Lou Vygotsky

1. LOU VYGOTSKY

2. VYGOTSKY’S LIFE
Lev Semyonovich Vygotsky (Russian: Лев
Семёнович Вы́ готский or Выго́тский Lev
Semyonovich Vygotskiy, born Лев Симхович
Выгодский Lev Simkhovich Vygodskiy,
November 17 [ November 5] 1896 – June 11,
1934)

3. Lou’s life
Fields: Psychology
Alma mater: Moscow State University, Shaniavskii Open
University
Notable students: Alexander Luria Known for Cultural-
historical psychology
Influences: Wilhelm von Humboldt, Alexander Potebnia,
Alfred Adler, Kurt Koffka, Kurt Lewin, Max Wertheimer,
Wolfgang Köhler, Kurt Goldstein
Influenced: Vygotsky Circle, Evald Ilyenkov, Jean Piaget
Spouse Roza Noevna Vygodskaia (nee Smekhova)

4. Picture of LOU VYGOTSKY

5. LOU VYGOTSKY’ EDUCATION
. In 1913 Vygotsky was admitted to the Moscow
State University through a "Jewish Lottery" to
meet a three percent Jewish student quota for
entry in Moscow and Saint Petersburg
universities. There he studied law and, in
parallel, he attended lectures at fully official,
but privately funded and non degree granting
"Shanyavskii People’s University".

6. VYGOTSKY’S THEORY
Vygotsky's main work was in developmental
psychology, and he proposed a theory of the
development of higher cognitive functions in
children that saw reasoning as emerging
through practical activity in a social
environment.

7. RESEARCH
In January 1924, Vygotsky took part in the Second
All-Russian Psychoneurological Congress in
Leningrad. Soon thereafter, Vygotsky received an
invitation to become a research fellow at the
Psychological Institute in Moscow. Vygotsky
moved to Moscow with new wife Roza Smekhova.
He began his career at the Psychological Institute
as a "staff scientist, second class".
By the end of 1925, Vygotsky completed his
dissertation in 1925 on "The Psychology of Art"
(not published until the 1960s) and a book
"Pedagogical Psychology" that was apparently
created on the basis of lecture notes that he
prepared back in Gomel as a psychology

8. QUOTES
• Through others we become ourselves.”
• “... People with great passions, people who
accomplish great deeds, people who possess
strong feelings, even people with great minds and
a strong personality, rarely come out of good
little boys and girls.”
• “A word devoid of thought is a dead thing, and a
thought unembodied in words remains a
shadow.”
• “Through others, we become ourselves.”

9. QUOTES
• Speech plays an essential role in the organization of higher psychological functions.
• Speech and action are part of one and the same complex psychological function, directed
toward the solution of the problem at hand.
• Sometimes speech becomes of such vital importance that, if not permitted to use it, young
children cannot accomplish the given task.
• With the help of speech children, unlike apes, acquire the capacity to be both the subjects
and objects of their own behavior.
• The specifically human capacity for language enables children to provide for auxiliary tools in
the solution of difficult tasks, to overcome impulsive action, to plan a solution to a problem
prior to its execution, and to master their own behavior.
• Signs and words serve children first and foremost as a means of social contact with other
people.”
• Language is the tool of the tools”

10. Conclusion
Teachers recognize the value of peer feedback and deliberately
teach peers to give the appropriate feedback. An essential
component of cognitive development is socializing with peers via
high-quality discussion.For example, each student in a group must
learn a specific section of information, which he/she then teaches
to the other members of the group.
A major influence of peer tutoring is that it allows students to
become their own teachers. Previous research has shown that peer
tutoring has many academic and social benefits for those who are
being tutored and those who are tutoring others. In one study,
there were strong positive effects on both the students who were
being tutored, and the students who were tutors. To summarize,
when students collaborate with their peers, learning is maximized.
Those who are teaching other students can learn as much as those
who are being taught.

11. References
• Yasnitsky, A. & van der Veer, R. (Eds.) (2015). Revisionist
Revolution in Vygotsky Studies. Routledge, ISBN 978-1-13-
888730-5
• Haggbloom, Steven J.; Warnick, Jason E.; Jones, Vinessa K.;
Yarbrough, Gary L.; Russell, Tenea M.; Borecky, Chris M.;
McGahhey, Reagan; et al. (2002)
• . "The 100 most eminent psychologists of the 20th century".
Review of General Psychology 6 (2): 139–152. doi:
10.1037/1089-2680.6.2.139.
• Wertsch, J. V. (1985). Vygotsky and the social formation of
mind. Cambridge, MA: Harvard University Press. ISBN 0-
674-94351-1.(p. 5-6)
• Shaniavskii University Б. Г. Мещеряков. "Л. С. Выготский и
его имя. Культурно-историческая психология №3/2007