000 04098cam a2200793 i 4500
005 20250919211747.0
006 m o d
007 cr |||||||||||
008 171212s2013 nju ob 001 0 eng
010 _a2013-031377
020 _a9781118368749
_q(MobiPocket)
020 _a1118368746
_q(MobiPocket)
020 _a9781118368756
_q(ePub)
020 _a1118368754
_q(ePub)
020 _a9781118368763
_q(Adobe PDF)
020 _a1118368762
_q(Adobe PDF)
020 _a9781118368732
020 _a1118368738
020 _a1118368770
_q(pbk.)
020 _a9781118368770
_q(pbk.)
020 _z9781118368770
_q(pbk.)
028 0 1 _aEB00091095
_bRecorded Books
029 1 _aAU@
_b000051823725
029 1 _aDEBSZ
_b397645562
029 1 _aNZ1
_b15341538
029 1 _aNZ1
_b15548668
029 1 _aDEBBG
_bBV043396132
035 _a(OCoLC)854980503
_z(OCoLC)862104798
_z(OCoLC)865021257
_z(OCoLC)961532312
_z(OCoLC)962675798
035 _a(OCoLC)ocn854980503
037 _aD37F1BA4-1970-4351-9328-DD5611F9EBCB
_bOverDrive, Inc.
_nhttp://www.overdrive.com
039 9 _a201902131144
_bmurni
_y12-12-2017
_zhafiz
_wMYUKM (1).mrc
_x530
040 _aDLC
_beng
_erda
_epn
_cDLC
_dYDX
_dNST
_dIDEBK
_dEBLCP
_dDG1
_dCUS
_dDEBSZ
_dYDXCP
_dCDX
_dE7B
_dTEFOD
_dOCLCF
_dNLGGC
_dRECBK
_dMHW
_dMEAUC
_dOCLCO
_dTEFOD
_dOCLCQ
_dCOO
_dOCLCQ
_dDEBBG
042 _apcc
049 _aMAIN
050 0 0 _aBF713
082 0 0 _a155
_223
100 1 _aDerry, Jan.
245 1 0 _aVygotsky philosophy and education /
_cJan Derry.
264 1 _aHoboken :
_bWiley,
_c2013.
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
490 1 _aThe Journal of philosophy of education book series
504 _aIncludes bibliographical references and index.
505 0 _aIntroduction -- Situated cognition and contextualism -- Constructivism and schooling -- Vygotsky, Piaget: a case of different philosophies -- Spinoza and free will -- Vygotsky, Hegel and the critique of abstract reason -- Vygotsky and Hegel II.
520 _aVygotsky Philosophy and Education reassesses the works of Russian psychologist Lev Vygotsky work by arguing that his central ideas about the nature of rationality and knowledge were informed by the philosophic tradition of Spinoza and Hegel.-Presents a reassessment of the works of Lev Vygotsky inlight of the tradition of Spinoza and Hegel informing his work -Reveals Vygotsky's connection with the work of contemporary philosophers such as Brandom and McDowell -Draws on discussions in contemporary philosophy to revise prominent readings of Vygotskian psychology and revisits educational debates where Vygotsky's ideas were central -Reveals the limitations of appropriations of Vygotsky which fail to recognize the Hegelian provenance of his work -Shows the relevance of Brandom's inferentialism for contemporary educational theory and practice.
588 0 _aPrint version record and CIP data provided by publisher.
600 1 0 _aVygotskiĭ, L. S.
_q(Lev Semenovich),
_d1896-1934.
600 1 0 _aHegel, Georg Wilhelm Friedrich,
_d1770-1831.
650 0 _aDevelopmental psychology.
650 0 _aEducational psychology.
650 0 _aCognition.
650 4 _aDevelopmental psychology.
650 4 _aEducational psychology.
650 4 _aHegel, Georg Wilhelm Friedrich, 1770-1831.
650 4 _aVygotskiiÌ L.S. (Lev Semenovich), 1896-1934.
655 4 _aElectronic books.
773 0 _tWiley e-books
776 0 8 _iPrint version:
_aDerry, Jan.
_tVygotsky, philosophy, and education.
_dHoboken : Wiley, 2013
_z9781118368770
_w(DLC) 2013018402
830 0 _aJournal of philosophy of education book series.
856 4 0 _uhttps://eresourcesptsl.ukm.remotexs.co/user/login?url=http://onlinelibrary.wiley.com/book/10.1002/9781118368732
_zWiley Online Library
907 _a.b16542721
_b2022-10-23
_c2019-11-12
942 _n0
914 _avtls003629202
998 _ae
_b2017-12-12
_cm
_dz
_feng
_gnju
_y0
_z.b16542721
999 _c689215
_d689215