hegel, Georg Wilhelm Friedrich, > 1770-1831.
Hegel, Georg Wilhelm Friedrich, > 1770-1831
Vygotskiĭ, L. S. > (Lev Semenovich), > 1896-1934
Developmental psychology.
Educational psychology.
Cognition.
Hegel, Georg Wilhelm Friedrich, 1770-1831.
VygotskiiÌ L.S. (Lev Semenovich), 1896-1934.
FAMILY & RELATIONSHIPS > Life Stages > General.
PSYCHOLOGY > Developmental > General.
PSYCHOLOGY > Developmental > Lifespan Development.
PSYCHOLOGY > General.
Electronic books.
Διαθέσιμο Online:Full Text via HEAL-Link
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245 1 0 |a Vygotsky philosophy and education /  |c Jan Derry. 
264 1 |a Hoboken :  |b Wiley,  |c 2013. 
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490 1 |a The Journal of philosophy of education book series 
504 |a Includes bibliographical references and index. 
505 0 |a Introduction -- Situated cognition and contextualism -- Constructivism and schooling -- Vygotsky, Piaget: a case of different philosophies -- Spinoza and free will -- Vygotsky, Hegel and the critique of abstract reason -- Vygotsky and Hegel II. 
588 0 |a Print version record and CIP data provided by publisher. 
520 |a Vygotsky Philosophy and Education reassesses the works of Russian psychologist Lev Vygotsky work by arguing that his central ideas about the nature of rationality and knowledge were informed by the philosophic tradition of Spinoza and Hegel.-Presents a reassessment of the works of Lev Vygotsky inlight of the tradition of Spinoza and Hegel informing his work -Reveals Vygotsky's connection with the work of contemporary philosophers such as Brandom and McDowell -Draws on discussions in contemporary philosophy to revise prominent readings of Vygotskian psychology and revisits educational debates where Vygotsky's ideas were central -Reveals the limitations of appropriations of Vygotsky which fail to recognize the Hegelian provenance of his work -Shows the relevance of Brandom's inferentialism for contemporary educational theory and practice. 
600 1 0 |a Vygotskiĭ, L. S.  |q (Lev Semenovich),  |d 1896-1934. 
600 1 0 |a Hegel, Georg Wilhelm Friedrich,  |d 1770-1831. 
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600 1 7 |a Vygotskiĭ, L. S.  |q (Lev Semenovich),  |d 1896-1934  |2 fast  |0 (OCoLC)fst00112375 
650 0 |a Developmental psychology. 
650 0 |a Educational psychology. 
650 0 |a Cognition. 
650 4 |a Developmental psychology. 
650 4 |a Educational psychology. 
650 4 |a Hegel, Georg Wilhelm Friedrich, 1770-1831. 
650 4 |a VygotskiiÌ L.S. (Lev Semenovich), 1896-1934. 
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650 7 |a PSYCHOLOGY  |x Developmental  |x General.  |2 bisacsh 
650 7 |a PSYCHOLOGY  |x Developmental  |x Lifespan Development.  |2 bisacsh 
650 7 |a PSYCHOLOGY  |x General.  |2 bisacsh 
650 7 |a Cognition.  |2 fast  |0 (OCoLC)fst00866457 
650 7 |a Developmental psychology.  |2 fast  |0 (OCoLC)fst00891816 
650 7 |a Educational psychology.  |2 fast  |0 (OCoLC)fst00903571 
655 4 |a Electronic books. 
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830 0 |a Journal of philosophy of education book series. 
856 4 0 |u https://doi.org/10.1002/9781118368732  |z Full Text via HEAL-Link 
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