Dewey, Vygotsky, and the Social Administration of the Individual: Constructivist Pedagogy as Systems of Ideas in Historical Spaces
Abstract
Current constructivists’ pedagogies draw on the writings of early 20th century Russian psychologist Vygotsky and the American phhilosopher/psychologist Dewey. This occurs without examining the historical spaces of the past and present in which that knowledge is socially constructed. This emptying of history in systems of knowledge is odd for an intellectual project concerned with cultural-historical theories. To address this omission, the writings of Dewey and Vygotsky are examined as part of the turn-of-the-century human sciences. They functioned to bring the new democratic political rationalities into the governing of individual conduct. Contemporary pedagogical theories that draw on Dewey and Vygotsky maintain this function of governing conduct, but with different narratives and images. The differences are made visible when comparing the “problem-solving individual” in education with the images of the individual inscribed in social theory, state policies, economics, and the military. My moving between the past and the present and between education and other social practices directs attention to the shifting terrain that relates school knowledge, power, and problems of social inclusion/exclusion.
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The simulator's use aligns with Constructivist and Experiential Learning Theories that emphasize active learning and reflection.
“This aligns with Constructivist and Experiential Learning Theories that emphasize active learning and reflection (6–8).”
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Exploring intercultural understanding through home-school communication in an international school
Brinn, M. (2015) · The University of Bath Online Publications Store (The University of Bath) · Cited by 2 · see citing works
The Cultural Images of Public Schooling and the Emergence of Plurality in Research
Mirón, L. F. (2003) · Culture Studies ↔ Critical Methodologies · doi:10.1177/1532708603003002006 · Cited by 2 · see citing works
- Authors
- Popkewitz, T. S.
- Affiliations
- University of Wisconsin System (US)
- Corresponding author
- Popkewitz, Thomas S.
- ORCID
- Popkewitz, Thomas S.
- Venue
- American Educational Research Journal
- Published
- 1998-01
- Volume
- 35
- Issue
- 4
- Pages
- 535-570
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2127872807
- Cited by
- 175
- References
- 41
- Citations by year
- 2025: 2 · 2024: 1 · 2023: 3 · 2022: 3 · 2021: 5 · 2020: 2 · 2019: 61 · 2018: 4 · 2017: 5 · 2016: 6 · 2015: 5 · 2014: 7 · 2013: 1 · 2012: 9
- FWCI
- 30.11
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Educational Research Journal (publishedVersion)
- Topics
- Social Sciences › Education › Historical Education Studies Worldwide
- Social Sciences › Arts and Humanities › Philosophy › Pragmatism in Philosophy and Education
- Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
- Keywords
- John Dewey, Vygotsky, constructivist teaching, social construction of knowledge, history of the human sciences, social inclusion and exclusion, historical-cultural theory
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