Vygotsky versus Dewey on mental causation: The core of two divergent conceptions of human thought

The developmental psychologies of Dewey and Vygotsky are often brought together, or even assimilated, by contemporary constructivist and social constructivist theories, including sociocultural approaches. These theories broadly subscribe to the naturalistic philosophical paradigm dominating educational research. Nevertheless, they are incompatible, as expressed from the outset in their antagonistic conceptions of the relationship between human development and biological evolution. This article proposes a comparative analysis of the meaning of key concepts such as sign, meaning, mind, consciousness, will, personality or freedom in Dewey's and Vygotsky's texts, and contrasts their respective interpretations of human choice and the mind-body problem. On this basis, the fundamental issue of mental causation appears at the core of the divergences between Dewey and Vygotsky's theories of human thought.     

Vygotsky's Theory of Creativity

In Educational Psychology (1997/1926), Vygotsky pleaded for a realistic approach to children's literature. He is, among other things, critical of Chukovsky's story "Crocodile" and maintains that this story deals with nonsense and gibberish, without social relevance. This approach Vygotsky would leave soon, and, in Psychology of Art (1971/1925), in which he develops his theory of art, he talks about connections between nursery rhymes and children's play, exactly as the story of Chukovsky had done with the following argument: By dragging a child into a topsy-turvy world, we help his intellect work and his perception of reality. In his book Imagination and Creativity in Childhood (1995/1930), Vygotsky goes further and develops his theory of creativity. The book describes how Vygotsky regards the creative process of the human consciousness, the link between emotion and thought, and the role of the imagination. To Vygotsky, this brings to the fore the issue of the link between reality and imagination, and he discusses the issue of reproduction and creativity, both of which relate to the entire scope of human activity. Interpretations of Vygotsky in the 1990s have stressed the role of literature and the development of a cultural approach to psychology and education. It has been overlooked that Vygotsky started his career with work on the psychology of art.     

Alternative mathematics and the strong programme: Reply to Triplett

Timm Triplett argues (Inquiry 29 [1986], no. 4) that David Bloor does not succeed in justifying a relativistic interpretation of mathematics. It is objected that Triplett has focused his attention on the wrong chapter of Bloor's Knowledge and Social Imagery, and that the examples which Triplett demands Bloor provide to make the case do appear in the subsequent chapter. Moreover, Bloor has anticipated and refuted Triplett's brief criticism of the examples that make Bloor's case for the relativism of mathematics. Finally, Triplett's own example of a basic mathematical truth can be shown to be socially relative.     

Dialectic in the eleventh and twelfth centuries: garlandus compotista

Dialectic is a standard and important part of the logica vetus (or old logic) in medieval philosophy. It has its ultimate origins in Aristotle's Topics,its fundamental source in Boethius's De topicis differentiis,and its flowering in its absorption into fourteenth-century theories of consequences or conditional inferences. The chapter on Topics in Garlandus Compotista's logic book is the oldest scholastic work on dialectic still extant. In this paper I show the differences between Boethius's Theory of Topics and Garlandus's in order to illustrate the role of Topics in early scholastic logic. I argue that for Garlandus Topics are warrants for the inference from the antecedent to the consequent in a conditional proposition and that he is interested in Topics because of his overriding interest in hypothetical syllogisms. I conclude by discussing briefly the relationship between Garlandus's use of Topics and twelfth-century accounts.     

Creation and humanity: Veli-Matti Kärkäinen's answer to the ultimate question

This article focuses on the third volume of Vel-Matti Kärkkäinen's systematic theology, titled Creation and Humanity. After a brief overview of the volume the article offers some clarification on the tenth chapter, especially on its interaction with paleontology. After that, two constructive observations follow. The first is related to Kärkkäinen's notion of the embeddedness of human nature, and the second is to further employ systems thinking in his constructive work on creation and human evolution.     

More than a feeling: Wittgenstein and William James on love and other emotions

One of the most significant features of Wittgenstein's Remarks on the Philosophy of Psychology (written after he had completed most of the Philosophical Investigations) is his reflections on emotions. Wittgenstein's treatment of this topic was developed in direct response to his reading of William James’s chapter on emotions in his 1890 masterpiece, The Principles of Psychology. This paper examines the competing views of emotions that emerge in these works, both of which attempt to overcome the Cartesian dualist conception in different ways. The main point of disagreement concerns the relation between emotions and their bodily expression (e.g. the relation between grief and weeping). My interpretation focuses on Wittgenstein's remarks on the emotion of love because, I argue, it is a particularly problematic case. To elucidate his largely unexplored view of love, I draw on his remarks on understanding and criteria in the Philosophical Investigations. I argue that by examining the examples of complex emotions like love, we can arrive at a more accurate characterization of Wittgenstein's general view of mental concepts and mental phenomena.     

