Abstract

STETSENKO, Anna. Vygotsky’s theory of method and philosophy of practice: implications for trans/formative methodology. Educação. Porto Alegre [online]. 2016, vol.39, n.esp, pp.32-41. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2016.s.24385.

Vygotsky’s project needs to be grasped as a yet unnamed type of an approach which, in continuing the revolutionary spirit of Marxism, moved beyond the old divide between theory and practice and instead, embodied their unity in a peculiar blend with distinct philosophical, theoretical and ethical/ideological underpinnings. The goal of creating new psychology for a society that itself needed to be created on principles of social justice and equality guided this approach and turned it into a critical-practical project of social transformation and change. The main argument advanced in this paper is that at the core of Vygotsky’s method is the novel transformative onto-epistemology, coupled with the socio-political ethos of equality and justice, which challenge ideology of adaptation and control. I discuss this set of issues in light of a transformative activist stance that puts premium on researchers’ commitments and value orientations.

Keywords : Vygotsky; Transformative Activist Stance; Social Justice; Ideological-Political Work; Formative Method.

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