Vygotskian Scholars: Visions and Implementation of Cultural-Historical Theory

Abstract

Although the ideas of Lev Semenovich Vygotsky are commonly known, little research has been done on how his followers are actually applying in practice his cultural-historical theory to an understanding of the essence of learning. This study investigates the ideas that significantly contributed to the development of the Vygotskian educational paradigm. In this article, I define the activity approach as the main theoretical basis of further research on education conducted after Vygotsky's death. I then explain how his ideas were implemented in developmental and deductive education (Davydov and others), in the theory of mental skills (Galperin), and in the student concept formation approach (Menchinskaia and others). Finally, I draw conclusions and discuss aspects of the development of Vygotskian ideas in the educational practices of the Newly Independent States, particularly in Ukraine.