Renaissance of Vygotsky's Theory and Didactics : the development of learning theory in "neo-Vygotskian"

Abstract

This paper is intended as an investigation of the development of learning theory in "neo-Vygotskian". The change of paradigm on activity theory influences some categories of learning theory. The first important point is the categorical change from individual learning to communal (collective) learning, because the unite of learning activity has been thinking as the "subject-object-subject" relation. Even more important is the methodological change from indoctrination to participation, because the principle of learning activity is not only internalization, but also externalization with interaction. Most important of all is the elucidation of meaning-making character of learning activity in peer interaction. This character is closely related to the theory of therapy. These categorical changes of learning activity have a great influence on the theory of didactics in Japan.