Mind in Society: The Development of Higher Psychological Processes
Vygotsky, L.S.
From Russian Hill Bookstore, San Francisco, CA, U.S.A.
AbeBooks Seller Since July 6, 2017
Quantity: 1From Russian Hill Bookstore, San Francisco, CA, U.S.A.
AbeBooks Seller Since July 6, 2017
Quantity: 1About this Item
159 pages, 8vo. Second Printing. Shelfwear to DJ: light scuffing along edges and coves, heavy fading along front and rear cover edges and spine. DJ in mylar. Foxing along page edges. Tight binding. Volume is in Very Good condition. Seller Inventory # 063501
Bibliographic Details
Title: Mind in Society: The Development of Higher ...
Publisher: Harvard University Press, Cambridge, MA
Publication Date: 1979
Binding: Hardcover
Condition: Very Good
Dust Jacket Condition: Very Good
About this title
The great Russian psychologist L. S. Vygotsky has long been recognized as a pioneer in developmental psychology. But somewhat ironically, his theory of development has never been well understood in the West. Mind in Society should correct much of this misunderstanding. Carefully edited by a group of outstanding Vygotsky scholars, the book presents a unique selection of Vygotsky's important essays, most of which have previously been unavailable in English.
The Vygotsky who emerges from these pages can no longer be glibly included among the neobehaviorists. In these essays he outlines a dialectical-materialist theory of cognitive development that anticipates much recent work in American social science. The mind, Vygotsky argues, cannot be understood in isolation from the surrounding society. Man is the only animal who uses tools to alter his own inner world as well as the world around him. From the handkerchief knotted as a simple mnemonic device to the complexities of symbolic language, society provides the individual with technology that can be used to shape the private processes of mind. In Mind in Society Vygotsky applies this theoretical framework to the development of perception, attention, memory, language, and play, and he examines its implications for education. The result is a remarkably interesting book that is bound to renew Vygotsky's relevance to modem psychological thought.
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