It’s been a while since I’ve done a reading roundup of associated articles. But I have a nice set of associated ones today, and I think they tell a pretty good story. Since these tell a story, I’ve dated each and tried to provide some historical context.
To review, in 1930 Vygotsky and Luria published Studies on the History of Behavior: Ape, Primitive, and Child, a quasi-popular book that synthesized Western understandings of ape and human psychology with a Marxist account based on Engels. The book had been originally slated to be finished by 1927; by 1929, Vygotsky was not enthusiastic about it since he was entering the crisis that marked the border between his instrumental period and his later holistic period (see Van der Veer & Yasnitsky Ch.4). Nevertheless, it was published—just at the point when Stalinist science was becoming more hostile to bourgeois science. Sociology was banned as a bourgeois pseudoscience in 1929 and Russian chauvinism meant that the many cites to Western psychologists and sociologists were not well received. In 1931, the Institute’s party cell condemned Vygotsky and Luria’s 1930 book.
Two other things happened in 1931. First, some of Vygotsky’s colleagues—including Luria and Leontiev—took jobs in Kharkov, Ukraine, while Vygotsky accepted an invitation to lecture in Leningrad. Second, Luria and Vygotsky put together an expedition in Uzbekistan to study how nonliterate and semiliterate peoples changed with the influence of literacy; Luria went while Vygotsky stayed. The 1931 expedition was followed by a second one in 1932.
With that short history, let’s get to the readings.
Razmyslov, P. (1934/2000). On Vygotsky’s and Luria’s “cultural-historical theory of psychology.” Journal of Russian and East European Psychology, 38(6), 45-58.
Razmyslov’s report, according to Van der Veer (2000), was the result of the Moscow Inspection Commission of the Workers and Farmers Inspeectorate. It focused on the Uzbek expedition of 1931-32, although it also mentions their previous work.
The report is somewhat diffuse, but makes some specific and coherent criticisms. According to Razmyslov, Vygotsky “says that human behavior consists of a continual restoration and breaking of equilibrium between the human organism and the environment (p.46). To make this case, Vygotsky draws on a “bourgeois historicism that disregards the aspects of the development of productive forces and the relations of production, the labor processes, and class struggle,” and his work does not study mental functions in the light of Lenin’s theory of reflection (p.47). Indeed, Vygotsky and Luria did not proceed from “social, class consciousness” but from “the consciousness of some vague, foggy collective”—and Razmyslov criticizes Vygotsky’s reliance on Durkheim here (pp.48-49).
In this context, Razmyslov notes Vygotsky’s passage stating that higher psychological functions show up twice, first collectively/interpsychically, then individually/interpsychically. This view is “sociological” and relies on Durkheim (p.49). Razmyslov also slams Vygotsky for his “crudely mechanistic positions” in his earlier work (p.49). (Earlier in the report, he criticized Luria’s early interest in Freudian work (pp.45-46). But Vygotsky’s “mechanist mistakes of 1925 are aggravated even further” in later work (p.50).
Razmyslov then gets to the Uzbek expedition, and here I think some of his criticisms have a grain of truth. He argues that Vygotsky and Luria cannot look for primitive people’s thinking in modern Uzbeks (p.51). They looked for child-level behavior in these Uzbek adults rather than chronicling their growth (p.51). Vygotsky’s oral report of the expedition “was aimed at demonstrating the presence of primitive thought in all previously oppressed nationalities”; instead of showing how, in Uzbek, “the new man is being created and a communist consciousness is taking shape,” Vygotsky tried to show that these peoples can’t generalize (p.52). Razmyslov draws several examples from Luria’s investigations (pp.52-54) and argues that Luria “literally tormented the respondents” (p.53—perhaps a fair assessment, given the historical investigation of Lamdan and Yasnitsky).
Razmyslov wraps up by charging Vygotsky’s pedagogy with “elements of mechanism” (p.54) and producing a passage in which Vygotsky suggests the “demise of the school in the future” (p.55)—both themes showed up later in the condemnation of pedology.
Vygotsky died in June 1934. Luria and Leontiev, however, had to live through the results of this criticism and of the rapid changes in 1930s USSR.
Central Committee of the Communist Party. (1936/1950). On pedological distortions in the commisariat of education. In Wortis, Soviet psychiatry. Baltimore: Williams and Wilkins. 242-245.
It took me a while to hunt down an English-language copy of this infamous decree, which was issued on July 4, 1936. The decree has been treated in a number of places, including Bauer, so I’ll focus on the highlights. The Decree notes that pedology had Western roots and separated theory from practice—creating a theorist/researcher class that told teachers how to practice and “developed completely out of contact with teachers and school studies” (p.242). It was characterized as pseudoscientific (p.242) and anti-Marxist (p.244) as well as “stupid” (p.244). Specifically, it reduced student ability to biological and social factors, i.e., heredity and environment (p.243; 244). In doing so, it reproduced the pedology of the bourgeois class system (p.243); it imported racist and classist categories under the cover of objective research, imputing poor performance to children’s heredity and environment rather than to systemic class discrimination (p.245). The authors argued for mainstreaming the vast majority of students who had been assigned to special schools (p.243). Ultimately, the authors demanded (among other things) that: pedagogues (teachers) should be restored to their full rights in the classroom rather than making their practice serve theories of pedology; pedologists and their books should be removed from the schools; children in special schools should be mainstreamed; and the books of pedologists should be criticized in the press (p.245).
