The Concept of Perezhivanie in Cultural-Historical Theory: Content and Contexts

Veresov, Nikolai

doi:10.1007/978-981-10-4534-9_3

Cited by 71 publications

(101 citation statements)

References 19 publications

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“…Yet the issues in his work identified above call into question the uncritical use of Vygotsky's work in support of a sociocultural account of SLA and of the so‐called ‘silent period’. How far and in what direction Vygotsky's ideas evolved in the later stages of his work are a matter of debate (see, for example, Jones (), González Rey and Martínez (), and Veresov ()). Nevertheless, it has been argued here that it is Wittgenstein's account, not the one of Vygotsky's which has been examined, which offers a sociocultural perspective, is supported by observations, and provides a coherent account of meaning.…”

Section: Discussionmentioning

confidence: 99%

Vygotsky, Wittgenstein, and sociocultural theory

Newman

2018

J Theory Soc Behav

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This paper considers the use made of Vygotsky's work by many who take a sociocultural perspective and, in particular, by those who use his work to advance a particular view of second language acquisition and the 'silent period'. It is argued that Vygotsky's account as represented in Thought and Language (Vygotsky, 1986) needs to be thought of as consisting of two distinct aspects: first, the observations he made (or claimed to have made) and, second, the theoretical account he proposed to explain them. It is shown that some of Vygotsky's observations are problematic but that, even if they are accepted, Vygotsky's theoretical account suffers from fundamental difficulties. Thus the support claimed from Vygotsky in accounts of second language acquisition is misplaced, first because of those difficulties and, second, because many who claim support from Vygotsky, do not need or even use his theory but instead focus their attention on his empirical observations and assume incorrectly that if their own empirical observations match Vygotsky's, then Vygotsky's theory can be accepted.Wittgenstein's later philosophy is shown to provide a perspective which dispels confusions about, and gives us a clearer insight into, the issues.

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Section: Discussionmentioning

confidence: 99%

Vygotsky, Wittgenstein, and sociocultural theory

Newman

2018

J Theory Soc Behav

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“…The intermingled configurations of social and individual subjectivities have been developed by me elsewhere (González Rey, 2014, 2015, 2017. My focus here lies in the fact that subjectivity, from this cultural-historical standpoint, is far from being reduced to any kind of individual intra-psychical apparatus or structure.…”

Section: Overcoming the Split Between Social And Individual Processesmentioning

confidence: 91%

“…The growing attention to perezhivanie (Fakhrutdinova, 2010;Fleer & Quinones, 2013;Mitchel, 2016;Veresov, 2017) in the last ten years has, to some extent, separated perezhivanie from sense. I have always attempted to interrelate these concepts to each other due to their complementary meanings and consequences, in order to advance on the topic of subjectivity (González Rey, 2009Rey, , 2011.…”

Section: Some Constraints and The Advances Within Traditional Cultumentioning

confidence: 99%

The topic of subjectivity in psychology: Contradictions, paths and new alternatives

Rey

2017

J Theory Soc Behav

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This paper draws a picture of how topics related to subjectivity have appeared in different psychological theories, such as psychoanalysis, Gestalt and post‐structuralist approaches, discussing in depth a specific proposition from a cultural‐historical standpoint. I argue that, in most of these theories, subjectivity has been used to refer to specific processes and phenomena without advancing a more general theory about it. The way in which subjectivity was treated within the Cartesian/Enlightenment tradition, taken together with the individualistic tradition of psychology, led critical psychological theories to reject the concept. In this way, such critical theories have omitted the heuristic value of subjectivity to study processes that can neither be exhausted by language, nor by discourse. A new proposal of subjectivity is highlighted, based on the cultural‐historical tradition in psychology. From this perspective, subjectivity is defined by units of emotions and symbolical processes generated throughout human experience. On the basis of such definition, I discuss how institutionalized orders can be subverted by subjective productions that represent new social pathways. Far from being a remnant of Modernity, in this way subjectivity is defined as a human production, capable of transcending the apparent objective limits of human existence.

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“…The social environment is a source of development for the young child's learning (Veresov, 2017). The social environment, both indoors and out, is the toddler's social world.…”

Section: Theoretical Groundingmentioning

confidence: 99%

Toddlers’ Outdoor Play, Imagination and Cultural Formation

Ridgway

Quiñones

2021

International Perspectives on Early Childhood Education and Development

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Discussion on toddlers’ outdoor play practices in various cultural spaces is rare in literature. In Australia, toddlers’ physical development and well-being is promoted but less attention is given to cultural nuances of outdoor play. We ask the question: How does outdoor play impact on toddlers’ imagination and cultural formation? Conducted in three Australian long day care (LDC) sites, an ethically approved project “Studying babies and toddlers: Cultural worlds and transitory relationships” examines the process of three Australian toddlers’ outdoor enculturation. The concepts of imagination and play from Vygotsky’s cultural-historical theory are drawn upon in relation to Hedegaard’s institutional practices model, to link contextual relations between society, community and family. Cultural formation processes in toddlers’ outdoor play, we argue, are more completely understood when daily life across home and local community is acknowledged. Data findings illustrate complexity of movement and experimentations in cultural conditions, where different spaces hold possibilities for imaginative transformations in toddler’s play. Implications suggest toddlers’ imaginative and culturally responsive outdoor play aligns with availability of interested adult/peers, shared family and community values, and varied local spaces. In this way, affective and dynamic outdoor interactions imbue cultural formation of toddler’s play and imagination with local personal meaning.

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The Concept of Perezhivanie in Cultural-Historical Theory: Content and Contexts

Cited by 71 publications

References 19 publications

Vygotsky, Wittgenstein, and sociocultural theory

Vygotsky, Wittgenstein, and sociocultural theory

The topic of subjectivity in psychology: Contradictions, paths and new alternatives

Toddlers’ Outdoor Play, Imagination and Cultural Formation

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