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Versions of Vygotsky.

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Versions of Vygotsky. / Gillen, Julia.

In: British Journal of Educational Studies, Vol. 48, No. 2, 06.2000, p. 183-198.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Gillen, J 2000, 'Versions of Vygotsky.', British Journal of Educational Studies, vol. 48, no. 2, pp. 183-198. https://doi.org/10.1111/1467-8527.t01-1-00141

APA

Gillen, J. (2000). Versions of Vygotsky. British Journal of Educational Studies, 48(2), 183-198. https://doi.org/10.1111/1467-8527.t01-1-00141

Vancouver

Gillen J. Versions of Vygotsky. British Journal of Educational Studies. 2000 Jun;48(2):183-198. doi: 10.1111/1467-8527.t01-1-00141

Author

Gillen, Julia. / Versions of Vygotsky. In: British Journal of Educational Studies. 2000 ; Vol. 48, No. 2. pp. 183-198.

Bibtex

@article{290d91c1a7204459a4107043abad9cc9,
title = "Versions of Vygotsky.",
abstract = "The current prominent influence of the theories of L. S. Vygotsky on studies of education, particularly of pedagogic practice, requires a re-examination. The dominance of deficient editions of his writings has had regrettable consequences such as a misplaced reading of the {\textquoteleft}one of proximal development{\textquoteright} The publication of his recent, albeit incomplete, Collected Works in English affords an opportunity to reassess Vygotsky' work. Potential areas for such rethinking include: a comparison between his work and influence with that of Piaget; Vygotsky' own epistemology and methodology; and the relevance of his approach to contemporary concerns.",
author = "Julia Gillen",
year = "2000",
month = jun,
doi = "10.1111/1467-8527.t01-1-00141",
language = "English",
volume = "48",
pages = "183--198",
journal = "British Journal of Educational Studies",
issn = "0007-1005",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Versions of Vygotsky.

AU - Gillen, Julia

PY - 2000/6

Y1 - 2000/6

N2 - The current prominent influence of the theories of L. S. Vygotsky on studies of education, particularly of pedagogic practice, requires a re-examination. The dominance of deficient editions of his writings has had regrettable consequences such as a misplaced reading of the ‘one of proximal development’ The publication of his recent, albeit incomplete, Collected Works in English affords an opportunity to reassess Vygotsky' work. Potential areas for such rethinking include: a comparison between his work and influence with that of Piaget; Vygotsky' own epistemology and methodology; and the relevance of his approach to contemporary concerns.

AB - The current prominent influence of the theories of L. S. Vygotsky on studies of education, particularly of pedagogic practice, requires a re-examination. The dominance of deficient editions of his writings has had regrettable consequences such as a misplaced reading of the ‘one of proximal development’ The publication of his recent, albeit incomplete, Collected Works in English affords an opportunity to reassess Vygotsky' work. Potential areas for such rethinking include: a comparison between his work and influence with that of Piaget; Vygotsky' own epistemology and methodology; and the relevance of his approach to contemporary concerns.

U2 - 10.1111/1467-8527.t01-1-00141

DO - 10.1111/1467-8527.t01-1-00141

M3 - Journal article

VL - 48

SP - 183

EP - 198

JO - British Journal of Educational Studies

JF - British Journal of Educational Studies

SN - 0007-1005

IS - 2

ER -