Introductory Questions

Reading Vygotsky’s “Thinking and speech”

Materials for Taiwan’s lecture by Nikolai Veresov

Introductory words from the teacher and questions for the audience:

“Thinking and Speech” is probably the most known and less understood book written by Vygotsky. There are some deep reasons which make it difficult to understand even now when we have much more knowledge on this topic. The book contains a great number of ideas which are still very promising, fresh and inspiring. The aim of my lecture is to prepare you for the reading of “Thinking and speech” from this persprctive. In other words, I would like to help you to read this book having in mind some theoretical and methodological frames which might help you to find clear orientation into this “terra incognita”. I would like to help you to escape the superficial reading which very often brings knowledge but does not bring understanding. So, I will give you the theoretical and methodological concexts and you will find the content.

Questions on Preface and Chapter 1 of “Thinking and speech”

My first question is:

1.What is/are the main topic/s discussed in Preface and Chapter 1 of the book? Could you formulate at least three keywords expressing these topics and subject-matter?

Please, express your opinions in brief form.

As for me I can put it in this way:

Psychological system (unity of thinking and speech)

Development

Methods of analysis of the developing unities (systems).

Let us specify these items.

Psychological system (unity of thinking and speech).

“This book deals with one of the most complex and difficult problems of experimental psychology, the problem of thinking and speech”. (From Preface, page 39)

Development

“First, we must analyze the empirical data which have been accumu­lated and attempt to assess their more general implications. Through an analysis of available information on phylogenesis and ontogenesis, we must attempt to identify the most useful point of departure for the resolution of the problem” (ibid)

Methods of analysis of the developing unities (systems).

“To our knowledge, there has as yet been no systematic attempt to address this problem experimentally”.

Please, try to find the other places in Preface where Vygotsky discusses this issue.

My second question is:

2. What do you think whether the cultural-historical theory was already created before Vygotsky undertook this study on thinking and speech? If so in what degree the book reflects the main tenets of the cultural-historical theory?

Please, express your opinions.

From my point of view, this book reflects the cultural-historical theory, which was created at late 1920s.

From this it comes that in order to understand Vygotsky’s approach to the problem of thinking and speech and their development we have to have some basic knowledge of Vygotsky’s theoretical approach. If not coming to this book with this basic knowledge, the understanding of the content of this book will be very limited or even wrong. This is exactly right in many respects. This is right because the cultural-historical theory was (and still is) very different from the theories dominated (and dominating) in world psychology.

This is quite hard task – not to understand theory from the book, but to understand book from the theory. Yet, the task is even more difficult.

By this I mean one circumstance which should be taken into account when you begin to read this book of Vygotsky. I mean the time and evolution. Let me explain: the mystic of Vygotsky is that he was working in the field of academic psychology during very short time – actually around 10-11 years (from 1924 to 1934). If we compare him with his famous peer (whom do you think I mean? – J. Piaget, who was born the same year, 1896), we will see that it was really very short time. But the mystic is that Vygotsky left an enormous amount of texts, papers, articles, unpublished manuscripts, diaries and notes, most of them remain unpublished even now. Even more, during those 10 years he made significant evolution in his theoretical views (from pure reflexology to the cultural-historical approach). This means that different texts of Vygotsky written in different times were very different from the theoretical point of view. Not all Vygotsky’s writings belong to cultural-historical theory. They reflect different periods and different theoretical positions and therefore they might look controversial. But they are not controversial if we understand this evolution.

If we look on “Thinking and speech” we will see that the situation is even much more difficult. And the difficulty is that he started to write this book having one theoretical position and finished this book having different theoretical approach. The book is somehow in the middle of the transition from one approach to another.

Question to the audience: Please find in the Preface the place which proves this position of mine.

This book is the product of nearly ten years work. Many of the questions that emerged in the investigation were not apparent to us when we began. We were frequently forced to reconsider our positions during the investigation. Consequently, the results of a great deal of hard work had to be discarded. Much of the remainder had to be redone, restructured, redefined, or rewritten (preface, page 41).