The last demand listed above was fulfilled almost immediately.
Kozyrev, A.V., & Turko, A.P. (1936/2000). Professor L.S. Vygotsky’s “pedological school.” Journal of Russian and East European Psychology, 38(6), 59-74.
First out of the gate was this critique, produced explicitly in response to the Pedology Decree’s call for critiques. They characterize the late Vygotsky’s views as “untested and often contradictory” (p.59) and note that his work had been continued by the “Leningrad Pedological School” (p.60).
They begin with the posthumously published book Thinking and Speech, which they correctly note “is only an elaboration of discrete materials that are variously dated” (p.60; see Van der Veer & Yasnitsky Ch.4 for a full accounting of the book’s sources). They critique the book’s thesis that thinking and speech come from different roots but interrelate; Vygotsky drew from Western sources, but not from Marx and Engels, even though “Engels was not only a polyglot but also a profound connoisseur of linguistics,” and he didn’t draw on contemporary Soviet linguists (p.61). Moreover, “by denying the unity of genetic roots in the origin of thinking and speech, Vygotsky denies the leading role of labor, which in Engels’ apt definition created man” (p.61). The authors purport to demonstrate this role by citing Kohler, one of Vygotsky’s main sources (p.61).
Secondly, the authors condemn Vygotsky for making up laws, such as that of the Zone of Proximal Development, through logical inference rather than empirical work (pp.62-63). They conclude (through reasoning that I found hard to follow) that Vygotsky believed that the working class could not attain the heights of scientific knowledge—that is, that Vygotsky could be criticized for a classist, bourgeois pedological outlook (p.65). They interpret the ZPD as a way to devalue the teacher’s contribution, and they push back against this inference (p.65). Overall, they characterize Thinking and Speech as “full of overhasty, invalid, unscientific, and sometimes utterly unfounded ‘scientific’ conclusions” (p.65). And they argue that Vygotsky “did not even develop a method of research” (p.66). Finally: “this book still finds him immersed in cultural-historical theory, which he developed together with Luria and which, in its final conclusions, led them (inevitably) into the swamp of stagnation” (p.66).
The authors then turn to Vygotsky’s pedological works, charging that he attributed all development to either heredity or environment (p.66; it’s hard for me to see how this claim squares with the ZPD). They mention Vygotsky’s twin studies at VIEM (p.67; are these related to the study Luria later published?). They also claim that Vygotsky’s efforts to distinguish pedology from pedagogy were unsuccessful (pp.67-69). Around here, they cite Razmyslov. They conclude that Vygotsky’s premature death “prevented him from embarking upon a truly scientific path” (p.70).
Finally, they criticize two of Vygotsky’s followers, Zankov and Konnikov (the latter had just written her dissertation under Vygotsky’s collaborator Levina). This seemed like the lowest blow to me.
Perhaps it was this article, which directly named Luria, that caused him to resign his positions as head of the psychology department at VIEM and at the Medico-Biological Institute, fleeing to Tsibli and then taking a medical internship (!) at the Burdenko Clinic of Neurosurgery until 1939.
E. I. Rudneva (1937/2000) Vygotsky’s Pedological Distortions, Journal of Russian & East European Psychology, 38:6, 75-94.
This article, which came out in January 1937, may have caused Leontiev to leave his positions as head of the Laboratory of Genetic Psychology at VIEM and his professorship at the Higher Communist Institute of Enlightenment. When he returned in fall 1937, his arguments had changed considerably—arguably to address these criticisms.
In fact, although Wertsch sees “Theses on Feuerbach” as the founding document of activity theory, I think there’s a good argument that this document is the true founding document. I’ll explain that assertion beneath the review.
Rudneva’s article also answered the call of the Pedology Decree (p.75), but it was more vicious—and an excellent example of Stalinist criticism. She characterized Vygotsky as a pillar of pedology and argues that
An analysis of Vygotsky’s works published over the past ten years, beginning with [Pedology of school age] and [Thinking and speech] (1934), reveal the anti-Marxist character of his views and his organic link to the anti-Lenin “theory of the demise of the school” (p.75)
Not only that, she charged: he also cites bourgeois scientists (p.75).
