 |
 |
|
For many years, Newman has presented
an annual lecture at Town Hall in Manhattan where he shares
a philosophical perspective on broad topics in popular
culture. |
|
|
|
|
|
|
 "Mozart
of Psychology" re-introduced: Vygotsky as revolutionary
scientist
By Dr. Eugene V. Aidman,
University of Ballarat
Review of the book:
Newman F. & Holzman L. (1993) Lev Vygotsky: Revolutionary
Scientist. London: Routledge + 240. appeared in Australian
Journal of Psychology, vol. 47, 60.
outledge's Critical Psychology Series has produced another
landmark in its attempt to make alternative intellectual traditions
more accessible to students and teachers of psychology. This
book is a provocative and accessible introduction to the early
Soviet psychologist's life and work, as well as to current
Vygotskian research.
Fred Newman and Lois Holzman intended the book for undergraduate
and advanced students in psychology, linguistics, education,
and philosophy, however the text is of broader appeal. Throughout
the text the authors convincingly argue that Vygotsky was "a
revolutionary who used -- and advanced -- Marx's method to
make extraordinary discoveries" about the nature of human
development and, specifically the development of learning,
thinking, speaking and playing. Vygotsky, one should add, created
his own, cultural-historical method in psychology with his
inherent brilliance, independence, and charisma:
"I won't offer any shoddy truths about the nature of mind,
by simply cobbling together a few quotations. I was to learn
from the whole of Marx's method (Vygotsky's original highlight
-- E.A.) how science has to be built to approach the study
of mind." (Vygotsky, 1929/1982, p. 421).
It is not surprising then, that the authors begin their introduction
with Vygotsky's contribution to methodology, including the
issues of ecological validity and practice (Vygotskian tool-and-result
approach). This is followed by an enlightening analysis of
the prominent Zone of Proximal Development, including its current
use and misuse, and Vygotsky's breakthrough in the study of
thinking and speech, including his well-known debate with J.
Piaget on Egocentric Speech. The book finishes with an inspiring
biographical chapter and a broader picture of Vygotsky's impact
on Logic and Psychotherapy as well as on social sciences at
large.
Perhaps the only theme overlooked in this book is the Vygotskian
concept of Motivation. This appears to be an unfortunate tradition
in the Western literature on Vygotsky, especially given his
own emphasis on it, which was discussed elsewhere (Aidman & Leontiev,
1991).
The author of this review was fortunate to study Vygotsky in
his complete original, including manuscripts -- it was very
stimulating, even at the undergraduate level, to be in such
a close touch with his work and sense the genius of the man.
It is therefore encouraging that Newman and Holzman's excellent
account of Vygotsky's ideas is certain to extend his audience,
and also, it is hoped, to advance more students (as well as
professionals) to studying this remarkable scholar "in
the original".
REFERENCES
Aidman E.V. & Leontiev, D.A. (1991) From being motivated
oneself: a Vygotskian perspective. Studies in Soviet Thought.
vol. 42: p. 137-151.
Vygotsky L.S. (1982) Historical meaning of the Psychological
crisis (1929 manuscript). Collected works. vol. 1. Moscow:
Pedagogika Publishers, pp. 291-436
 |
|
|
|
|
