Following a cultural tradition that is part of my personal history,
let me respond to your question with another question.
In many places, including intro texts on developmental theory,
Vygotsky is characterized as a contextualist. How did this reading
come about? Is it findable in, for example, *Thinking and Speech?*?
Your question and my question bring us back to a point discussed
earlier: when we "read Vygotsky" how much of what we read did LSV
actually write (as opposed to what his students said he said when
they took notes?). How much of it is deliberate selective appropriation?
Thanks for the good questions.
mike