A Luminous and Splendid Truth: On the Mystery of Predestination in Matthias Scheeben

Matthias Joseph Scheeben has been described as one of the greatest and least read theologians of the modern era. This article provides an overview of his theology of predestination, which remains a significant but little-studied aspect of his thought. Section I offers a general sketch of Scheeben's theology of predestination, employing the chapter on this topic in The Mysteries of Christianity as a primary source. Section II takes a deeper look at Scheeben's theology of predestination through an engagement with relevant sections of his untranslated masterwork, the Dogmatik. This section will highlight Scheeben's relationship to both the de auxiliis controversy and the thought of Thomas Aquinas. Connections between Scheeben's theology of predestination and his other theological positions are noted throughout.     

In Search of the Unknown: Introduction to the Special Issue

The problem of aesthetic perception occupied Vygotsky throughout his life. Working in different research collectives or networks he worked out different answers but never reached a final solution. Inadequate and incomplete access to his writings unfortunately hinders us from understanding Vygotsky’s ideas and his personal motives. Publication of his notebooks and unadulterated versions of his writings plus an analysis of his research networks will deepen our understanding.     

John Henry Newman,Infallibility, and the Development of Christian Doctrine

This essay charts the parallel growth of Newman's theory of doctrinal development, and infallibility within that doctrinal development, with its author's movement from a via media in Anglicanism to recognition of the truth in the Roman Church. This essay analyzes the theological need for a theory of doctrinal development, the failure of Newman's via media project, and his role as a creative theologian. Then this essay examines in detailed Newman's 1845 Essay on the Development of Christian Doctrine, looking specifically at the second section of the second chapter, ‘On the Probability of a Developing Authority in Christianity.’ The main body of the paper treats the expansion of the scope and feasibility of infallibility in Newman's 1845 Essay.     

‘Naturally More Vehement and Intense’: Vehemence in Calvin's Sermons on the Lord's Supper

This article focuses on the remarks of Conrad Badius – in the preface to his publication of Plusieurs sermons of Calvin's – about the ‘vehemence’ of sermons relating to the Lord's Supper. By comparing two of Badius's prefaces in editions of Calvin's sermons, it becomes clear that he chose his words intentionally. On examining here the rhetorical background of vehementia/véheménce, its use in the final part of Calvin's sermons is clarified. Some contemporary witnesses to Calvin's habit are cited. Moreover, in light of the role of vehemence in Calvin's preaching in general, it is shown that the context of the preparation for the sacrament and its celebration prompted Calvin to preach even more vigorously. The outcome is that Badius's comments on Calvin's preaching underline the vital importance of the Lord's Supper for the Reformer, a sacrament which required intensive and sanctifying preparation.     

The composition of R. G. Collingwood's The New Leviathan

Collingwood's The New Leviathan is a difficult text. It comprises philosophy, political theory, political opinion and history in what is sometimes an uneasy amalgam. Despite its being the culmination of thirty years of work in ethics and political theory, the final text was clearly affected by the adverse circumstances under which it was written, these largely being Collingwood's illness which increasingly affected his ability to work as the writing of The New Leviathan progressed. This paper seeks to disentangle the composition of the book thereby shedding light on its distinctive character as the last substantial piece of philosophical work published in Collingwood's lifetime.     

Religion as Anthropomorphism: A New Theory that Invites Definitional and Epistemic Scrutiny

This essay will focus briefly on (1) a definitional and (2) an epistemic analysis of Stewart Guthrie's cultural-anthropological theory of anthropomorphism in his bookFaces in the Clouds. In Part I of the essay, I will examine specific definitional claims about religion that Guthrie advances in chapter 1 (‘The Need for a Theory’) and chapter 3 (‘The Origin of Anthropomorphism’). In Part II, crucial statements in chapter 6 (‘Anthropomorphism in Philosophy and Science’) and chapter 7 (‘Religion as Anthropomorphism’) raise questions about Guthrie's epistemic assumptions that in philosophy and science the objects referred to as anthropomorphic have critically been known to be errors and have been wisely set aside in the margins of those enterprises, whereas the objects referred to as anthropomorphic in religion have always been at the centre of religion. Guthrie employs five theoretical criteria (of observability, simplicity, generality, fallibility, and probability) to explain why religion always anthropomorphizes. The essay concludes with a formal question about the epistemic status of Guthrie's observability and universality criteria.     

REALITY MONITORING,PSYCHOLOGICAL TOOLS,AND COGNITIVE FLEXIBILITY IN BILINGUALS: THEORETICAL SYNTHESIS AND PILOT EXPERIMENTAL INVESTIGATION*

An attempt was made to bring about a theoretical synthesis of such seemingly unrelated concepts as ‘reality monitoring’ (belonging to contemporary American cognitive psychology), ‘psychological tools’ (suggested by Russian psychologist, Lev Vygotsky in the 1930s), and ‘cognitive flexibility in bilinguals’ (developed by Canadian researchers in the 1970s). Psychological tools of symbolic character which-as Vygotsky and his followers suggested-mediate human actions and mental operations, were shown to improve reality monitoring, i.e., subject's ability to discriminate between memories of words that he/she either spoke or merely thought. The concept of cognitive flexibility was applied to reality monitoring in Russian-English bilinguals. It was shown that greater cognitive flexibility associated with balanced bilingualism enhances a subject's ability to discriminate memories of words said and words thought. Suggestions are made concerning further possible experimental investigations.     

