An interview
| "Learning is more than the acquisition of the ability to think; it is the acquisition of many specialized abilities for thinking about a variety of things " |
| "The only good kind of instruction is that which marches ahead of development and leads it." |
| "What the [student] can do in cooperation toady he can do alone tomorrow. Therefore the only good kind of instruction... must be aimed not so much at the ripe as at the ripening functions." |
Can you just give me a brief outline of your education and career up to this point?
Well, as you may know, I was born in 1896, the same year as my colleague and intellectual archrival, Jean Piaget. Of course, My first love was not psychology. In fact, at the University of Moscow, I studied to become a teacher of literature. This course of study, of course, put me in contact with various fields such as linguistics, sociology, psychology, philosophy and the arts. Even though I was a socialist and a Jew, I received a Law degree, 1917, and a Ph.D. in 1925.
What got you interested in Psychology?
While working in my native Byelorussia, I began to become interested and began to investigate developmental psychology, pedagogy and psychopathology. This was about 1924, I believe.
Who was your biggest influence?
I have been strongly influenced by Ivan Pavlov a countryman of mine, who, you know discovered the conditional reflex. I think that there is much validity in behaviorism. I think this because it is important for science to adopt objective methods of investigation, quite in opposition to the introspective methods of Husserl, for example.
Can you give me a brief outline of your major hypothesis?
I believe, as you well know, in the social development theory of learning. I propose that social interaction profoundly influences cognitive development. Central to my theory is my belief that biological and cultural development do not occur in isolation.
Social interaction and that social learning actually lead to cognitive development. This phenomenon is what I call the Zone of Proximal Development. It is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.
You know, I lived through the Russian Revolution, and I think this environment of change greatly influenced my own cognitive processes--biological and cognitive developmental do not occur in isolation.
How do your theories differ from Piaget’s?
Piaget believes that cognitive development consists of four main periods of cognitive growth: sensory-motor, preoperational, concrete operations, and formal operations his theory suggests that development has an endpoint in goal. I believe that development is a process that should be analyzed, instead of a product to be obtained--the development process that begins at birth and continues until death is too complex to be defined by stages.
As you know, our primary interest here is technology, so I would like to ask you some questions specifically related to technology, if you don’t mind. First, how do you think your theories of learning will influence technology in the future?
Well, of course, real learning requires a system of social interaction, so students must learn to use technology together. This poses difficulty for some as many people like to use technology alone. However, using discussion and joint problem solving, even with technology, students have the opportunity for learning. Additionally, technology is perfectly suited to help teachers design learning games, simulations, cases, and problem solving activities, as well as allow students to collaboratively learn through these methods.
What are some criticisms you have faced in terms of your theories and technology?
There are implications for learning situations in a technology class in relation to this theory. First of all, all learning must take place in cooperative settings as, cognitively, connections cannot be made without this collaboration. Some claim that, realistically, in a technology classroom, or in any classroom, cooperative learning cannot take place all of the time. I think this is wrong.
What do you see as the future of your theory in terms of technology?
Well, as I said before, so many people tend to use technology in isolation. When educators realize the power of technology and how it can be used collaboratively, then it, excuse me a moment (Vygotsky coughs), thank you. As I was saying, when educators realize the power of working together, like if there were some big network that everyone could share, then my theories will be realized.
Are you ok?
Yes. I was diagnosed with tuberculosis not long ago and sometimes if keeps me from my work.
Well, we wish you all the best and hope that your illness will not prevent you from continuing your great work. Thank you for speaking with us today.