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A Dialogue with Vygotsky

  • Robert W. Rieber

Keywords

Mental Ability Indirect Reciprocity High Mental Function Imaginary Dialogue Diachronic Perspective 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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References

  1. 1.
    “James Rush and the theory of voice and mind,” in Psychology of Language and Thought: Essays on the Theory and History of Psychoinguistics, eds. Peter Ostwald and R. W. Rieber (New York: Plenum, 1980), pp. 105–119.Google Scholar
  2. 3.
    Joseph Priestley, Piestley’s Writing on Philosophy Science, and Politics, ed. J. A. Passmore (New York: Collier’s, 1965), pp. 139–150.Google Scholar
  3. 4.
    See L. S. Vygotsky, The Psychology of Art (Cambridge: MIT Press, 1971).Google Scholar
  4. 5.
    See, for example, J. Dewey, Experience in Nature (New York: W. W. Norton, 1929), p. 167.CrossRefGoogle Scholar
  5. 6.
    On the suppression of Freudian psychology in the Soviet Union, by the time of Vygotsky’s death in 1934, see Martin A. Miller, Freud and the Bolsheviks: Psychoanalysis in Imperial Russia and the Soviet Union (New Haven : Yale University Press, 1998).Google Scholar
  6. 7.
    Compare the revealing anecdote that opens a book by another social psychologist of the time: Floyd Henry Allport, Institutional Behavior: Essays Toward a Re-interpretation of Contemporary Social Organization (Chapel Hill: University of North Carolina Press, 1933), p. 3. At a meeting of the faculty of a certain large university a proposal for a new administrative policy was being discussed. The debate was long and intense before a final vote of adoption was taken. As the professors filed out of the room an instructor continued with one of the older deans. “Well,” observed the latter official, “it may be a little hard on some people; but I feel that, in the long run, the new plan will be for the best interests of the institution.” “Do you mean that it will be for the good of the students?” inquired the younger man. “No,” the dean replied, “I mean it will be for the good of the whole institution.” “Oh, you mean that it will benefit the faculty as well as the students.” “No,” said the dean, a little annoyed, “I don’t mean that; I mean it will be a good thing for the institution itself.” “Perhaps you mean the trustees then—or the Chancellor?” “No, I mean the institution, the institution! Young man, don’t you know what an institution is?”Google Scholar

Copyright information

© Springer Science+Business Media New York 2004

Authors and Affiliations

  • Robert W. Rieber
    • 1
  1. 1.City University of New YorkUSA

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