By Harry Daniels, Basil Bernstein
First released in 1993. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Extra resources for Charting the Agenda : Educational Activity after Vygotsky (International Library of Psychology)
Nor is reading a transparent, natural process. Social, generic and ideological considerations enter into reading psychologies. The aim of faithful interpretation, then, is not for an absolute to be fixed timelessly and for ever. We should think, rather, of contingent sets of meanings, proposed by readers aware of their interpretation’s contingency, in the spirit of negotiation and renegotiation, conscious of social traditions, institutions, ideologies, debates and circumstances in which meanings are produced.
So the empirical investigations are integrated within two pivotal arguments. In the first, Vygotsky will be concerned with the specific ontogenesis of verbal thought. He will want to explain how verbal thought arises, how this is achieved developmentally, how speech and thinking, in origin separate, come together. In the second, he will move beyond the ontogenetic origins of verbal thought to aspects of later development. The part played by the word in guiding thinking towards adult forms of conceptualization and behavioural control will then come into central focus.
To grasp the investment which Vygotsky places in the idea is quite important. If words refer, by and large, to classes, it follows that in constructing a class as a class an act of thought has already occurred. Word meanings are not natural but have been constructed. The point psychologizes language. Words are in the language. They relate to each other contrastively, as every Saussurean knows. But thought is in the language too, because words are not just categories but generalizations. They have got there through an act of mind, in history.
Charting the Agenda : Educational Activity after Vygotsky (International Library of Psychology) by Harry Daniels, Basil Bernstein