An increasing number of historical and archaeological finds made around the world have been classified as out-of-place artifacts (ooparts). They have been called this because they appear unexpectedly among the ruins of the past with no evidence of a preceding period of development; their technological sophistication seems far beyond the capabilities of ancient peoples.Drawing on the literature and art of the Chaldeans, Sumerians, Babylonians and others, Rene Noorbergen's contention is that a superior race of man was responsible for these scientific marvels that bear testimony to a civilization with technology comparable to our own.
Lev Vygotsky, the great Russian psychologist, had a profound influence on educational thought. His work on the perception of art, cultural-historical theory of the mind and the zone of proximal development all had an impact on modern education. This text provides a succinct critical account of Vygotsky’s life and work against the background of the political events and social turmoil of that time and analyses his cross-cultural research and the application of his ideas to contemporary education. René van der Veer offers his own interpretation of Vygotsky as both the man and anti-man of educational philosophy, concluding that the strength of Vygotsky’s legacy lies in its unfinished, open nature.
This book presents the most comprehensive introduction to the life and ideas of Lev Vygotsky (1896-1934) yet written. As a key to understanding one of the most potent influences on developmental theories this century, Van der Veer and Valsiner explore Vygotsky's ideas in the contexts of Russian psychology and the politics of the inter-war years. The authors chart Vygotsky's intellectual development through the course of his life, establishing links with his predecessors and contemporaries and illustrating his intellectual interdependence with the contemporary scientific community and the creative endeavors of the fine arts. Careful analysis of his social context allows detailed discussion of Vygotsky's indebtedness to literary scholarship, with psychoanalysis, Gestalt psychology and paedology. Understanding Vygotsky not only shows the extent to which Vygotsky's work can be further developed to be relevant to the end of the twentieth century but also opens up scope for a more detailed analysis of his contemporaries. It will be essential reading for all students of Vygotsky and his ideas.
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