Vygotsky

            Wow–I have a Vygotsky headache. I have determined over the past few days that I simply do not have the mind for higher-level psychology, as I struggle to synthesize the discussion of psychological theories with my physical interaction amongst students and learning.  I agree and understand with Vygotsky’s idea that the development (or convergence) of language in a direct relationship with human activity is arguably the most significant developmental step in a human beings life. It is through this convergence that human beings begin to attribute meaning and context to all of their interactions, and where they begin to operate in ways that are “purely human.” In this sense, the language and literacy teacher’s job is to create a social space where growing human learners can practice and evolve their language and speech patterns in a meaningful way. Through this practice–we hope–our students can develop into more thorough and thoughtful communicators. I also very much enjoyed his discussion of the ways human beings adapt to their own environments. I think this is directly relevant to the teaching profession, as facilitating a productive classroom environment is one of our most essential duties.

            My favorite chapter in Vygotzky, however, was the final one that talked about the development and importance of written language. He writes, “Up to this point, psychology has conceived writing as a complicated motor skill. It has paid remarkably little attention to the question of written language as such, that is, a particular system of symbols and signs whose mastery heralds a critical turning point in the entire cultural development of the child” (106). I loved this quotation for many reasons, but most importantly because Vygotzky acknowledges that writing is not simply “a complicated motor skill” but rather a social and “cultural” experience that heightens a human beings level of active engagement with him-or-herself and others. It is, as he surmises, one of the most important developments in the life of a learner. Acknowledging this connection between writing and culture is critical in building the idea that literacy is an act of social engagement, and to promote the idea that writing should not (and can not) be taught in isolation. One does not learn to write simply by being given the proper “motor skills.” In this way, a child who only knows how to hold a pen and negotiate the alphabet does not know how to write; not in a way that can be empowering and life changing, to say the least. When we acknowledge the importance of thought and emotion within the writing process, we can more properly facilitate literacy growth in the classroom.