ABSTRACT The chapter discusses some crucial points of Piaget's and Vygotsky's positions about the dynamics individual-society (the 'social' and the 'cognitive'), as a way of contextualizing the contribution of the European perspective on social -psychology of development and education, issue of major importance for contemporary developmental and educational psychology. Three generations of studies are described since early seventies, with important articulations both of levels of analysis and of different scenarios, moving from classical Piagetian tasks to school subjects. It is worth noting a move from the space as topological issue (village) in the first generation of studies to the social marking of space (classroom) to the more recent contribution on the thinking space. Therefore a fil rouge goes a long way across 40 years of research, fil rouge which is visible in terms of the movement towards the contextualization of children’s developing thinking space. What is offered is the opening of the 'black box' of the relations between individual and society, and a contribution for a deeper understanding of the zone of proximal development.
Piaget, Vygotskij and European Approach in Social Psychology of Education:A Space for Virtous Dialogue?
SELLERI, PATRIZIA
2014
Abstract
ABSTRACT The chapter discusses some crucial points of Piaget's and Vygotsky's positions about the dynamics individual-society (the 'social' and the 'cognitive'), as a way of contextualizing the contribution of the European perspective on social -psychology of development and education, issue of major importance for contemporary developmental and educational psychology. Three generations of studies are described since early seventies, with important articulations both of levels of analysis and of different scenarios, moving from classical Piagetian tasks to school subjects. It is worth noting a move from the space as topological issue (village) in the first generation of studies to the social marking of space (classroom) to the more recent contribution on the thinking space. Therefore a fil rouge goes a long way across 40 years of research, fil rouge which is visible in terms of the movement towards the contextualization of children’s developing thinking space. What is offered is the opening of the 'black box' of the relations between individual and society, and a contribution for a deeper understanding of the zone of proximal development.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
