The Graphic Art of Bykhovskii

Vygotsky's preface to A. Bykhovskii,'s book Graphika is among the prefaces he wrote in various domains of art during his career before entered psychology. He offers readers the key (taken from Hans Christiansen) to looking at and understanding the special character of Bykhovskii's creativity. Vygotsky emphasizes Bykhovskii's style of using lines in a dualistic way thus creating an original style. Vygotsky analyzes this characteristic using paintings from Bykhovskii's career.     

Comments on L.S. Vygotsky's Theater Review on E.V. Gel'tser's Performance

This article presents detailed comments on L.S. Vygotsky's review of the famous Russian ballerina E.V. Gel'tser's performance during her Gomel tour in the autumn of 1922. We present a reconstruction of the cultural context, which is quite essential for understanding multiple aspects of the content of Vygotsky's review. We stress the importance of the distinction between artificial and natural movements introduced by Vygotsky's when considering the uniqueness of expressive movement in choreography.

The uniqueness of cathartic experience, which became a central theme in Vygotsky's research monograph The Psychology of Art (1925), is examined in this review using the analysis of classical dance perception. We establish the methodological importance of Vygotsky's account of the opposition between classical and so-called untaught, natural dance (I. Duncan and M. Fokine), which in turn makes it possible to designate the fundamental difference between “spiritual” [dukhovnyi] and “mental/emotional” [dushevnyi] experience.     

Prayer,Silence, and Psychotherapy

A new interpretation of L.S. Vygotsky's “The Tragedy of Hamlet, the Prince of Denmark” and his little-known publication “Traurnye stroki-Den' 9 ava.” An essential question (object) of these texts is the secret of genuine human overcoming of suffering. This is also the main problem of psychotherapy. Vygotsky's answer has both psychological and religious sgnificance: the experience of a tragedy is mediated by prayer. Vygotsky's idea creates the basis for religiously oriented, “synergetic” psychotherapy where the main process will be spiritual, including prayer.     

Logical-Semantic Analysis and the Development of L.S. Vygotsky's Ideas About “Units” and “Elements” of Psychological Systems

Based on an analysis of L.S. Vygotsky's concepts of “units” and “elements” of psychological systems, this article highlights five of their attributes. It shows that these attributes are logically symmetrical, since in their wording they can be converted into one another by negation or by replacing some words with their opposites. This suggests that the concepts of the “unit” and “element” of a system are different poles of one theoretical construct of the activity of human psychology. Thus methods for the study of psychological systems by breaking them down into elements or by separating them into units can be seen as complementary. The article describes differences among the concepts of “unit,” “minimal unit,” and “cell” of a psychological system. It reviews several problems that are solvable using the “method of units,” as well as some concepts of the theory of psychological systems that are understood as holistic, conceptual, and active processes and/or results of human interaction with the world. Among the examples of such systems are “systems of psychological functions” (according to Vygotsky), as well as separate activities (according to A.N. Leontiev), human actions and operations (interactions with the world on the level of objects and mental or physical means). The “component” of a psychological system is defined as any “something” that in some sense belongs to or is included in human interaction with the world. A component that belongs to the system is called an “element” of it, but a component that is included in the functioning and development of the system is called a “part” of it. The article presents the mathematical and psychological foundation of these definitions. It identifies and discusses the substantial (independently existing) components of psychological systems and their attributes (properties and conditions). It describes the relationships between them using the bipolar theoretical constructs “part-element” and “substantial-attributive” component of a system.     

L.S. Vygotsky and Reform of Today's School

The name Lev Semenovich Vygotsky is by now very well known to scholars and scientists in many of the humanities, especially to psychologists and educators and even teachers in some countries. Although Vygotsky died almost sixty years ago, considerable interest may be observed at the present time in his theoretical views and in how these views influence the process of improving and even reforming modern education. What are the reasons for such a paradoxical circumstance? I submit that these reasons are to be found, first, in the profoundly hypothetical nature of Vygotsky's views; they have therefore required a long time to be empirically confirmed and substantiated. Second, there is a discrepancy between these views and the needs and requirements of education in preceding decades. It was only about ten years ago that our Russian education began to sense a general need for a new and substantial reform. One of the pillars of these reforms was Vygotsky's views, which concentrated the ideas of many other outstanding people in our education in the first third of this century (for example, the ideas of Blonskii, Shatskii, and others).     