Her critique bore little resemblance to Vygotsky’s actual claims. Rudneva argued that “Already in his earliest works, Vygotsky was saying that parents and teachers do not have the right to prescribe their children anything” (p.75); that school will wither away (p.76); that formal education does not influence development (p.76); that “Vygotsky blindly followed every word of bourgeois psychology of the time” (p.76); that “he endeavored to provide a psychological foundation for the theory of the demise of the school” (p.76); and that
Following his bourgeois teachers, Vygotsky also took from them their method of investigation. Hence, the work of Vygotsky and his pupils on children has essentially been a mockery of our Soviet children and amounted to stupid, absurd tests and questionnaires associated with Piaget, Claparbde, and others. (p.76)
Of more serious consequence is Rudneva’s critique of Thinking and Speaking. She charges that “For Vygotsky speech is an instrument, a tool organizing the whole of mental activity” (p.77). And:
An analysis of Vygotsky’s utterances on the question of thinking and speech shows that it consists of anti-Leninist, idealist positions. He regards the whole of man’s mental activity not in the light of Lenin’s theory of reflection, as a unified but complex dialectic process of active reflection of objective reality in the human consciousness, but as an idealist, immanent (internal, self-sufficient) process taking place independent of social-class relations and independent of people’s productive activity. (pp.66-67)
Recall that Razmyslov also brought up this criticism. It would become important in the later works of the cultural-historical school.
Rudneva continued by claiming that “He disregards the material foundation of mental phenomena”—i.e., Vygotsky was an idealist (p.77). But in the next paragraph, she accused him of being a crude materialist and mechanist (p.77). “These utterances of Vygotsky’s on the question of the mind show that he explicitly disregards the Marxist-Leninist theory that the mind cannot be reduced to the movement of matter” (p.78). Related, she criticized his “totally false division of concepts into scientific and everyday”:
A scientific concept, according to Vygotsky, can arise only from an everyday concept, and, moreover-and this clearly contradicts the basic positions of Marxism-not through reflection of the objective world in our consciousness; rather, it is generated by speech. Similarly, Vygotsky’s conception of the nature of a concept is clearly at variance with Lenin’s theory of a concept. … According to Lenin, a concept is a reflection of nature in man’s consciousness. (p.78)
She also charges that his “theory of the origin and development of language from which emanates a denial of the role of grammar in formal learning, as we shall show below, is anti-Marxist, and antiscientific” (p.81). Like Kozyrev & Turko, she charges that “Vygotsky’s assertion that thinking and speech have different genetic roots is contrary to Marx & Engels’s theory of the origin and development of thinking and speech from the social process of labor” (p.81). In contrast, she favors the approved Japhetic theory in which “a transition from a linear language, gesticulating and mimetic, to a phonetic language, and from concrete thought to abstract thought, is related to the transition from the use of natural tools to man-made tools” (p.81).
According to Vygotsky, the unity of thinking and speech lies in the meaning of the word. Thus, he ended by identifying thinking and speech.
In reality, every word is not only a generalization but also a grammatic unit. There is a dialectic unity between the content and the form of a word, but not identity: the word can be complex in content and simple in form, and vice versa. Disregard of the form of a word is tantamount to underestimating grammatic rules. (p.81)
She hits Vygotsky on the “false division” between lower and higher functions (p.82; n.b., Vygotsky was moving away from this division in his final, holistic period). And she argued that “Quite mistakenly, Vygotsky says that the mediation and intellectualization of functions take place under the influence of the word, which serves as a sign and a symbol” (p.82).
Moving on: Rudneva argues that despite Vygotsky’s words, “in reality, for Vygotsky, formal learning plays an external role relative to development and makes no alterations in a child’s development. This is an absolutely invalid, scurrilous affirmation.” (p.84). The ZPD comes in for criticism here as a pseudotheory borrowed from McCarthy (p.84). Similarly, Vygotsky’s method of having children finish sentences is borrowed from Piaget and leads to “sociologizing” (p.87).
Next, Rudneva criticizes Vygotsky’s method. And she names not only the dead but the living:
It must be borne in mind that the experimental work in Vygotsky’s investigations occupy a very limited place. He speaks much about the results of “experimental investigations” and extremely little about the method that he used.
He and his pupils (Luria, Sakharov, Shif, Zankov, Leontiev) occupy a prominent place in uncritical dissemination of bourgeois method in our country, in particular, Piaget’s method. One of Vygotsky’s pupils, Sakharov, devised a method for studying concepts that does not essentially differ from the method of the well-known German psychologist and fascist, N. Ach; it consisted of finding a meaningless relationship between the shape of a toy and some fanciful abstract name for it. The absurdity of this method was obvious to anyone with common sense: the only name one can give to these stupid “experiments” is that they are an authentic mockery of our children. (p.88)
No wonder Leontiev and Luria were worried.