Abstract rationality in education: from Vygotsky to Brandom

Abstract rationality has increasingly been a target of attack in contemporary educational research and practice and in its place practical reason and situated thinking have become a focus of interest. The argument here is that something is lost in this. In illustrating how we might think about the issue, this paper makes a response to the charge that as a result of his commitment to the ‘Enlightenment project’ Vygotsky holds abstract rationality as the pinnacle of thought. Against this it is argued that Vygotsky had a far more sophisticated appreciation of reason and of its remit. The paper proceeds first by examining the picture of Vygotsky that is presented in the work of James Wertsch, and especially his claim that Vygotsky was an ambivalent rationalist, goes on to provide an account of Vygotsky that corrects this picture, and develops this in the light of the work of Robert Brandom, who shares Vygotsky’s inheritance of Hegel. The conclusion towards which this piece points is that the philosophical underpinnings of Vygotsky’s work provide a radically different idea of rationality and epistemology from that characterised as abstract rationality and that this has significance for education studies.

From Vygotsky to Vygotskian psychology: introduction to the history of the Kharkov School

Around the end of the 1920s, Vygotsky introduced his integrative framework for psycho-logical research to the Soviet Union. This framework was not abandoned and forgotten until its rediscovery in Russia and America in the 1950s, as some claim. In fact, even after his untimely death in 1934, Vygotsky remained the spiritual leader of a group of his for-mer students and collaborators, who became known as the Kharkov School. This paper reconstructs the early intellectual history of Vygotskian psychology, as it emerged, around the time of Vygotsky's death, in the research program of the Kharkov School.     

NEWTON AND KANT: QUANTITY OF MATTER IN THE METAPHYSICAL FOUNDATIONS OF NATURAL SCIENCE

Immanuel Kant's Metaphysical Foundations of Natural Science (1786) provides metaphysical foundations for the application of mathematics to empirically given nature. The application that Kant primarily has in mind is that achieved in Isaac Newton's Principia (1687). Thus, Kant's first chapter, the Phoronomy, concerns the mathematization of speed or velocity, and his fourth chapter, the Phenomenology, concerns the empirical application of the Newtonian notions of true or absolute space, time, and motion. This paper concentrates on Kant's second and third chapters—the Dynamics and the Mechanics, respectively—and argues that they are best read as providing a transcendental explanation of the conditions for the possibility of applying the (mathematical) concept of quantity of matter to experience. Kant again has in mind the empirical measures of this quantity that Newton fashions in the Principia, and he aims to make clear, in particular, how Newton achieves a universal measure for all bodies whatsoever by projecting the static quantity of terrestrial weight into the heavens by means of the theory of universal gravitation. Kant is not attempting to prove a priori what Newton has established empirically but, rather, to clarify the character of Newton's mathematization by building Newton's empirical measures into the very concept of matter that is articulated in the Metaphysical Foundations.     

Vygotsky Circle as a Personal Network of Scholars: Restoring Connections Between People and Ideas

The name of Lev Vygotsky (1896-1934) is well-known among contemporary psychologists and educators. The cult of Vygotsky, also known as “Vygotsky boom”, is probably conducive to continuous reinterpretation and wide dissemination of his ideas, but hardly beneficial for their understanding as an integrative theory of human cultural and biosocial development. Two problems are particularly notable. These are, first, numerous gaps and age-old biases and misconceptions in the historiography of Soviet psychology, and, second, the tendency to overly focus on the figure of Vygotsky to the neglect of the scientific activities of a number of other protagonists of the history of cultural-historical psychology. This study addresses these two problems and reconstructs the history and group dynamics within the dense network of Vygotsky’s collaborators and associates, and overviews their research, which is instrumental in understanding Vygotsky’s integrative theory in its entirety as a complex of interdependent ideas, methods, and practices.     

Habit as resistance: Bergson's philosophy of second nature

Henri Bergson is one of the few philosophers who both explicitly and extensively discusses the phenomenon of habit. In view of his engagement with habit, does Bergson develop a philosophically robust account of the phenomenon? Most commentary on his account of habit refers to his early work, Matter and Memory. In this paper, I begin by arguing that Bergson's treatment of habit in Matter and Memory is problematic because it does not adequately differentiate between habit and material nature. Despite its neglect in secondary literature, Bergson also discusses habit in the first part of his final book, The Two Sources of Morality and Religion. With respect to this book, I subsequently show how Bergson deploys Ravaisson's distinction between instinct and habit to reconceptualize habit as the second of our two natures, our social nature. Lastly, I reconstruct Bergson's late contribution to the philosophy of habit: rather than a tendency that is hard to resist, habit is a resistance to which we tend to submit. By shedding light on the effort that we expend to adhere to them, Bergson's resistance account of habit advances an original and productive perspective on our social habits.