When this classic book was first published in 1926, L.S. Vygotsky was well on his way to becoming one of the leading intellectuals in Russia. His study of the psychology of education led him to believe that the child should be the main figure in the educational process - and the efforts of the teacher should be directed toward organizing, not dictating, the child's development. "The educational process must be based on the student's individual activity ..." he states in Educational Psychology, "... and the art of education should involve nothing more than guiding and monitoring this activity." At a time when most education consisted of rote memorization and thwacks across the wrist with a ruler, these ideas were considered quite radical.
Today's educators can find much that is of use in the pages of Educational Psychology. Vygotsky addresses many issues that are still relevant in the 1990s - abnormal social behavior, the nurturing of creativity and reasoning, problems with attention and memory - in a bold and opinionated fashion that is sure to delight educators as well as lovers of classical Russian writing. Psychologists will also find the book useful for its fascinating glimpses into the study of psychology in the early twentieth century.
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Pedagogics and Psychology
The Concept of Behavior and Reaction
The Most Important Laws of Higher Nervous
Biological and Social Factors in Education
On the Goals of Education from
Exercise and Fatigue
Temperament and Character
The Problem of Giftedness
Basic Forms of Investigations of
Psychology and the Teacher
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activity adaptation afferent nerve animal arises associated assume attention become biogenetic law biological central nervous system cerebral cortex character child complex component concept conditional reflex consciousness constitutes course creative denotes direction educational process educational psychology elements emotional endocrine system entirely essential esthetic esthetic education everything example exist experience expression external extraordinarily fact feelings force forms of behavior function fundamental glands goal Hugo Münsterberg human behavior important individual influence inhibition instincts interest internal involved knowledge labor laws man’s manifests means mechanism memory mental mind moral motor movements nature nervous system neurosis objects observation one’s organism orientation particular pedagogical person point of view possess possible precisely psyche reactions recall relation relationship response role scientific sensations sense sex organs sexual social environment speak stimulus struggle student teacher teaching temperament thinking thought understand Vygotsky Vygotsky’s words Yevgeny Zamyatin