| This study is a historical and philosophical investigation of Vygotsky's concept of the zone of proximal development (ZPD). The concept of the ZPD seems to be particularly appealing to modern educators, largely because it touches on the problem of the relationship between intellectual development and instruction. However, current educational literature geared toward practitioners, while abundant, fails to provide them with sufficient and adequate knowledge about Vygotsky's ideas, particularly his concept of the ZPD. Arguably, the lack of adequate knowledge results in misunderstanding of the concept. The aim of this dissertation is to produce such an account of the ZPD that could lead to a better understanding of the ZPD among practitioners. The dissertation is designed with the purpose to help practitioners understand the meaning of Vygotsky's concept, a necessary condition in the decision making process pertaining to the questions of how and whether the concept should be applied to practice.;The present account is essentially a historical account that traces the development of the concept in the context of Vygotsky's creative life and career and the larger sociocultural background of Russia in the 1920--1930s. The present account of the concept of the ZPD is based on an expansive and thorough study and analysis of primary and secondary sources in both English and Russian. The value of the present account is that involves a variety of Vygotskian sources that have remained unexplored until now.;The analysis of the concept also involves a constructive critique of contemporary interpretations and uses of the ZPD. The distinction is made between utilitarian and theoretical approaches to Vygotsky's concept. The strengths and weaknesses of each approach are recognized. A combination of the two approaches is suggested as necessary for thorough evaluation of the concept. |
