Vygotsky’s theory of method and philosophy of practice: implications for trans/formative methodology

• Autor(a) principal: Stetsenko, Anna
• Data de Publicação: 2016
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Educação
• Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/24385
• topic: Vygotsky.Transformative activist stance. Social justice. Ideological-political work. Formative method.; Vygotsky. Postura activista transformadora. La justicia social. El trabajo político-ideológico. El método de formación.; Vygotsky. Postura ativista transformadora. Justiça social. Trabalho político-ideológico. Método formativo.

Vygotsky’s project needs to be grasped as a yet unnamed type of an approach which, in continuing the revolutionary spirit of Marxism, moved beyond the old divide between theory and practice and instead, embodied their unity in a peculiar blend with distinct philosophical, theoretical and ethical/ideological underpinnings. The goal of creating new psychology for a society that itself needed to be created on principles of social justice and equality guided this approach and turned it into a critical-practical project of social transformation and change. The main argument advanced in this paper is that at the core of Vygotsky’s method is the novel transformative onto-epistemology, coupled with the socio-political ethos of equality and justice, which challenge ideology of adaptation and control. I discuss this set of issues in light of a transformative activist stance that puts premium on researchers’ commitments and value orientations.