Lev Goes to College: Reflections on Implementing Vygotsky’s Ideas in Higher Education
This discussion centers around Russian developmentalist Lev Vygotsky’s work as applied within the context of higher education, specifically his fundamental idea that learning takes place in a social environment. To that end, scaffolding, guided participation, the zone of proximal development, and particularly the use of group tests as both valuable learning tool and teaching opportunity are explored.
||Vygotsky, Higher Education, College, University
The International Journal of Learning, Volume 15, Issue 4, pp.13-18.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 528.324KB).
Assistant Professor, Behavioral Sciences Department, Mitchell College, New London, CT, USA
I teach in the Behavioral Sciences Department, a far journey from an earlier career in the construction trades in San Francisco before moving east for love, returning to academia to pursue a masters and certificate of advanced study, and earning a doctorate at midlife in 2001 from Boston University. I do not particularly recommend that as an optimal career trajectory, but it has given me experience with and insights into a wide range of people, ethnicities, styles, backgrounds, capacities, situations, and interests, for which I am both richer and grateful. Along the way I became interested in Vygotsky, among others, who I sense would have understood the cultural implications and interconnectedness of these seemingly disparate life elements.
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