Vygotsky: between socio-cultural relativism and historical materialism. From a psychological to a pedagogical perspective

Journal article

In this paper I draw a distinction between two strands of argument that have evolved in the wake of Vygotsky’s early 20th century writing. I examine key methodological differences between sociocultural relativism and historical materialism. I then consider the pedagogical implications of these differences. My concern is that the all too common western predeliction for a post modern account yields a deeply conservative approach to pedagogy. In this form pedagogy may loose its power as a tool of social transformation and may curtail the possibilities for individual transformation. I close with a quote which neatly captures this concern: “Methodology is not a "toolbox" of different methods from which the researcher selects some on the basis of personal or social preferences! Instead, it is an integrated structure of the epistemological process (Branco & Valsiner, 1997) that can equally and easily reveal and obscure the empirical reality in the knowledge construction process of social scientists”.

Authors: Daniels, H

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Moscow State University of Psychology and Education
• Journal: Cultural-Historical Psychology
• Volume: 14
• Issue: 3
• Pages: 36-42
• Publication date: 2018-01-01
• Acceptance date: 2017-11-01
• DOI: 10.17759/chp.2018140304
• EISSN: 2224-8935
• ISSN: 1816-5435
• Keywords: FFR