The sense and the meaning of cultural-historical theory of L. S. Vygotsky
Bibliographic record
Abstract
L. S. Vygotsky’s principal idea, lying in the base of cultural-historical theory, is the primacy of sense over meaning. There are serious reasons to believe that this part of cultural-historical theory was not completely understood both by his disciples and his opponents. That’s why many Vygotsky’s conclusions and discoveries remained untapped. while others were implemented in science and practice quite di˙erently from what he suggested. Vygotsky once wrote that features of the particular science deeply related to its method. That’s why he introduced the experimental-genetic method (projective method in modern psychology), which allows modeling the processes of development. One of the basic concepts of cultural-historical theory is the concept of “cultural de-velopment”. A Cultural person, for Vygotsky, is the person, who can control not only their own behavior and actions but also their own psychic processes. On the one hand, modern psychology doesn’t deny the role of volition in child’s development. But on the other hand, the volition itself is typically understood as one’s ability to submit to laws and rules. More than that – it’s rather easy to create conditions where a person will submit to laws and rules, but it doesn’t develop his ability to control himself. In Vygotsky’s opinion, there are natural psychic functions, which in the process of learning transform into cultural ones. In this context, the main goal of learning is to create conditions for developing person’s ability to be the subject of his own behavior, activity and psychic.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.005 | 0.038 |
| Scholarly communication | 0.009 | 0.009 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.003 | 0.008 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".