February 26th, 2020

lsv @ usd

Piaget vs. Vygotsky: Constructivism, mess, and Vygotsky Cult

Three sources of potentially great interest:

1. Barry A. Kaufman (1975).
Will the real Jean Piaget Please Stand Up: An Epistomological Critique of Three Piaget-Based Early Childhood Criteria
Prepared for the Annual Convention of A.E.R.A. April, 1975
Also see: https://eric.ed.gov/?id=ED130773

2. Andrew Sutton (2000).
Would the real Vygotsky please stand up?
Teaching Thinking, 1(Spring), 52-55.

For more than a couple of decades the name of Vygotskii has held the sort of totemic power in Anglo-American psychology and education once reserved for Piaget. Here, Andrew Sutton introduces the ‘revolutionary scientist’ whose work and intentions have not always been best served by those who invoke his name.


3. Rheta DeVries (2000).
Vygotsky, Piaget, and education: a reciprocalassimilation of theories and educational practices.
New Ideas in Psychology 18 (2000) 187-213

Seeking a rapprochement between Vygotskians and Piagetians, the theories of Piaget and Vygotsky are compared, and educational extensions by their followers are examined. A paradox in Vygotsky's theory is highlighted, where evidence is found both for claiming that Vygotsky was a behaviorist and that he was a constructivist. Similarities in the two theories are presented: social factors as having a central role in child development, the transformative nature of internalization, and the individual as what develops. Differences in the theories pertain to the nature of the stimulus, nature and origin of psychological instruments, nature of self-regulation and novelty in development, direction of development, the concept of social development, and the role of language in development. Because practical applications of theories often clarify the theories, some educational extensions of Vygotsky's theory are critiqued from a Piagetian constructivist perspective, and, in contrast, constructivist educational interpretations of Vygotsky's work are noted. Aspects of Piaget's theory emphasized by educators are presented, and educational practices inspired by this theory are outlined. A rapprochement is sought, with consideration of convergences in educational practices of followers of Piaget and Vygotsky,sources of difficulty for rapprochement, and changes necessary in educational theories of followers of both Piaget and Vygotsky.

Also see: https://www.sciencedirect.com/science/article/pii/S0732118X00000088