Dewey and Vygotsky: A comparison of their views on social constructivism in education (John Dewey, Lev Semenovich Vygotskii)

The purpose of this study was to compare and contrast the main elements of Dewey's and Vygotsky's social constructivism views against Dewey's principles of experience, continuity, and interaction. Also, to determine if Vygotsky's views on education reform were similar or different from Dewey's definition of education reform as "a new order of conceptions leading to new modes of practice" (Dewey, 1963, p. 5). The analysis of their differences would be of importance, because the differences if significant would impact upon educational practices.; Through an historical approach, a biographical review of the theorists was researched to identify the early influences upon their thinking. Using their seminal works, the researcher looked for common language and expressions of social constructivism to compare and contrast to a working definition of social constructivism gleaned from contemporary literature.; Though common language was found, the differences related to continuity. For Dewey, continuity meant reconstruction of experience, whereas Vygotsky's continuity meant construction of experience under the control of the teacher. This difference could impact upon educational practices if one is adopted exclusive of the other. Because of the pervasive changes the entire education community and society at large would need to embrace, social constructivism could be an educational reform.