>I understand your point that you probably will agree that there
>is a scarcity of research on individual differences from a Vygotskian
>perspective? Here we find an interesting difference between the
>Rubinsteinian versus Vygotskian approach to activity theory. In
>Rubinstein's footsteps, Menchinskaia, Kalmykova and Krutetski raised
>the issue on individual differences as related to learning, i.e. the
>learner charateristics. An English source could be Krutetski, The
>psychology of mathematical abilities in schoolchildren (The
Well. Krytetski was also quite popuar in Russia. However the notion
of individul differences were not in the focus in theory and
in practice of teaching (not learning). So, when some American educators came
to Russia to speak about theory of learning styles and its practical
implementations, many Russian teachers were absolutely excited about that
approach. It was extremely new for us. From a theoretical point of view, I
guess that Kalmykova, for egxample, considered the individul
differences as individual disadvantages. Because "normal" development was very
important for us. So in Vygotskian-style theory (Davydov) and in our school
practice we have to rethink the value of individual differences. Isak
-- __________________________________________________________Isak Froumin Institute of Experimental Pedagogy with Laboratory School Russia, 660017, Krasnoyarsk 17, box 6087 Fax:(3912)434682 E-mail: frumin who-is-at sc106.krasnoyarsk.su
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