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37 phrases of Lev Semiónovich Vygotsky on childhood and learning

37 phrases of Lev Semiónovich Vygotsky on childhood and learning

Lev Semiónovich Vygotsky (1896-1934), was a Russian psychologist of Jewish origin and one of the most prominent theorists of developmental psychology, founder of historical-cultural psychology and a clear precursor of Soviet Neuropsychology. His work was discovered and disseminated by the academic media of the Western world in the 1960s. Enjoy with this small compilation of the best Vygotsky phrases.

Famous quotes Vygotsky

The true direction of thought development is not from the individual to the social, but from the social to the individual.

Through others we become ourselves.

When the psychological nature is not correctly understood, the relations of thought with the word in all its real complexity cannot be clarified in any way.

The most admirable thing is that language awareness and social experience arise simultaneously and in an absolutely parallel way.

The child begins to perceive the world not only through his eyes but also through his speech.

Speech and action are part of the same complex psychological function, which is directed towards the solution of the problem in question.

A need can only be really satisfied through a certain adaptation to reality.

The conduct performed is an insignificant part of the possible behavior. Man, at every moment, is full of unrealized possibilities.

Knowledge that does not come from experience is not really knowledge.

A word devoid of thought is a dead thing, and a thought that is put into words is nothing but a shadow.

What a child can do today with help, will be able to do it himself tomorrow.

People with intense passions, who achieve great feats, who possess strong feelings, great minds and a strong personality, rarely arise from good children.

If we give students the chance to talk with others, we give them frameworks to think for themselves.

Theories are born from problems.

The greatest achievements of a child are possible in the game, achievements that tomorrow will become his basic level of real action.

The problem of the psychological nature of consciousness is constantly and intentionally avoided in our psychology. Everyone tries not to see it, as if for the new psychology it did not exist.

The teacher must adopt the role of facilitator, not content provider.

To understand the language of others it is not enough to understand the words; You need to understand your thinking.

Language is the tool of tools.

Any human act that gives rise to something new is known as a creative act, regardless of whether the created thing is a physical object or a mental or emotional construct that lives within the person who created it and that only he knows.

A thought can be compared to a cloud that throws a shower of words.

Human learning presupposes a specific social nature and a process through which children access the intellectual life of those around them.

Modern psychology - in general - and children's - in particular - reveal a propensity to combine psychological and philosophical problems.

What children can do with the help of others may be, in a sense, even more indicative of their mental development than what they can do alone.

Learning is more than the acquisition of the ability to think; It is the acquisition of numerous skills to think about a wide variety of things.

Ignoring the problem of consciousness, psychology closes itself access to the study of complex problems of human behavior. She is forced to limit herself only to clarify the most elementary links of the living being with the world.

Experience teaches us that thought is not expressed in words, but rather it realizes itself through them.

The specifically human capacity for language allows children to provide auxiliary tools in solving difficult tasks, overcoming impulsive action, planning a solution to a problem before its execution and mastering their own behavior.

The only "good" learning is one that is ahead of development.

Psychology falls into a dead end when it analyzes verbal thinking in its components, thought and word, and studies them in isolation.

In the game, the child always behaves beyond his age, above his usual daily behavior; At stake is, so to speak, a head on itself. The game contains in a concentrated way, as in the focus of a magnifying glass, all development trends; It is as if the child tries to jump above his usual level.

Thought is not expressed merely in words, but arises through them.

The brain is not only an organ capable of preserving or reproducing our past experiences, but it is also a combining, creative organ, capable of reworking and creating new standards and approaches with elements of past experiences.

The defect alone does not decide the fate of the personality, but the social consequences and its socio-psychological realization. From the perspective of the future, pedagogy is an immense source of possibilities in the formation of man and his future.

Pedagogy should be oriented not to yesterday, but to the tomorrow of the child's development. Only then can those development processes that are now in the near development zone be called to life in the education process.

The culture is adapted to the typical, normal man, to its constitution, the atypical development conditioned by the defect cannot take root in the culture in a different and indirect way as it takes place in the normal child.

It can be said that the basic characteristic of human behavior in general is that humans personally influence their relationships with the environment and, through that environment, change their behavior personally, subjecting it to their control.

Famous phrases of psychology