What is this “reconsidering of the positions”? In brief, during the study Vygotsky and his research group made a transition from the position of distinction of higher mental functions from the lower ones (presented in cultural-historical theory) to the position of the relations of lower and higher functions as psychological systems (systemic and sense-based construction of human consciousness). In this book we can see clearly this evolution. On the other hand, this makes this book difficult to understand. The only way is to have clear picture of these two theoretical positions before reading the “Thinking and speech”. To create this clear picture is the aim of my lectures. They cannot replace the reading of the book, but they will help you to find a sort of orientation in this book.

The structure of the lecture:

First, we will discuss the item of what is higher mental function and its development (which is the subject-matter of the cultural-historical theory). Then we will see how his approach to higher mental functions has been changed and transformed into the idea of psychological system.

After that we will discuss the question of the unit of analysis which is the main theoretical discussed in Chapter 1 of “Thinking and speech” and which underlies the whole book.

Therefore the list of questions could look like this:

Higher mental functions and their development: framework of cultural-historical psychology. General genetic law of cultural development.

Psychological systems and the idea of systemic and sense-based construction of human consciousness.

The problem of theoretical and experimental analysis of human consciousness. Analysis by units and the problem of the unit of analysis.

MiR

思想和言語Мышление и речь (1934)的原典和譯本

1. 思想和言語 Мышление и речь

本書是有「心理學界的莫札特」之美譽而英年早逝的俄國心理學大師Лев С. Выготский (1896-1934)臨終前臥床抱病完稿的集大成遺著，書名俄文原文是Мышление и речь。本書在俄文原文出版將近30年後才有第一本英譯本的出版。

Vygotsky於1934年六月11日清晨因肺結核過世，本書是其臨終遺著，經家人和助理努力加速整理編輯出版，8月交稿，同年12月即在莫斯科初版10萬冊，立即搶購一空。

史達林和蘇聯共產黨在1936-1956年間嚴格查禁Vygotsky思想著作

1982-1984年間才有6冊俄文版Vygotsky選集出版

1987-1999在6冊俄文版Vygotsky選集的基礎上編譯6冊英文選集出版

本書已有多國譯本，各國譯本也都有一再重譯的情形，若以各國最新譯本比較，初步看來英譯本還不如義大利文、日文、和德文譯本。

英譯本: Hanfmann & Vakar (1962) Thought and Language英譯本出版，隨後還有Kozulin (1986)和Minick (1987)共三種英譯本

柴田自1962年將此書從俄文翻譯為日文之後，於2001年又徹底重譯一遍

中文譯本有李維(1997)、余震球(1994, 2005)兩種譯本，

德文譯本有Johannes Helm & Gerhard Sewekow (1964)和Thomas. Luckmann & Johannes. Helen (1986)兩個都極為暢銷的譯本，可是由於舊譯本所根據俄文原典不正確，錯誤仍多，加上就譯本已經跟不上最新的研究成果，所以最近在7年前還出現Joachim Lompscher & Georg Rückriem (2002)更新的譯本。

2. 俄文原典和相關研究

Lifanova (1996)所整理出來Vygotsky總共275篇長短不一的言論著作。詳見：Лифанова Т. М. Полная библиография трудов Л. С. Выготского / Т. М. Лифанова // Вопросы психологии. – 1996. – № 5. – С. 137-158

1982-1984-1987 俄文版Vygotsky集本

1936-1956年間Vygotsky的著作遭史達林所掌控的共產黨查禁銷毀篡改，經家人同事門生不斷收集舊稿，才能將原著陸續出版，然而當時共產當依然當權，物資財源缺乏，編輯校勘工作繁瑣，俄文原本當中訛誤依舊難免。自1960年共產黨許可Vygotsky遺孀Rosa重新出版Vygptsky著作之後，歷經20餘年，才於1982至1984年間，終於出版了六冊全集，但是當中並不包括「藝術心理學」一書，後來於1987年增補為俄文全集之第七冊。但是此全集仍然不包括「教育心理學(1926)」、「行為簡史(1930)」和1917至1924年間無數散見於白俄羅斯Gomel地方報章雜誌，對於比較文學研究彌足珍貴、極富啟發性的劇評藝評。