H.J. Muller's contributions to mutation research

H. J. Muller is best known for his Nobel Prize work on the induction of mutations by ionizing radiation. Geneticists are less familiar with his contributions to mutation and how he related the process of mutagenesis to the gene and distinguished gene mutations from other genetic and epigenetic events such as polyploidy, chromosome rearrangements, and position effects. The hallmark of Muller's contributions is his design of genetic stocks to solve genetic problems and allow experimentation to reveal new phenomena. In this review I relate Muller's personality to his teaching and research and present a history of Muller's ideas on mutation from his first days in Morgan's fly lab to his final thoughts on what became called “Muller's ratchet”, a term he did not get to enjoy because it was coined seven years after his death.     

Vygotsky's Crisis: Argument, context, relevance

Vygotsky’s The Historical Significance of the Crisis in Psychology (1926–1927) is an important text in the history and philosophy of psychology that has only become available to scholars in 1982 in Russian, and in 1997 in English. The goal of this paper is to introduce Vygotsky’s conception of psychology to a wider audience.I argue that Vygotsky’s argument about the “crisis” in psychology and its resolution can be fully understood only in the context of his social and political thinking. Vygotsky shared the enthusiasm, widespread among Russian leftist intelligentsia in the 1920s, that Soviet society had launched an unprecedented social experiment: The socialist revolution opened the way for establishing social conditions that would let the individual flourish. For Vygotsky, this meant that “a new man” of the future would become “the first and only species in biology that would create itself.” He envisioned psychology as a science that would serve this humanist teleology.I propose that The Crisis is relevant today insofar as it helps us define a fundamental problem: How can we systematically account for the development of knowledge in psychology? I evaluate how Vygotsky addresses this problem as a historian of the crisis.     

The proximate/ultimate distinction in the multiple careers of Ernst Mayr

Ernst Mayr's distinction between “ultimate” and “proximate” causes is justly considered a major contribution to philosophy of biology. But how did Mayr come to this “philosophical” distinction, and what role did it play in his earlier “scientific” work? I address these issues by dividing Mayr's work into three careers or phases: 1) Mayr the naturalist/researcher, 2) Mayr the representative of and spokesman for evolutionary biology and systematics, and more recently 3) Mayr the historian and philosopher of biology. If we want to understand the role of the proximate/ultimate distinction in Mayr's more recent career as a philosopher and historian, then it helps to consider hisearlier use of the distinction, in the course of his research, and in his promotion of the professions of evolutionary biology and systematics. I believe that this approach would also shed light on some other important “philosophical” positions that Mayr has defended, including the distinction between “essentialism: and “population thinking.”     

"The Key to Human Psychology"

This article investigates the notebook kept by Lev Vygotsky during the first half of 1926. In addition to discussing the notebook's structure, content, and time frame, the article analyzes its significance within the context of the development of Vygotsky's ideas. Among the notebook's content discussed here are: supplementary material to The Psychology of Art; a preliminary outline for "The Historical Meaning of the Crisis in Psychology"; the first propositions of cultural-historical theory associated with the idea of sign mediation; an outline for the unwritten monograph "Zoon politikon"; as well as thoughts on a general psychological theory of consciousness that assigns a key role to speech and communication in the genesis of consciousness. Particular attention is paid to Vygotsky's remarks on the ontological status of mental reality and the problem of the psychophysical.     

