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In this chapter, I will discuss the pedagogic implications of some aspects of Vygotsky's writing. I will draw heavily on his own words and seek to develop two major strands in the range of possible interpretations of his work. The central tension that I wish to explore is between those accounts that emphasize the analysis of the content of instruction as against those which are more concerned with forms of pedagogic interaction and participation. Arguably, many of the differences in emphasis and priority that have arisen reflect differences in what are, ultimately, political preferences. Vygotsky was well aware of the extent to which pedagogic practice is subject to social, cultural, and political influence. “ Pedagogics is never and was never politically indifferent, since, willingly or unwillingly, through its own work on the psyche, it has always adopted a particular social pattern, political line, in accordance with the dominant social class that has guided its interests.” (Vygotsky, 1997b, p. 348) / Vygotsky was suggesting a process of social formation in the formation of educational ideas. He distances himself from the naturalistic or common sense pedagogic positions that pervade so much political debate, particularly when the term back to basics is invoked. For him pedagogies arise and are shaped in particular social circumstances. Ironically, the text Pedagogical Psychology from which the above quote is drawn, was considered to be so politically unacceptable to the rulers of the Soviet state that one had to have a special pass from the KGB that would admit one to the restricted reading room in the Lenin Library where the book could be read (Davydov, 1993). [ABSTRACT FROM AUTHOR]

Vygotsky's most popular book in the English-speaking world, Thought and Language, was first published in English in 1962. (It was originally published in Russian in 1934.) When retitled Thinking and Speech in 1987, it captured a more active notion of these interrelated processes. They are seen as activities rather than entities and the book explores the developmentally changing relationship between intellectual and verbal processes. Vygotsky viewed speaking and thinking as dynamically related and approached their connection as “The complex movement from the first vague emergence of the thought to its completion in a verbal formulation. . . . Thought is not expressed but completed in the word. . . . Any thought has movement. It unfolds. . . . This flow of thought is realized as an internal movement through several planes. As a transition from thought to word and from word to thought.” (Vygotsky, 1987, pp. 249-250) Thinking and Speech presents important distinctions between communicative language and language used for conceptual representation. By addressing such broad themes, Vygotsky's work was grounded in philosophical, psychological, and linguistic traditions that have influenced Western students of language. Within these disciplines, the relationship between thinking and speech was forged, and it is still of great concern to contemporary thinkers. Part of what is so interesting about revisiting this relationship is that it emerges repeatedly across disciplines and informs every aspect of the human sciences. [ABSTRACT FROM AUTHOR]