The Educational Theory of Lev Vygotsky: an analysis
|Researched and Written by:                                                         |[pic]                     |
|M. Dahms, K. Geonnotti, D. Passalacqua. J. N. Schilk, A. Wetzel,                   |                         |
|and M. Zulkowsky                                                                   |                         |

Born in Czarist Russia in 1896, Lev Vygotsky lived a relatively short life, dying of tuberculosis in 1934. Because he was Jewish, the law limited his higher education options. He was, however, one of the 5% maximum of Jews permitted admission to a university. He was, however, not permitted to fulfill his ambition to pursue training as a teacher. In consequence, between the years of 1913 and 1917, Vygotsky studied medicine, philosophy, history, and law.[1]
Vygotsky began teaching in his home city almost immediately after the 1917 Communist Revolution. However, he was disappointed if he anticipated that this upheaval would result in greater overall freedom. The ascension of Joseph Stalin to power in 1922 meant that all of Vygotsky's scholarly work was to be accomplished in an ever more repressive police state.
Vygotsky's investigations of child development and educational psychology were influenced by his own Marxism – a philosophy that emphasizes the importance of one's social origins and place in the scheme of production.[2] Vygotsky's works, consisting of more than one hundred books and articles, were not published until after his death in 1934. Just two years later they were suppressed. This suppression endured for two decades during which time his works were held in a secret library that could only be accessed by permission of the Peoples Commissariat for Internal Affairs — commonly known as the NKVD.[3] Despite this prolonged attempt to suppress his ideas, Vygotsky's work survived and, particularly after the Cold War, came to wield considerable influence in...