John Salter and the Ediacara Fauna of the Longmyndian Supergroup

John W. Salter's papers of 1856 and 1857 reported trace and body fossils from rocks of the Longmyndian Supergroup, Shropshire, that conventional wisdom had deemed literally “Azoic.” The significance of this work is reflected by its mention in On the Origin of Species, where it is cited as evidence for the existence of life prior to the Cambrian radiation. This study of Salter's historic specimens combined with recent field studies confirms that these structures likely represent microbial rather than metazoan markings. Nevertheless, this review confirms Salter as the unheralded founder of Precambrian palaeontology, many years before the existence of a Precambrian fossil record was widely known. This study also gives credit to a highly skilled palaeontologist, who appears to have struggled with psychological problems throughout his life. Salter had once been Adam Sedgwick's “youthful and cheerful companion” in the field, prior to embarking on an initially successful Geological Survey career. He was a widely renowned expert on Palaeozoic palaeontology, especially trilobites, but eventually fell into serious depression, which culminated in his suicide in 1869. Study and reinterpretation of his original materials reaffirms the importance of Salter's discoveries, and the Longmynd for our understanding of late Ediacaran palaeobiology.     

The Grundproblem in the Theory of Art

Ivanov's article presents background information and a methodological approach to Sergei Eisenstein's two-volume work on the method of art. Eisenstein himself considered film to be an art in which the basic problem of art is clearly visible. He argued that successfully combining regressive and progressive elements in art can solve the problem of form and content. The article demonstrates the personal cooperation that took place between Eisenstein, Marr, Luria, and Vygotsky at the beginning of 1930's.     

The Problem of Generalization in the Works of L. S. Vygotsky

An aspect of Vygotsky's psychological theory which is still meaningful as a genuine scientific problem today is the treatment he gave to the structure, function, and formation of generalization as a special means of reflecting reality in human consciousness. Many of the central propositions of the theory — concerning such questions as the role of symbols in the establishment of higher mental functions, the hierarchical structure of consciousness, and the connection between instruction and development — were refined, concentrated, and cast in a new light by the concept of generalization which Lev Semyonovich worked on so intensively in the last years of his life. The problem of generalization is the knot that ties together the fundamental strands of the whole conception. By carefully untying it one can avoid misunderstandings in evaluating some of Vygotsky's propositions, and, even more important, one can then correctly understand his fundamental ideas, which he clearly formulated but was not able to develop fully. The significance of these ideas is such that they belong in the arsenal of modern psychology to resolve burning theoretical and practical problems of the day.     

Vygotsky's Nonclassical Psychology

Nonclassical psychology has laws that differ from those in classical psychology. Nonclassical psychology uncovers the specifically human course of development and views people as self-regulated individuals. Vygotsky's writings reveal his lifelong engagement with the psychology of art, which for him was the essence of the new nonclassical psychology. The author looks at "play" and "positioning" as two key units in understanding nonclassical psychology.     

The discovery of aniline and the origin of the term “aniline dye”

An historical background is provided for the term, “aniline dye,” which is still widely used as a synonym for “synthetic dye.” The discovery of aniline and the role of Hofmann in clarifying it are described. The subsequent discovery of mauveine (mauve) by a student of Hofmann's, William Perkin, and his difficulties in transforming an academic synthesis into a commercial product also are discussed. The key role of Scottish dyers, the Pullars of Perth and Thomas Keith in London, in this technology transfer is described. The subsequent ascendancy of the German dyestuff industry over British manufacturers is noted.     

The “ethnographic surrealism” of Jean Rouch

Using James Clifford's notion of “ethnographic surrealism,” this paper focuses on the “surrealist” features of the film work of Jean Rouch. First, drawing extensively from an interview held with Rouch in May 1988, I outline the influence that the “ethnographic surrealism” of the 1930s had on Rouch. I then go on to discuss “surrealism” in Rouch's use of the camera, choice of subject matter, techniques of narration, and relationship to his subject. I conclude by demonstrating that Rouch's current work at the Cinémathèque Française and the Comité du Film Ethnographique offer excellent examples of his ability to cross disciplinary boundaries and thus extend the original spirit of “ethnographic surrealism” into the present.     