1982 Л. С. Выготский Л. С. Выготский. Собрание сочинений в шести томах. Том 1 Букинистическое издание (1982) 集本第一冊

"Вопросы теории и истории психологии" 心理學理論及歷史之相關問題

Исторический смысл психологического кризиса 心理學危機之歷史意涵

1982 Л. С. Выготский Л. С. Выготский. Собрание сочинений в шести томах . Том 2 Букинистическое издание (1982) 集本第二冊

Мышление и речь 思維和言語

лекции по психологии 心理學講座

1983 Л. С. Выготский Л. С. Выготский. Собрание сочинений в шести томах. Том 3 Букинистическое издание (1983) 集本第三冊

"Проблемы развития психики" 心理發展問題

高等心智功能發展問題(注意力、記憶力、思維、言語、數學運算、意志行為之高等形式、人格和兒童的世界觀)

1984 Л. С. Выготский Л. С. Выготский. Собрание сочинений в шести томах. Том 4 Букинистическое издание (1984) 集本第四冊

Педология подростка 青少年教育

- "Развитие интересов в переходном возрасте"; 過渡性年紀興趣的發展

- "Развитие мышления подростка и образование понятий"; 青少年思想的發展和概念的形成

- "Развитие высших психических функций в переходном возрасте"; 過渡性年紀高等心智功能的發展

- "Воображение и творчество подростка". 青少年的想像和創造能力

II часть посвящена вопросам детской (возрастной) психологии: 兒童時期心理問題第二集

- "Проблема возраста"; 年紀的問題

- "Младенческий возраст"; 兒童時期

- "Кризис первого года жизни"; 一歲危機

- "Кризис 3-х лет";三歲危機

- "Кризис 7-ми лет".七歲危機

Проблемы возраста 年齡問題

Проблемы возраста 童年

1983 Л. С. Выготский Л. С. Выготский. Собрание сочинений в шести томах. Том 5 Букинистическое издание (1983) 集本第五冊

Общие вопросы дефектологии 缺陷學(特教)概論

1984 Л. С. Выготский Л. С. Выготский. Собрание сочинений в шести томах. Том 6 Букинистическое издание (1984) 集本第六冊

Учение об эмоциях (учение Декарта и Спинозы о страхах 情緒研究(笛卡爾和Spinoza對恐懼的研究)

Орудие и знак в развитии ребенка 兒童發展中的工具與符號

1987 Л. С. Выготский Л. С. Выготский. Собрание сочинений в шести томах + доп. том. 全集共六冊加增補一冊(藝術心理學)

俄文6-7冊Vygotsky(1982-1984)選集，當中1, 4, 7冊還能找到有聲書

Л. С. Выготский. Собрание сочинений в шести томах (1982-1984)

Л. С. Выготский. Собрание сочинений в 6 томах.Том 1. Вопросы психологии (аудиокнига MP3 на 2CD) 264 руб

Л. С. Выготский. Собрание сочинений в 6 томах.Том 4. Детская психология (аудиокнига MP3) (4%)Л. С. Выготский 158 руб

Л. С. Выготский. Собрание сочинений в 6 томах.Том 7, дополнительный. Психология искусства (аудиокнига MP3 на 2 CD) 264 руб

Vygotsky Archives和16冊Vygotsky新全集

根據ЗАВЕРШНЕВА(2007)年的研究報告，最近於2006年還發現Vygotsky大量的手稿，其影響可能會讓以前對Vygotsky的一些相關研究大幅改觀。詳見：