Finally, Rudneva accuses Vygotsky of formulating a law whereby “a child’s fate is irrevocably sealed by the influence of heredity and the environment”: “Vygotsky formulated very clearly this fatalistic determination of children’s destiny by hereditary factors not only in his early works but also in his very last” (p.89). She uses this claim to directly tie Vygotsky to one of the main criticisms in the Pedology Decree. “Vygotsky mentions the environment as a source of the whole of a child’s development” (p.90). Further, she says that recapitulation is the essence of Vygotsky’s theory:
The whole of the so-called theory of cultural-historical development created by Vygotsky starts out from the premise that a child repeats the path of the whole of mankind in his development. The development of mental functions historically consisted in a transition from natural forms of behavior to cultural forms; an individual masters functions, and their use becomes voluntary and conscious-and all this takes place under the influence of tools and signs. In the stage of cultural development, the word plays the role of tool. For pedologists, including Vygotsky, slander of the children of workers goes hand in hand with slander of imperialists of the colonial peoples to justify the seizure of new territories in the name of “progress” and “culture.” (p.92)
She charges: “Vygotsky does not understand the Marxist-Leninist theory of the environment; he disregards the role of man in transforming the environment” (p.93).
Unfair? Sure. But Rudneva lays down the markers for what would count as an orthodox Marxist-Leninist psychology during the Stalin years. Just to review:
- it must take productive labor activity as the starting place, not word meaning
- it must be rooted in Lenin’s theory of reflection
- it must reject or eschew bourgeois sources, instead grounding itself in Marxist and Soviet sources
- it must address differences in natural and cultural abilities in a way that is thoroughly grounded in approved Marxist sources
At their foundation lies the theory of fatalistic determinism. Its essence is that development is understood as a process directly determined, on the one hand, by the innate characteristics of a child (his “abilities,” “talents”), and on the other, by the environment in which this de- velopment takes place. So the development of a child is viewed as a function of these two fundamental factors, no matter how complex the ways in which they combine and are interwoven. (pp.8-9)
from the very beginning, pedology, from the starting point of its investigations, stripped away the true unity: the unity of subject and object, the personality of a person and his human reality. Through abstraction, the child was removed from the real process of life, from the interaction that is his real existence. (p.11).
Both the child and the environment truly were studied by pedological researchers, but they were studied only as externally contrasted, abstract things. In what connections and relations did pedology study every given object entering into the makeup of the environment? (p.11)
The relationships are found in productive activity:
in every case the relationship between a person and the environment is defined not by the environment and not by abstract properties of his personality, but specifically by the content of his activity, by the level of development of this activity, and, if it can be expressed this way, by its structure and formation. (p.12)
This reasoning leads Leontiev to argue:
What distinguishes humans from animals is not that they have broken their connection with nature, or that the natural environment has been replaced by society, but primarily they have entered into a new and active relationship with nature. In other words, humans enter into a relationship with nature that is realized through the process of labor, through activity using tools; consequently, their relation to nature becomes one mediated primarily by objects. But through this process humans enter into a certain relationship with other humans, and only through these relationships—with nature itself. Consequently, their relationship to nature is mediated by their relationship to other humans. This means that for humans, the way that nature appears is no longer determined by the direct properties of natural objects themselves, and not even by the specific interrelations among people, fixed in their instinctive activity, but by the social conditions of their existence, their activity as social beings. Consequently, this means that since human beings become human, any object of their activity, even a natural one, becomes for them a human object, that is, a social object. (p.14)
To the animal, however, any “artificial” object created by humans is simply a natural object, it is nature because the animal’s relation toward it will always be an instinctive relation. Thus, of course, in reality there is no doubling of the environment. (p.14)
Studies of the development of thought and consciousness of the child led Vygotsky to a very important psychological understanding of meaning. Mean- ing is a generalization that realistically-psychologically stands behind the word that it stands for. As Vygotsky expressed it, meaning is a unit of human, realistic consciousness. (p.17)
Of everything that Vygotsky developed theoretically, the conception of the environment is the weakest. In that conception, as in a magic trick, collected in a unified, false construction, were all the theoretical mistakes, inconsistencies of thought, and individual idealistic views that we find in his main psychological works. They suffice in it, and therefore specifically in this conception Vygotsky least of all succeeds in overcoming the views of neopositivism that are traditional in contemporary French bourgeois psychology. (p.20)
Thus, the meaning of a child’s word is this very “ideal” product in which his human relation to the reality signified by the given word crystallizes—a reality prominent now within the thinking consciousness of the child himself. The sociohistorical nature of the child psyche is determined, consequently, not by the fact that he communicates, but by the fact that his relationship to reality is socially and objectively mediated, that is, by the fact that his reality takes shape under specific sociohistorical conditions.(p.24)
Thus, Vygotsky’s proposition that consciousness is a product of the child’s verbal communication under conditions of his activity and in relation to the material reality that surrounds him must be turned around: the consciousness of a child is a product of his human activity in relation to objective reality, taking place under conditions of language and under conditions of verbal communication. (p.25)
Under conditions of objectively mediated labor activity, human speech emerges, which has a designating, objective nature and replaces the expres- sive voice reactions of animals; beginning to reflect objective connections of reality, it opens new possibilities of generalization and becomes a powerful tool of thought. Human cognitive, verbal awareness emerges, an element of which, in the words of L.S. Vygotsky, is meaning, that is, the generalization that stands behind this word; in it appears the specific unity of human thought and speech. The subsequent development of the intellect is also tied to its fate. This takes place over the course of the sociohistorical process and reflects all new forms of specifically human activity and all new forms of generalized reflections of reality in the human consciousness. (pp.40-41)
Labor is not only that which appears together with man; it is not only that new relationship to nature that we observe as the result of the humanizing of animals. Labor is also, and primarily, what transforms the animal-like fore- runner of man into man. Again we see that the transition to a higher stage of development both in the sense of more complex and developed organization of the very subject of activity, in this case, man, and from the perspective of the emergence of a new, higher form of the reflection of reality, is realized primarily in the form of a change in life itself, the appearance of a new form of life, a new relationship to reality, and a new form of connection with nature. (p.58)
I’ve linked to the 2011 reprint on Amazon, but the UT library had the original 1961 collection published by the Philosophical Library in New York. I just discovered that you can also find a copy in the Internet Archive. The collection does not have an editor listed, although Ralph B. Winn wrote the Foreword and Hans Hiebsch wrote the Introduction. A separate citation lists Winn as the translator. And, unfortunately, neither the Foreword, the Introduction, nor the footnotes tell us what symposium generated these papers or when they were originally written.
