National Center for Scientific Research, CNRS, Paris, France.
Integr Psychol Behav Sci. 2023 Sep;57(3):888-912. doi: 10.1007/s12124-023-09754-3. Epub 2023 Feb 16.
This article first proposes a literature review on the questioning of Lev Vygotsky (1896-1934)'s legacy. Four main points of disagreement are distinguished: (1) the authenticity issues of Vygotsky's published work; (2) the unreflective use of concepts and ideas attributed to the Russian psychologist; (3) the story telling of a mythical Vygotsky-Leontiev-Luria school; and (4) the assimilation of his works with major currents of North American developmental psychology. The underlying divergence on what constitutes Vygotsky's core theory is then highlighted, namely the role of meaning in mental development. Finally, a study of the dissemination of his conceptions within the scientific community is proposed, based on the reconstitution of two networks of authors: Vygotsky's "analysts" and "emulators". This study demonstrates that the revision of Vygotsky's legacy may be understood by the very play of scientific production processes. Major Vygotskian scholars have emulated his ideas within mainstream but possibly incompatible intellectual frameworks.
本文首先对质疑列夫·维果茨基（1896-1934 年）遗产的文献进行了综述。区分了四个主要的分歧点：（1）维果茨基已发表作品的真实性问题；（2）对归因于这位俄罗斯心理学家的概念和思想的不加反思的使用；（3）对维果茨基-列昂捷夫-鲁利亚学派的神话故事的讲述；以及（4）将他的作品与北美发展心理学的主流同化。然后，突出了构成维果茨基核心理论的根本分歧，即意义在心理发展中的作用。最后，提出了一项基于重新构建两个作者网络的对其观念在科学界传播的研究：维果茨基的“分析者”和“模仿者”。这项研究表明，对维果茨基遗产的修订可以通过科学生产过程的博弈来理解。主要的维果茨基学者在主流但可能不兼容的知识框架内模仿了他的思想。