Е. ЗАВЕРШНЕВА. «Путь к свободе» (К публикации материалов из семейного архива Л.С. Выготского). Опубликовано в журнале: «НЛО» 2007, №85

所以從事Vygotsky的研究不能僅憑市面上出版的書本，拜訪Vygotsky的家族後代和昔日同僚門生，比對博物館中手稿，是絕對必要的。

Vygotsky基金會已經著手籌畫出版16冊的新Vygotsky全集，原先預告2008年將出版第一冊，但是目前進度仍然落後，連第一冊都尚未能出版。原典有大量新的出版品，下游的詮釋、翻譯等相關學術活動還能抱殘守缺嗎？所以Vygotsky雖然去世至今已經有75年，但是研究翻譯其相關思想之經典著作，仍有甚多變數，值得持續追蹤關注，否則馬上就落伍了。

3. 英文Vygotsky選集6冊和、專書譯本

1962 Thought and language Lev. Semenovich Vygotsky, 1896-1934 Eugenia Hanfmann Gertrude Vakar Ed. and tr.

1986 Thought and Language - Revised Edition by Lev S. Vygotsky (Author), Alex Kozulin (Editor) (Paperback - Aug 28, 1986)

Minick (1987) Thinking and Speech in The Collected Works Vol. I.

1987-1999 The Collected Works of L. S. Vygotsky (1987-1999) 六冊英譯選集

在1982年至1987年俄文全集出版之後，隨之在1987年至1999年之間陸續將六冊全集譯為英譯本之全集，其編排組合和俄文本之全集並不完全相同，這和Vygotsky相關舊檔案的新發現不無關係。「藝術心理學」一書另有MIT出版社1971年的譯本。

6冊 英譯本選集Collected Works (1987-1999)

1987-1999 The Collected Works of L. S. Vygotsky

Volume 1 Problems of General Psychology, Including the Volume Thinking and Speech

Prologue to the English Edition, Jerome Bruner

The Development of Vygotsky’s Thought: An Introduction, Norris Minick

THINKING AND SPEECH

Preface

Chapter 1. The Problem and the Method of Investigation

Chapter 2. The Problem of Speech and Thinking in Piaget’s Theory

Chapter 3. Stern’s Theory of Speech Development

Chapter 4. The Genetic Roots of Thinking and Speech

Chapter 5. An experimental Study of Concept Development

Chapter 6. The Development of Scientific Concepts in Childhood

Chapter 7. Thought and Word

LECTURES ON PSYCHOLOGY

Lecture 1. Peception and Its Development in Childhood

Lecture 2. Memory and Its Development in Childhood

Lecture 3. Thinking and Its Development in Childhood

Lecture 4. Emotions and Their Development in Childhood

Lecture 5. Imagination and Its Development in Childhood

Lecture 6. The Problem of Will and Its Development in Childhood

Afterword to the Russian Edition, A. R. Luria

Volume 2 The Fundamentals of Defectology (Abnormal Psychology and Learning Disabilities)

Vygotsky and Soviet Russian Defectology: An Introduction, Jane Knox and Carol B. Stevens

Part I: General Problems of Defectology

Introduction: Fundamental Problems of Defectology

Chapter 1: Defect and Compensation

Chapter 2: Principles of Education for Physically Handicapped Children

Chapter 3: The Psychology and Pedagogy of Children’s Handicaps

Part II: Special Problems of Defectology

The Blind Child

Principles of Social Education for the Deaf-Mute Child

Compensatory Processes in the Development of the Retarded Child

The Difficult Child

Moral Insanity

The Dynamic of Child Character

Defectology and the Study of the Development and Education of Abnormal Children

Part III: Questions at the Forefront of Defectology

The Study of the Development of the Difficult Child

Bases for Working with Mentally Retarded and Physically Handicapped Children

Fundamental Principles in a Plan of Pedological Research in the Field of “Difficult Children”

The Collective as a Factor in the Development of the Abnormal Child

Intorduction to Ia. K. Tsveifel’s book, Essay on the Behavioral Characteristics and Education of the Deaf-Mute

Introduction to E. K. Gracheva’s book, The Education and Instruction of Severely Retarded Children

The Problem of Mental Retardation

The Diagnostics of Development and the Pedological Clinic for Difficult Children

From Addresses, Reports, etc.