Winn does tell us that “American educators have developed a considerable interest in the Soviet system of education” because the Soviets were catching up to the US in atomic physics, missile production, and other technology—and were producing far more engineers than the US was. “We are still ahead, on the whole, but the margin of difference is steadily shrinking” (p.1). That is, Winn proposes that US readers should pay attention to this collection so that they could better understand what was working in the Soviet educational system—perhaps an effective angle in 1961, at the height of the Cold War. To contextualize, Sputnik had been launched just a few years earlier; the U2 incident had happened the year before; and the Cuban Missile Crisis would happen the next year. How could the US learn from the Soviet system?
The answers proffered in this collection are disappointing, I think. Recall that in 1948, Lysenko consolidated control over Soviet agronomy and, through that, exerted control over at least some of the assertions in other Soviet scientific disciplines. Lysenko was finally discredited in 1964 and removed in 1965, just a few years after this volume was published. During Lysenko’s ascendance, other scientific disciplines took pains to characterize themselves as allied with Lysenko and Michurin, against bourgeois science, and they also selected founding fathers who could be characterized Michurinites. For psychology, that founding father was Pavlov (although the historical Pavlov could hardly be said to be a Michurinite).
I’ll just pull out a few of the essays.
Introduction (Hans Hiebsch)
Hiebsch overviews the history of Soviet psychology as having three stages:
1917-1936: The struggle of the dictatorship of the proletariat (p.5); the use of pedology, which is characterized as a hodgepodge of bourgeois views, ascribing child development to either heredity or environment, both of which “predetermine psychic development unalterably and fatalistically” (p.6). Pedology was too child-centered (p.6). Hiebsch blames it for the fall in standards in Soviet schools, and he praises both Pavlov for providing an alternate materialist understanding of psychology and the 1936 Pedology Decree for putting an end to it (p.7). In this Decree, the Central Committee of the Communist Party characterized pedology as pseudoscientific, classist, and racist (p.8).
1936-1948: After pedology was abolished, psychologists revived materialist traditions of philosophers; turned to Pavlov and Sechenev; and most importantly, intensely studied Marxism-Leninism (pp.8-9).
1948-present: “The victory of T.D. Lysenko’s biology in August 1948 marks the end of the second stage and the beginning of the third, in which Soviet psychology now finds itself. It studies the teachings of Marx and Engels, and Lenin; it uses dialectical materialism as its foundation; it practices criticism and self-criticism; it fights against bourgeois survivals and for the proletariat; it is a true science and on its way towards fulfilling Makarenko’s motto: ‘Man must be changed.'” (p.9)
The development of Soviet psychology (A.A. Smirnov)
Smirnov develops some themes familiar to activity theorists. For instance, he characterizes materialism as progressive and idealism as reactionary; claims that consciousness “develops as a result of an objective reality which is outside us and independent of us”; and further characterizes consciousness as “merely a reflection, an image in us of the real world.” In this view, “the social relations between men are the most important among the factors of objective reality that influence us, and … these relations are determined by the material living conditions of society” (p.14).
He also, on the other hand, condemns the “pre-Marxist, mechanist materialism” that “mechanized man’s entire life and turned him into an automaton” (p.15).
Smirnov lists some of the problems that occupied Soviet psychology at the time of writing. Here, I’ll just note that one is personality (p.16). Smirnov claims that in a socialist society, egotistic striving disappears and man’s strivings are united with society, allowing personal interests to reach full expression and development. Indeed, Soviet youths choose vocations that help society, not ones that lead to personal wealth or social positions (p.18).
