• DOI:10.3102/0013189X033006019
• Corpus ID: 145226057

On the Interconnected Nature of Interpreting Vygotsky: Rejoinder to Gredler and Shields Does No One Read Vygotsky’s Words 2004

@article{Glassman2004OnTI,
  title={On the Interconnected Nature of Interpreting Vygotsky: Rejoinder to Gredler and Shields Does No One Read Vygotsky’s Words 2004},
  author={Michael Glassman and Ye Wang and doctoral student in the College of Education},
  journal={Educational Researcher},
  year={2004},
  volume={33},
  pages={19 - 22}
}

• M. Glassman, Ye Wang, doctoral student in the College of Education
• Published 1 August 2004
• Psychology
• Educational Researcher

In response to the critique of Gredler and Shields (2004) of Glassman’s article Dewey and Vygotsky: Society, Experience, and Inquiry in Educational Practice 2001 we suggest that interpretation of theory is dynamic and based very much on the use of that theory as an instrument. Gredler and Shields argue that Glassman misinterprets Vygotsky because Glassman did not read his words (carefully enough). We, in response, suggest that Gredler and Shields own interpretations of Vygotsky’s words are based very much on their own predispositions about how developmental theory should be understood, and how to use Vygotsky’s ideas to achieve specific research goals. Change the research goals and you might change the meaning of Vygotsky’s words. We offer alternative interpretations of Vygotsky’s words based on a different perspective of human development and research goals.