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 in light 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
About the author
Jan Derry is a Reader in Philosophy of Education at the Institute of Education, University of London. Her research interests focus on philosophical psychology, theories of knowledge and learning, and the nature of professional expertise and judgment.
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