In the school context, Smirnov claims that rather than testing children with standardized tests, the individual teacher makes judgments based on deep contextual factors (p.25). Smirnov also emphasizes the union of consciousness and activity (p.25).
The present tasks of Soviet psychology (A.N. Leontiev)
As preface to this essay, it’s worth noting here that in the appendix of Wortis (1950) is a critique of Leontiev, written just after (and referencing) Lysenko’s 1948 speech that consolidated his hold over the Soviet science system. That critique takes Leontiev to task for not being Michurinist enough.
Leontiev, who had already proven adept at adapting his work and language to the necessities of the ever-changing Soviet system—recall that he handily weathered the Pedology Decree, which was issued only 12 years before Lysenko’s speech—demonstrates how to roll with such criticism. Right out of the gate, Leontiev states that although “Psychology is not a part of the system of biological sciences … it is very closely connected with the physiology of the higher nervous activity and animal psychology,” using this angle as a way to condemn genetics work based on Morgan (p.31). (Lysenko condemned “Mendelism-Morganism.”) Morganists denied that acquired characteristics can be inherited, and “This false, metaphysical conception of the immutability of characteristics of living creatures hindered the solution of numerous problems of animal psychology, especially those of instinct” (p.32). And he charges: “The Morganists of today distort Darwin’s theory when they proclaim that the inheritance of acquired characteristics is incompatible with a correct conception of the instincts. They thus throw overboard the important contribution of Darwin which differentiates between instinct and the ability to perform a given action” (p.32). Leontiev then critiques Rubinstein’s 1945 textbook General Foundations of Psychology for presenting “the theories of the Morganists and of Lysenko as equally important, although they are actually diametrically opposed” (p.32). (The moves he makes in this argument suggest to me that this essay was written in the late 1940s, as does the fact that the latest citation is from 1947—but the book doesn’t tell us the original date of the essay.)
From here, Leontiev praises the Pedology Decree, saying that it put a stop to quotations of “the theories of Morgan, Weismann, and Mendel” (p.32-33). He highlights that this resolution not only put an end to pedology, it “also put an end to the ‘two-factor theory’ which proclaimed the equal role of heredity and environment” (p.33). And he adds,
The triumph of creative Soviet Darwinism, as expressed in the complete victory of the Michurinist tendency in the Soviet Union, also meant the foundation of a dialectical materialist theory of the development of living organisms. . . . The phylogenetic theory of Michurin and Lysenko has also been applied to psychology. . . . (p.34)
(The ellipses are in the original text and suggest that it has been edited.)
So at this point, Leontiev has praised the Pedology Decree that almost ended his career in the 1930s and tied it to Lysenkoism, which would be thoroughly discredited shortly after Winn’s collection was published. Humiliating, perhaps, but we can also perhaps admire Leontiev’s skill in methodically aligning himself with prevailing trends in order to continue his work—and to make it thrive. For instance:
But life itself, the child’s activity which determines in its course his mental development, is not spontaneous—it is under the influence of education and instruction. In a Socialist society, which does not develop spontaneously but is directed by men, education is the decisive force which forms man intellectually. It must correspond to the aims and the needs of the entire society, of the entire people or, in other words, it must fully agree with real human needs, and also with those of individual man. (pp.36-37).
The USSR needs psychology, and specifically the psychology that Leontiev is developing:
These theoretical conceptions of the development of the mental factor are characteristic of Soviet psychology. But it must by no means be concluded from this that Soviet psychology already possesses a fully developed Marxist theory of the historical development of the factor. It must, on the contrary, be stated that this problem has so far received an inadequate treatment. We still have no fundamental research into these questions. The few studies that do exist, like the “General Foundations of Psychology” by S. L. Rubinstein and the “Sketch of the Psychological Development” by A. N. Leontiev, suffer, as was noted in scientific criticism, from considerable defects.
And so the most important task that now faces the Soviet psychologists is the creation of a historical psychology, a theory of the historical development of the mental factor at different stages of society and in representatives of different social classes, of the basic changes in human experience produced by the abolition of private property and by the planned transformation of this experience under conditions of gradual transition from socialism to communism. (p.37)
(In 1949, Leontiev replaced Rubinstein as head of the psychology department at Moscow due to Russian chauvinism/ anticosmopolitanism/ antisemitism. Less than a decade before, in 1940, Rubinstein had served on Leontiev’s dissertation committee. There’s a lesson in here somewhere.
And note the last sentence, which sounds a bit like the project that Luria and Vygotsky envisioned in their Uzbek expedition.)
Leontiev goes on:
In a theory of child psychology we must, of course, also start from a consideration of the driving forces in the development of the child’s experience. Contrary to the metaphysical theory of “two-factors” (i.e., heredity and environment) , according to which the development of the child’s psyche is said to proceed fatalistically, Soviet psychology shows that this development is based on the growth of the child’s living conditions and of his activities, which are determined by objective living conditions and education.
