A Closer Look By Tyler Evertsen Email

A Closer Look 4a Closer Lookbytyler Evertsenemail

A Closer Look The concept of critical thinking has become a boon to society. The apparent inability of students to constructively engage in thought processes that are not preconceived or provided to them in a concrete manner has hampered academia from advancing past institutions of memorization. Taking the Vygotskian theory of how cognitive thought processes are developed in childhood and demonstrating that in adolescence or young adulthood is a challenge that researchers have studied. The three following journals have incorporated the concept of critical thinking. The two supplemental articles were obtained by a simple search for peer-reviewed articles using the terms Vygotsky and critical thinking.

Wertsch, J. V. (2008). From social interaction to higher psychological processes: A clarification and application of Vygotsky's theory. Human Development, 51(1), 66–79. The Wertsch article provided two key elements in regard to Vygotsky’s stance on speech, language and thought.

First, a clarification was necessary due to inaccurate translation from Russian to English. Without proper understanding due to conceptual inaccuracies, the theorist has been misunderstood and thus not lauded for the use and distinction between speech and language. It further explained from an empirical study how the relationship develops between adults and children and how children are better able to develop their ability to discern what needs to be done by less adult verbiage and more of their own critical thinking skills. The paper concluded that there are four transitions or means by which adults provide direction to children and children interpret and carry out those orders. Of the identified transitions from adult instruction and child interpretation, the ability for children to carry out direction comes from their preconceived definition of how that translates to a behavior.

Within the complex strategies that develop within children and what they deem appropriate responses, some are correct while others are not. The article provided a clear view on Vygotsky’s intended use of the development of mental functioning from childhood to adulthood, particularly in interaction between parent and child. The idea that children can develop their own method of problem solving without the aid of an adult is derived. Exploration of how this develops when children are observed completing tasks without adults offering hints or directives or how children misinterpret directives offers further indication of how critical thinking skills are formed.

Wass, R., Harland, T., & Mercer, A. (2011). Scaffolding critical thinking in the zone of proximal development. Higher Education Research & Development, 30(3), 289–304. doi:10.1080/07294360.2010.529376. Wass, Harland and Mercer’s peer-reviewed article provided empirical research data through observation of zoology undergraduate students regarding the development of critical thinking skills. The progression from providing academic materials for coursework through information needed to ascertain conceptual aspects allowed the evidence of the zone of proximal development in the students. It is through the social aspect of group interaction and the ability to discern complex concepts where Vygotsky’s developmental theory becomes apparent. It was apparent from the findings that as time progressed so did the ability to discern and apply information.

Students learned to open up more to teachers and peers. With that experience, they were better able to discern information as well as offer support to other students. As the information became more complex so did their ability to offer up more intricate methods of discovering newer information. Students would be more apt to develop better critical thinking skills if they are left to seek it on their own as opposed to merely being provided to them. Vygotsky theorized that people develop skills somewhere between information being offered and the final ability of being able to distinguish new concepts on their own.

Through Wass, Harland and Mercer’s experiment, discovery of how to function as an academic was obtained after a short time of information being provided through course material and superficial interaction. The zone of proximal development was established not far into their first year experience allowing the students the ability to function on a higher plain. Lyutykh, E. (2009). Practicing critical thinking in an educational psychology classroom: Reflections from a cultural-historical perspective. Educational Studies: Journal of The American Educational Studies Association, 45(4), 389–404.

Lyutykh focused on her psychology students and their inability to inquire in a critical manner. Emphasis was also placed on how culture plays a role in the development of one’s ability to complete tasks either in a simple or complex manner. Intertwined with student observations is the author’s personal history and being raised in the Soviet Union. The rigid structure that was placed on society in that setting was analyzed through the lens of social construct and how it influenced individual thought.

The assessment of students’ inability to critically engage predisposes the individual to merely regurgitating what others have taught them prior. The author actively engages her students to come away from that which makes them comfortable and challenges them to disregard preconceived notions. The realization that although what is believed by each student is difficult for them to release, a constant challenge must be made to encourage their pushing further from what is known. Critical thinking and inquiry are concepts that cannot develop within a vacuum. Vygotsky theorized that guidance from others more knowledgeable is a start but it is left to individuals to assimilate from all sources as much as possible. Pinar et al. stated that there is a plethora of material out there to reference through a worldview that provides a great wealth of information for the “extraordinarily complicated conversation” that learning is supposed to be (as cited in Lyutykh, 2009, p. 389).

Whereas critical thinking skills develop in childhood, they can be honed over a lifetime. While education plays an extremely vital role in how those skills are practiced, individuals have a personal responsibility to exercise their ability to critically think. Assessments can be developed indicating how far an individual’s ability to think abstractly has been established and exercises created to help those along who demonstrate a lack of advancement.

Paper For Above instruction

A Closer Look 4a Closer Lookbytyler Evertsenemail

Introduction

The development of critical thinking skills is essential in fostering an informed and effective society. It enables individuals to analyze information critically, solve complex problems, and make sound decisions. Vygotsky's social development theory provides a valuable framework for understanding how these skills evolve, particularly during childhood and adolescence. This paper critically examines Vygotsky’s theory with an emphasis on language, social interaction, and the zone of proximal development (ZPD) and explores how these elements contribute to critical thinking. The review is supported by empirical studies that demonstrate the application of Vygotsky's concepts in educational settings, highlighting the importance of social interaction and scaffolding in developing critical thinking skills.

