The Historical Roots of Sociocultural Theory (original) (raw)

2013

The work of sociocultural theory is to explain how individual mental functioning is related to cultural, institutional, and historical context; hence, the focus of the sociocultural perspective is on the roles that participation in social interactions and culturally organized activities play in influencing psychological development. While much of the framework for sociocultural theory was put forth by Lev Vygotsky (1931/1997), extensions, elaborations, and refinements of sociocultural theory can be found in writings regarding activity theory (Chaiklin & Lave, 1993; Leontiev, 1981) and cultural-historical activity theory (Cole, 1996; Cole & Engestrom, 1994).

Socioculturalism

Education Research, 2022

The sociocultural theory of learning and teaching is widely recognized in fields of educational psychology and instructional technology. The focus of this theory is on the role social interaction and culture play in the development of higher-order thinking skills. Vygotsky (1978), a Russian psychologist and the founder of sociocultural theory, believed that human development and learning originate in social and cultural interaction. In other words, the ways people interact with others and the culture in which they live shape their mental abilities. Sociocultural theory is considered primarily a developmental theory. It focuses on change in behavior over time, specifically on changes that occur as individuals mature from infancy, to childhood, to adolescence, and finally to adulthood. The theory attempts to explain unseen processes of development of thought, of language, and of higherorder thinking skills with implications to education in general and is especially valued in the field of applied linguistics.

Cross-cultural research in the cultural-historical activity theory tradition

Fundamental Questions in Cross-Cultural Psychology, 2011

The purpose of this chapter is to create a dialogue between Russian and American research on the role of culture in the constitution of human psychological functioning. We suumarize several decades of discussion among Russian and non-Russian advocates of the cultural-historical approach concerning the interpretation of comparative, cross-cultural studies. It is our hope to make clear the importance of these differences to the broad community of cross-cultural psychologists in finding the ways to move forward the common programme of understanding the role of culture in human psychological processes and the specific role of cross-cultural research in that enterprise.

Socio-Cultural Theory in the Cognitive Development Perspective

NeuroQuantology, 2022

The goal of this study was to emphasize the importance of depicting accurate and intellectually challenging situations in the context of cooperative learning, railing learner efforts and ensuring a sense of stability and guidance to complete difficult tasks, and providing opportunities for sustained and dynamic evaluation. Sociocultural principles may be used to produce instruction for students of all ages and abilities across the curriculum, and they can be successfully implemented using a variety of technology and learning environments. Learners and educators are still struggling to shift their practices away from effective institutional classroom practices and course technology and toward individual students and appropriate educational practices in order to develop motivated students capable of successfully navigating the rapidly changing evidence is information. It is up to all of us to effectively employ modern technology's unique affordances to encourage and support novel methods of educating and fostering meaningful, relevant, and self-directed knowledge. Our efforts will be considerably enhanced if we base them on socio-cultural theory.

From Sociohistory to Psychohistory

Purpose - A theory of psycohistory is postulated as a “think-piece”. It develops from some earlier theoretical work on sociohistory that can model cultures that are large scale (e.g., societies) over the long term or small scale (e.g., corporations) over the short term. Sociohistory, as developed by Yolles and Frieden, provides a new theory to explore the possibilities of tracking and explaining social and cultural change. It offers entry to the development of a theory of psychohistory that explores the psychological basis for decision making and social action and interaction, and connects with both Jung’s propositions on psychological profiling and to the popular Myers-Briggs instruments of personality testing. Design/methodology/approach - Sociohistory was developed by coupling three theoretical frameworks: the knowledge cybernetics of Maurice Yolles, the mathematical approach in Extreme Physical Information (EPI) of Roy Frieden, and the sociocultural dynamics of Pitrin Sorokin. Knowledge cybernetics creates the vehicle for the exploration of the sociocultural dynamics that reflects the theoretical structures of Sorokin, and uses EPI as a way of fine tuning our understanding of the qualitative and quantitative dynamics uncovered. The basic fractal nature of knowledge cybernetics is be used to extend the theory of sociohistory from cultural dynamics to social dynamics. Elaborating on the fractal nature of the approach, an indicative theory of psychohistory is formulated. Findings – The theoretical basis for sociohistory is outlined and extended from cultural to social dynamics, and it is shown how the methodological approach can then be extended to the development of psychohistory. An agenda for further sociohistorical and psychohistorical research is also developed in this process. Originality/value – Sociohistory is extended to the promise of being able to deal with social dynamics within a cultural setting. The postulated theory of psychohistory both explores social dynamics in psychological terms and is linked to the potential for developing a new personality inventory.

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