Bücher von L. S. Vygotsky

This book is the second volume in a series presenting new English translations of L.S. Vygotsky¿s writings on the holistic science of the child he called ¿pedology¿. It presents unique materials which reflect the development of Vygotsky¿s theoretical position at the last stage of his creative evolution in 1932-1934 and contributes to the number of original Vygotsky texts available in English. It includes the problem of age and age periodization; the structure and dynamics of age, psychological characteristics of age crises and diagnostics of development in relation to age, and the zone of proximal development, which became his most widely known but least understood theoretical innovation. This book places that concept in its context and makes it fully understandable for the first time. In addition, there are lectures and notes that Vygotsky made in preparation for lectures on six critical periods: birth, one year old, three, seven, and thirteen. Vygotsky also devotes chapters to thestable periods of infancy and early childhood and two whole chapters to school age. Future volumes in this series will explore Vygotsky¿s pedology of the adolescent.

This book contains the first complete translation of the first half of the Pedology of the Adolescent by the Soviet thinker, educator, and teacher L.S. Vygotsky. It was the longest work published in his lifetime and was a correspondence course written by Vygotsky for teachers across the Soviet Union. The book is a sustained argument about the borders of pedology, the nature of the transition between childhood and adulthood, and the concrete character of the distinction between the lower psychological functions that we largely share with animals and those that are specific to fully socialized humans. After an initial methodological introduction, three kinds of maturation-general anatomical, sexual, and sociocultural-are explored.  This book will be followed by a companion volume covering pedology of the transitional age as a psychological and social problem.

As the title of Vygotsky's course indicates, these are foundations upon which cultural-historical researchers can rebuild the lost science of "pedology", a holistic approach to child development based on the dynamic unity of physical and mental development.