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"Mozart of Psychology" re-introduced:
Vygotsky as revolutionary scientist

By Dr. Eugene V. Aidman, University of Ballarat

Review of the book:
Newman F. & Holzman L. (1993) Lev Vygotsky: Revolutionary Scientist. London: Routledge + 240. appeared in Australian Journal of Psychology, vol. 47, 60.

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Routledge's Critical Psychology Series has produced another landmark in its attempt to make alternative intellectual traditions more accessible to students and teachers of psychology. This book is a provocative and accessible introduction to the early Soviet psychologist's life and work, as well as to current Vygotskian research.

Fred Newman and Lois Holzman intended the book for undergraduate and advanced students in psychology, linguistics, education, and philosophy, however the text is of broader appeal. Throughout the text the authors convincingly argue that Vygotsky was "a revolutionary who used -- and advanced -- Marx's method to make extraordinary discoveries" about the nature of human development and, specifically the development of learning, thinking, speaking and playing. Vygotsky, one should add, created his own, cultural-historical method in psychology with his inherent brilliance, independence, and charisma:

"I won't offer any shoddy truths about the nature of mind, by simply cobbling together a few quotations. I was to learn from the whole of Marx's method (Vygotsky's original highlight -- E.A.) how science has to be built to approach the study of mind." (Vygotsky, 1929/1982, p. 421).

It is not surprising then, that the authors begin their introduction with Vygotsky's contribution to methodology, including the issues of ecological validity and practice (Vygotskian tool-and-result approach). This is followed by an enlightening analysis of the prominent Zone of Proximal Development, including its current use and misuse, and Vygotsky's breakthrough in the study of thinking and speech, including his well-known debate with J. Piaget on Egocentric Speech. The book finishes with an inspiring biographical chapter and a broader picture of Vygotsky's impact on Logic and Psychotherapy as well as on social sciences at large.

Perhaps the only theme overlooked in this book is the Vygotskian concept of Motivation. This appears to be an unfortunate tradition in the Western literature on Vygotsky, especially given his own emphasis on it, which was discussed elsewhere (Aidman & Leontiev, 1991).

The author of this review was fortunate to study Vygotsky in his complete original, including manuscripts -- it was very stimulating, even at the undergraduate level, to be in such a close touch with his work and sense the genius of the man. It is therefore encouraging that Newman and Holzman's excellent account of Vygotsky's ideas is certain to extend his audience, and also, it is hoped, to advance more students (as well as professionals) to studying this remarkable scholar "in the original".

REFERENCES
Aidman E.V. & Leontiev, D.A. (1991) From being motivated oneself: a Vygotskian perspective. Studies in Soviet Thought. vol. 42: p. 137-151.

Vygotsky L.S. (1982) Historical meaning of the Psychological crisis (1929 manuscript). Collected works. vol. 1. Moscow: Pedagogika Publishers, pp. 291-436

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