George Gaylord Simpson as mentor and apologist for paleoanthropology

The influence of George Gaylord Simpson (1902–1984) on paleoanthropology provides a well-documented, historical example of how one scientific discipline can impact upon another, bringing the latter quickly “up to speed” without having to retrace ground covered by the former. Paleoanthropologists were bystanders during the formulation of the evolutionary synthesis (1936–1947). After World War II, the younger paleoanthropologists looked to George Gaylord Simpson as one of several mentors regarding the implications of the synthesis for their own discipline. But why Simpson? Having earlier defined the superfamily Hominoidea (1931) as holding the Pongidae and Hominidae and monographed lower primate fossils (e.g., “Studies on the earliest primates,” 1940), Simpson's “Principles of classification and a classification of mammals” (1945) further solidified his reputation as a mammalian systematist. Simpson's Meaning of Evolution (1949) was widely read as an introduction to the synthesis, and his Tempo and Mode in Evolution (1944) made accessible the more complex aspects. Consequently, in the 1950s and 1960s paleoanthropologists invited Simpson to participate in their symposia (e.g., “Some principles of historical biology bearing on human origins,” 1951; “The meaning of taxonomic statements,” 1964), used his books as classroom texts, and cited his publications to support claims for their own work. Later in the 1960s, Simpson moved from mentor to apologist, as the paleoanthropologists were by then familiar with the synthesis and incorporated its theoretical concepts in their interpretations of the many newly discovered hominoid fossils. Simpson now took special care to celebrate these results in his more general, less technical writings, acting as a forceful apologist for the materialistic view of human origins (e.g., “The biological nature of man,” 1966; “The evolutionary concept of man,” 1972). During the 1970s, Simpson's influence waned, and he became just another practitioner at the margin of the discipline. However, anthropologists acknowledged Simpson's earlier impact, for example, when he was invited, yet again, to address them at the 50th anniversary celebration of the American Association of Physical Anthropologists in 1981.     

On the Phenomenon of “Perezhivanie”

The author presents a short historical review of the concept of “perezhivanie” beginning with L.S. Vygotsky. She compares this concept with reflection as two central concepts revealing a person's consciousness. A systemic picture of these two phenomena is elaborated by introducing a hierarchy of reflection. A further step is made that relates the “perezhivanie—reflection” system to (psychoanalytic) self-formations. Empirical studies shed light on phenomena connected to “perezhivanie.”     

‘To bring out the best that is in their blood’: Race,reform, and civilization in the journal of race development (1910–1919)

The Journal of Race Development [JRD], published out of Clark University in the United States between 1910 and 1919, aimed, in its founder's words, “to present … the important facts which bear upon race progress, and the different theories as to the methods by which developed peoples may most effectively aid the progress of the undeveloped”. Its basic premise was that scientific knowledge could harness racial or civilizational “evolution” and turn it into “development”. This article examines that project, the conceptual apparatus that the JRD's writers and editors brought to bear on it, and how racial ideas informed their conceptions of development and progressive social change through elite scientific and political intervention. Central to this project was an organic notion of “civilization” in which “nature” and “culture” did not so much overlap as flow seamlessly one into the other.     

Doctors accept a challenge: self-assessment exercises in continuing medical education.

A new approach to continuing medical education by distance learning has been implemented. A series of six patient-management problems or challenges were posted to 20 000 doctors throughout Britain. Each doctor had to decide on the diagnosis, investigations, and treatment of the patients described. The challenges covered problems that were important in the doctor''s day-to-day work and were designed so that he could obtain immediate feedback about his decisions and compare his own responses with those of a specialist and those of his colleagues. Additional information was available by telephone and by post on request. The series has been well received and is being widely used.     

Albert Gaudry et l'émergence de la paléontologie darwinienne au xixe siècle

In this paper, paleontologists who, after the publication of “On the Origin of Species”, applied Darwin's research program on genealogy, are labeled Darwinians, not only evolutionists. A special attention is given to two paleontologists, Albert Gaudry and Gaston de Saporta. New data included in this article are Gaudry's notes written on his copy of “De l'origine des espèces” published in French in 1862. If one tries to grasp the impact of Darwin's work in the XIXth century, contrary to the common attitude, the defense of natural selection as the driven concept of evolution is not considered to be crucial. Later, Charles Depéret synthesized the growing knowledge of the second part of the XIX^th century but did not appear to be more Darwinian than his forerunners. From Darwin's writings it is concluded that the reference to biological progress inherent to Gaudry's and Saporta's works does not radically exclude these authors from the Darwinian realm.