Title
On the Interconnected Nature of Interpreting Vygotsky: Rejoinder to Gredler and Shields Does No One Read Vygotsky's Words 2004
Abstract
In response to the critique of Gredler and Shields (2004) of Glassman's article Dewey and Vygotsky: Society, Experience, and Inquiry in Educational Practice 2001 we suggest that interpretation of theory is dynamic and based very much on the use of that theory as an instrument. Gredler and Shields argue that Glassman misinterprets Vygotsky because Glassman did not read his words (carefully enough). We, in response, suggest that Gredler and Shields own interpretations of Vygotsky's words are based very much on their own predispositions about how developmental theory should be understood, and how to use Vygotsky's ideas to achieve specific research goals. Change the research goals and you might change the meaning of Vygotsky's words. We offer alternative interpretations of Vygotsky's words based on a different perspective of human development and research goals.
Department(s)
Communication Sciences and Disorders
Document Type
Article
DOI
https://doi.org/10.3102/0013189x033006019
Publication Date
2004
Recommended Citation
Glassman, Michael, Ye Wang, and doctoral student in the College of Education. "On the Interconnected Nature of Interpreting Vygotsky: Rejoinder to Gredler and Shields Does No One Read Vygotsky’s Words 2004." Educational Researcher 33, no. 6 (2004): 19-22.
Journal Title
Educational Researcher