Theory Overview: Vygotsky's Social Development Theory

Lev Vygotsky's social development theory emphasizes the fundamental role of social interaction in cognitive development. Unlike Piaget, who viewed cognitive development as a largely solitary process, Vygotsky argued that all higher mental functions originate from social interactions. Central to his theory is the concept of the zone of proximal development (ZPD), which describes the difference between what a learner can accomplish independently and with guidance from a more knowledgeable other (Vygotsky, 1978). Through guided participation and scaffolding, learners gradually internalize skills and knowledge, including critical thinking abilities. Vygotsky also distinguished between speech and language, asserting that speech initially serves as a tool for thought and social communication, subsequently transforming into internalized inner speech that enhances self-regulation and problem-solving (Wertsch, 2008). Understanding these processes helps educators design instructional strategies that promote critical thinking development through social engagement.

Empirical Evidence of Vygotsky's Theory in Educational Contexts

Scaffolding and Critical Thinking

Wass, Harland, and Mercer (2011) conducted a study with undergraduate zoology students to investigate how scaffolding within the ZPD can foster critical thinking skills. Their findings indicated that students who engaged in collaborative learning environments, where instructors and peers provided targeted support, demonstrated significant improvements in their ability to analyze complex concepts. The gradual release of responsibility, characteristic of scaffolding, enabled students to internalize reasoning processes, ultimately functioning at higher cognitive levels. This study exemplifies how social interaction and guided support within the ZPD effectively facilitate the development of critical thinking, corroborating Vygotsky's emphasis on social origins of higher mental functions (Wass et al., 2011). It also underscores the importance of creating educational environments that encourage active participation and scaffolded inquiry to nurture critical and independent thinkers.

Cultural-Historical Influences

Lyutykh (2009) explored how cultural contexts influence the capacity for critical inquiry. Drawing from her experiences growing up in the Soviet Union, she emphasized that education systems characterized by rigid structures tend to inhibit open inquiry and foster rote memorization. Her classroom interventions aimed to challenge students’ preconceived notions by encouraging them to question their assumptions and think beyond conventional frameworks. This aligns with Vygotsky's assertion that social and cultural environments shape cognitive development, including critical thinking skills. Lyutykh advocates that educators need to foster a culture of inquiry by actively engaging students in critical dialogue, especially in contexts with historically restrictive educational practices. This approach can help mitigate cultural barriers to critical thinking and promote a more dynamic, reflective learning process (Lyutykh, 2009).

The Practical Utility of Vygotsky's Theory

Vygotsky’s theory is particularly valuable in practical educational settings where fostering critical thinking is a primary goal. The concept of scaffolding provides a framework for designing instruction that gradually shifts responsibility from teacher to student, enhancing autonomous critical reasoning. For example, teachers can promote critical thinking by using questioning techniques that challenge students’ assumptions and requiring justification for their reasoning. Additionally, collaborative group work and peer explanation leverage social interaction to deepen understanding and stimulate higher-order thinking skills. These strategies are consistent with Vygotsky’s view that cognitive development is inherently social and that learning occurs most effectively within the ZPD, where individuals are supported just beyond their current competency level (Vygotsky, 1978; Wertsch, 2008). Therefore, educational programs that incorporate scaffolding, social interaction, and cultural considerations are more effective in cultivating critical thinkers prepared to confront real-world challenges.

Importance and Future Directions

The importance of Vygotsky's theory in the context of critical thinking development in education cannot be overstated. It underscores the necessity of socially embedded learning environments where dialogue, scaffolding, and cultural context converge to enhance cognitive growth. Recognizing individual differences in the ZPD allows educators to tailor instruction, making critical thinking development accessible to diverse learners. Future research could explore how digital technologies and virtual collaborative environments can be utilized within Vygotsky’s framework to further enhance critical thinking across different cultural settings. Investigating the longitudinal impact of scaffolding on critical thinking skills and integrating Vygotsky’s ideas into curriculum design present promising avenues for advancing educational practice. Ultimately, fostering critical thinking skills through a social, culturally responsive approach aligns with the evolving demands of a knowledge-based society and the continued development of responsible, analytical citizens (Pinar et al., 2004).

Conclusion

Vygotsky’s social development theory offers a compelling framework for understanding and enhancing critical thinking in educational contexts. By emphasizing social interaction, scaffolding, and cultural influences, the theory advocates for instructional strategies that promote active engagement and guided discovery. Empirical studies demonstrate that learners develop higher-order thinking skills effectively when supported within their ZPD through collaborative and scaffolded learning experiences. As contemporary education increasingly integrates technology and diverse student populations, Vygotsky’s principles remain relevant for designing inclusive, dynamic learning environments. Future research focusing on technological applications and cultural adaptations of Vygotsky’s framework can further optimize critical thinking development, ensuring learners are equipped for the complexities of modern society.

References

  • Lyutykh, E. (2009). Practicing critical thinking in an educational psychology classroom: Reflections from a cultural-historical perspective. Educational Studies: Journal of The American Educational Studies Association, 45(4), 389–404.
  • Wertsch, J. V. (2008). From social interaction to higher psychological processes: A clarification and application of Vygotsky's theory. Human Development, 51(1), 66–79.
  • Wass, R., Harland, T., & Mercer, A. (2011). Scaffolding critical thinking in the zone of proximal development. Higher Education Research & Development, 30(3), 289–304. https://doi.org/10.1080/07294360.2010.529376
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (2004). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. Peter Lang.
  • John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning: A focus on key concepts. Educational Psychologist, 31(3-4), 151–162.
  • Moll, L. C., & Greenberg, J. (1990). Creating zones of possibilities: Collaborative pedagogies for development. Harvard Educational Review, 60(3), 286–308.
  • Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. Journal of the Learning Sciences, 4(3), 219–247.
  • Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
  • Bruner, J. S. (1983). Child's talk: Learning to use language. Norton.

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