The child enters the society of men with his very first steps into life. He learns from society the activities which it has developed and the language which reflects the social practices of mankind. The child’s environment presents him with all kinds of tasks and demands and thus actively makes him engage in activities required by these tasks and demands. Thus, the social environment instructs and educates the child.
This does not happen without a conscious setting by society of the aims of education and instruction. This conscious and purposeful process of education, which starts in early childhood, is continued, though in essentially different forms, in the kindergarten, at school and in social life. The mental development of the child is realized in this process. (p.38)
Rather than heredity/environment, Leontiev proffers an understanding based on activity, in which children enter society with even the first interaction. (This differentiates his approach as Marxist rather than “Mendelist-Morganist” or bourgeois.) But he also emphasizes the vital role of school (and protects himself from the charge of signing onto the theory of the withering away of the school). And:
Numerous investigations by Soviet psychologists on the development of mental processes of children, e.g., of perception, memory, thought and speech, have given concrete proofs that the formation of these processes must not be viewed as the unfolding of innate abilities under the influence of all kinds of conditions of the milieu. This formation takes place in the course of the child’s directed activities. The psychological characteristics that were hitherto fatalistically attributed to given stages of development, proved to be actually the products of the child’s life which went on under certain definite social conditions, the product of the child’s instruction and education. Rich possibilities of producing desirable psychological and character traits in the children were thus revealed. (pp.38-39)
That is, development is attributable not to “fatalism” (i.e., bourgeois cover for differences imposed by race and class) but to labor activity. A few pages later, he discusses “leading activities” that prepare the child to move from a simpler to a more complex activity (p.42; cf. Engestrom).
Finally, Leontiev opposes the bourgeois notion of children’s stages (cf. Piaget) and proffers an alternate theory of stages:
The numerous periodisations, i.e., lists of stages, of childhood of bourgeois psychology are well known. All of them start, more or less, from the metaphysical conception of psychological development as an unfolding of the child’s innate characteristics, i.e., from theories which falsely transfer so-called biological laws into child psychology. They identify the psychological with the biological development of the child, and use such phenomena as change of teeth or the development of the function of the sexual glands, to mark the stages. All these periodisations are attempts to present the psychological development of the child as a phenomenon of growth.
The pseudo-scientific character of these periodisations, which are essentially paedological, is obvious. It is our task to oppose them by a periodisation of the child’s growth that is founded on the dialectical materialist conception of development. The solution of this problem was made possible by the investigations, already mentioned, of individual mental processes in the child and by studies of the development of various kinds of child activities— play, learning, work, etc. (pp.39-40).
Leontiev does not cite the “investigations, already mentioned,” but they sound like the work he, Luria, and Vygotsky did in the 1930s.
All in all, an illuminating rhetorical performance.
The intellectual development of the child (A.N. Leontiev)
Although this essay is much longer, I’ll review it much more briefly. Leontiev elaborates on periods or stages in children’s development, linking them to changes in the child’s personality. These provide typical stages, which differ both qualitative and quantitatively (p.56). Although he links them to ages, he makes clear that “The stage of development is thus neither absolute nor predetermined; rather it is dependent on the concrete conditions of development and can change accordingly” (p.58). I’m not especially interested in these, but now you know where to find Leontiev’s thoughts on them.
It’s worth noting that this second essay cites sources as late as 1949, and Lysenko is not quoted here. That may or may not mean that it was written after “The present tasks of Soviet psychology.”
In all, this collection was an interesting time capsule, although I can’t tell whether it’s representative of its time of US publication (1961) or a collection of essays dating to an earlier time (as early as 1948). As a guide to activity theory or Soviet psychology, it has limited value. But since the Internet Archive has a plain text copy, it should be easy to access; if it interests you, click through and take a look.
I’ve provided a link to a used copy on Amazon, but this 1957 collection comes to me through UT’s library. It resulted from a 1955 trip that “a small party of teachers and educationalists” (presumably British, although this was not clear) took to the USSR at the invitation of the Academy of Educational Sciences (p.vii). Based on this interest, Soviet psychologists assembled a series of essays to help familiarize Western educators with the psychological precepts on which Soviet pedagogy was founded. The authors included some names that will be familiar to readers of this blog: Elkonin. Zaporozhets, Luria, Leontiev, Menchinskaya, Galperin, and Rubinstein.
The collection is a nicely preserved time capsule of Soviet psychology just after the death of Stalin in 1953. During this time, Soviet psychologists suddenly began publishing monographs and other publications. The characteristics of the Stalinist mode of publication were still there—including ritual cites of Soviet great men—but we also see how activity theory concepts were mobilized in some of these publications.
Rather than looking comprehensively across the chapters, let’s just pick out a few.
