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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition

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Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.
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9. Dewey’s Dynamic Integration of Vygotsky and Piaget

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CHAPTER NINE

Dewey’s Dynamic Integration of Vygotsky and Piaget

Susan Jean Mayer



Contrary to the assumptions of those who pair Dewey and Piaget based on progressivism’s recent history, Dewey shared broader concerns with Vygotsky (whose work he never read). Both Dewey and Vygotsky emphasized the role of cultural forms and meanings in perpetuating higher forms of human thought, whereas Piaget focused on the role played by logical and mathematical reasoning. On the other hand, with Piaget, Dewey emphasized the nurture of independent reasoning central to the liberal Protestant heritage the two men shared. Indeed, Dewey’s broad theorizing of democracy’s implications for schooling can be seen to integrate the research emphases of the two psychologists.

INTRODUCTION

It has become a fashion among some to oppose progressive educational theory, associated with the scholarship of Dewey and Piaget, with a concern for the pedagogical perpetuation of cultural forms and understandings, currently emphasized by those working within the Vygotskian tradition. Kieran Egan’s (2002) recent critique of progressivism may provide the boldest iteration of such reasoning, yet related arguments can be found elsewhere (see, e.g., Kozulin, 1998). In other academic quarters, scholars debate what of Dewey might be claimed as support for a sociocultural tradition that proceeds primarily in Vygotsky’s name (See, e.g., Glassman, 2001; 2002; O’Brien, 2002; Prawat, 2002).

These contrasting debates are by no means arcane or irrelevant to languishing issues of school reform. Cogent analysis...

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