Vygotsky, the Known, the Unknown, and the Misrepresented: Revisionism in Vygotsky Studies

Abstract

This dissertation critically examines the historical, ideological, and conceptual forces that have shaped the reception and interpretation of Lev Vygotsky’s work. By revisiting his original texts and situating his ideas within their proper historical and theoretical contexts, the study challenges the dominant Westernized interpretations that have often obscured his true legacy. The dissertation explores the historical suppression and piecemeal translation of Vygotsky’s writings, critiques the revisionist movement in Vygotskian studies, and deconstructs key concepts such as obuchenie (instruction), the Zone of Proximal Development (ZPD), mediation, and scaffolding, which have been mistranslated or misattributed in Western scholarship. It dedicates an entire chapter to the exposition of Vygotsky’s original theory of Cultural-Historical Psychology, highlighting its developmental nature and transformative processes, while also uncovering often-overlooked dimensions such as vospitaniye (upbringing), perezhivanie (experience), and defectology. The study concludes by calling for a renewed focus on Vygotsky’s original ideas, emphasizing their relevance for contemporary educational and psychological research, particularly in neuropsychology and inclusive education. By revisiting the past and correcting the misrepresented, this dissertation lays the groundwork for future research and application of Vygotsky’s legacy.