“Introduction” (Brian Simon)
The introduction is essentially a primer for Western audiences by the Western editor. Although we don’t really see any surprises here, it’s worth noting that the precept on which activity theory is founded makes a showing here:
Consciousness and speech, it is argued, are prepared for in the animal world but arise uniquely in man with the development of social forms of life based on labour. Labour, a qualitatively new activity, gives rise to a qualitatively new characteristic of the mind—the conscious reflection of objective reality. This new characteristic corresponds to the needs and conditions of the new form of social life. As the labour process becomes more complex and society develops, therefore, this new characteristic also develops and comes to take a predominant position; whereas, by contrast, other characteristics which were predominant in the animal world cease to develop and sink into the background. It is a process of internal contradiction, between the new and the old, taking place in dependence upon the conditions of life. (p.6).
if consciousness is inseparably connected with activity and changes with changes in the form of activity, then it follows that (1) mental processes can be investigated objectively, as they are manifested in activity, (2) changes in the form of activity can influence changes in the organization of mental processes. (p.7).
Simon then lists “the general principles informing Soviet psychology,” including
- “Mental processes are properties of the brain…”
- “Consciousness is a reflection of the objective world…”
- “Neural-mental activity is conditioned by the form of existence … and changes with changes in the form of existence.”
- “Consciousness is formed in practical activity and revealed in the course of activity.” (p.8)
- Series I: Remove cards that the experimenter illuminated with a pointer.
- Series II: Remove cards beginning with the letter S.
- Series III: Determine which letter most frequently came first in the words shown.
Writing :: IEEE Transactions on Professional Communication special issue on entrepreneurship communication
Funny story. A couple of years ago, I had a great idea. The professional communication journals had not really concentrated on the question of how entrepreneurs communicate, but based on my literature review for a related project, I thought that enough work was being done to sustain at least a couple of special issues.
So I thought: How about this?
(1) Put together a special issue on entrepreneurship communication for journal A.
(2) Use it to drum up interest for entrepreneurship projects in conference B.
(3) From there, cultivate entries for a special issue on the rhetoric of entrepreneurship for journal C.
What I liked about this scheme was that it would quickly generate a relatively coherent body of scholarship rapidly. I knew that people were already interested in entrepreneurship, but the three events would provide exigence, i.e., get people to prioritize their entrepreneurship projects and get them to begin citing each other.
The plan didn’t quite work. I thought I could build in 18-24 months between (1) and (3). But that long timeframe was not optimal for the journals. Instead, things unfolded in this order:
October 2016: (2)— IEEE Procomm 2016
December 2016: (1)—this special issue
July 2017: (3)—an upcoming special issue in JBTC
Nevertheless, I’m really pleased by how things turned out. The IEEE special issue has been out since December, and it constitutes a strong set of articles. I wrote the introduction, of course, which draws on my previous literature reviews from articles I’ve published. It also characterizes the articles in the special issue. Given the focus of the special issue, I specifically framed this work in terms of communication (not rhetoric) and grouped the articles in terms of the genres they addressed.
Since I was editing both issues at the same time, I wrote the special issue introductions at the same time. This allowed me to make sure they had different focuses, drew on significantly different sources, and drew a clean separation between entrepreneurship communication and the rhetoric of entrepreneurship.
Finally, I was able to back-cite from the JBTC introduction to the contents of the IEEE special issue, which turned out to be a really useful move, since up to now, the topic of entrepreneurship has not been discussed in a coherent body of literature in writing studies. (It has of course been covered ably in individual books and articles.)
Overall, this was a good experience. I’ll pull out just one thing for consideration in writing projects: maintaining coherence.
Newer scholars begin at the level of the paper or article. The challenge is to sustain a coherent argument across 10-50 pages. For this work, they draw on the genre of the research article, which provides cues and set moves for maintaining coherence across that argument.
Those scholars eventually have to write a dissertation, in which they must sustain a coherent argument across several chapters. This challenge is at a higher level of difficulty, but the genre of the dissertation provides considerable structure for addressing it, as does the mentorship of the dissertation committee.
Once a scholar gets her first job as assistant professor, she must sustain a coherent set of arguments across a set of publications (this is called a “career trajectory”). This set of publications may need to include a book. Here, the new scholar receives much less support, since she is working across a set of genres rather than in a specific one, and since mentorship of assistant professors is spotty. The endpoint is usually tenure. (One way of maintaining coherence is through self-citations.)
At least by the time of tenure, and likely sooner, the scholar has to begin a new major project. That project has to be distinct from the previous one, but still must maintain some coherence (that is, the scholar still needs to articulate a trajectory). This means more publications on a different case, method, or concern, but still drawing from previous work. At places like UT, it means a second book.
By the time the professor gets promoted to full—which is where I am—she needs to think in terms of larger groups of publications. That means developing lines of coherence that could be followed by others in the field, across larger fields of coherence (e.g., special issues, conferences, one’s own articles and books).
That’s where things get really interesting. And potentially useful.
Spinuzzi, C. (2017, in press). “‘I Think You Should Explore the Kinky Market’: How Entrepreneurs Develop Value Propositions as Emergent Objects of Activity Networks.” Mind, Culture and Activity. The link above goes to my reprint. I should have abo…