Toward a Vygotskian theory of textbook

Abstract

This is an attempt to place the problem of textbook theory into a new frame of reference provided by cultural-historical theory of development, using the idea about cultural-historical mediation of individual development and concept of CST as a basic analytical concepts. The new frame of reference introduces a new language on textbooks, opening a range of new research problems, while dealing with the old ones in a new and more complex way. Textbook is shifted from the usual pedagogic-didactic setting and placed in a more basic and cultural context. The paper is an attempt to bring the concept of cultural tools to a completely operational level, as well as to test the actual power of that concept by identifying CST in textbooks. Furthermore, this paper is an attempt elaborate the forms of social assistance that constitute the zone of proximal development, seen as the characteristics of joint activities of the child and a more competent participant (which is "hidden”, i.e., indirectly present, in this case). Vygotsky never specified the forms of social assistance, but rather gave general prescriptions (Moll, 1990), thus presenting one of the central theoretical and practical tasks for the followers of his ideas

Didactic formation of Serbian language textbooks in light of the sociocultural theory of l. S. Vygotsky

“…3 Како се у српској средини развијала виготскијанска теорија уџбеника показује обим-на литература, из које издвајамо : Antić 2009;Antić 2016;Inđić 2001;Ivić 1976а;Ivić 1976б;Ivić, Pešikan, Antić 2013;Krnjajić 2012;Lazarević 2009;Pešić 1998;Pešić 2005b;Pešić 2016;Plut 1993;Plut, Pešić 2003;Trebješanin 2009;Trebješanin, Pešikan, Kovač-Cerović 1990. мативну улогу у развоју деце" (Ivić, Pešikan, Antić 2008: 9−10). принципи ове парадигме темеље се на теорији л. С. Виготског о социјално-културно посредованом развоју виших менталних функција.…”

Plutarch o greckich i rzymskich żołnierzach

“…Plutarch nie jest też oryginalny, dopatrując się w żołnierzach wojsk najemnych (misthophoroi) tradycyjnych skłonności do przekupstwa i niestałości. To, co różni ich od żołnierzy wojsk regularnych, to fakt, że nic nie wiedzą o pracy na roli, żeglowaniu, hodowli, a w zamian oddają się jednej tylko sztuce (technē) -wojowaniu 44 . Dostrzegalne odmienności między armiami różnych ludów, państw czy wodzów Plutarch stara się umieszczać w ramach spectrum, a nie na osi czasu.…”

Queen Arsinoë II, the maritime Aphrodite and early Ptolemaic ruler cult

“…In 294 BC Demetrius seized the throne of Macedon from Cassander's sons, and Plutarch states that around 288 BC he laid the keels for 500 ships, at Piraeus, Corinth, Chalcis and Pella. 114 However, Demetrius faced another setback after yet another coalition formed against him, and he lost the Macedonian throne in 287 BC, to Pyrrhus and Lysimachus, after a seven-year reign. 115 Ptolemy took this opportunity to return to Greek affairs, and Ptolemy himself sailed with a 'great fleet' (μέγας στόλος) into the Aegean.…”

“…Arisnoë's cult did not utilise this epithet of the maritime Aphrodite, but the cult of Arsinoë Aphrodite was closely associated with harbours, with a number of ports re-named 'Arsinoë'. Two of the Ptolemaic re-foundations were made by Patroclus, a strategos and nauarchos under Ptolemy II from c. 275 -257 BC 114. It is also significant that Patroclus was the second person (in 271/270 BC) to serve as the priest of Alexander, Arsinoë II and Ptolemy II in the Theoi Adelpoi cult after Admiral Callicrates of Samos.115 Patroclus re-named at least two harbours 'Arsinoë:' Coressia on Ceos and Methana in the Peloponnese.116 These refoundations both took place in the context of the Chremonidean War (267 -261 BC).…”