Afterword

Volume 3 Problems of the Theory and History of Psychology

Some Major Themes in Vygotsky’s Theoretical Work. An Introduction, René van der Veer

On Vygotsky’s Creative Development, A. N. Leont'ev

Part 1: Problems of the Theory and Methods of Psychology

Chapter 1: The methods of reflexological and psychological investigation

Chapter 2: Preface to Lazursky

Chapter 3: Consciousness as a problem in the Psychology of Behavior,

Chapter 4: Apropos Koffka’s Article on Self-Observation (Instead of a Preface)

Chapter 5: The Instrumental Method in Psychology

Chapter 6: On Psychological Systems

Chapter 7: Mind, Consciousness, the Unconscious

Chapter 8: Preface to Leont'ev

Chapter 9: The Problem of Consciousness

Chapter 10: Psychology and the Theory of Loclaization of Mental Functions

Part 2: Developmental Paths of Psychological Knowledge

Chapter 11: Preface to Thorndike

Chapter 12: Preface to Bühler

Chapter 13: Preface to Köhler

Chapter 14: Preface to Koffka

Chapter 15: The Historical Meaning of the Crisis in Psychology: A Methodological Investigation

Epilogue, M. G. Yaroshevsky and G. S. Gurgenidze

Volume 4 The History of the Development of the Higher Mental Functions

Chapter 1: The problem of the Development of Higher Mental Functions

Chapter 2: Research Method

Chapter 3: Analysis of Higher Mental Functions

Chapter 4: The Structure of Higher Mental Functions

Chapter 5: Genesis of Higher Mental Functions

Chapter 6: The Development of Speech

Chapter 7: Prehistory of the Development of Written Language

Chapter 8: Development of Arithmetic Operations

Chapter 9: Mastering Attention

Chapter 10: The Development of Mnemonic and Mnemotechnical Functions

Chapter 11: Development of Speech and Thinking

Chapter 12: Self-Control

Chapter 13: Cultivation of Higher Forms of Behavior

Chapter 14: The problem of Cultural Age

Chapter 15: Conclusion; Further Research; Development of Personality and World View in the Child

The Question of Multilingual Children

Epilogue

Volume 5 Child Psychology

Part 1: Pedology of the Adolescent

Chapter 1: Development of Interests at the Transitional Age

Chapter 2: Development of Thinking and Formation of Concepts in the Adolescent

Chapter 3: Development of Higher Mental Functions during the Transitional Age

Chapter 4: Imagination and Creativity in the Adolescent

Chapter 5: Dynamics and Structure of the Adolescent’s Personality

Part 2: Problems of Child (Developmental) Psychology

[See Vygotsky's Unfinished Theory of Child Development, by Andy Blunden]

Chapter 6: The Problem of Age

Chapter 7: Infancy

Chapter 8: The Crisis of the First Year

Chapter 9: Early Childhood

Chapter 10: The Crisis at Age Three

Chapter 11: The Crisis at Age Seven

Epilogue

Volume 6 Scientific Legacy

Tool and Sign in the Development of the Child

Chapter 1: The Problem of Practical Intellect in the Psychology of Animals and the Psychology of the Child

Chapter 2: The Function of Signs in the Development of Higher Mental Processes

Chapter 3: Sign Operations and Organization of Mental Processes

Chapter 4: Analysis of Sign Operations of the Child

Chapter 5: Methods of studying Higher Mental Functions

Conclusion

The Teaching about Emotions. Historical-Psychological Studies

Sections 1-20

On the Problem of the Psychology of the Actor’s Creative Work

Epilogue

4. 日文Vygotsky東京大學柴田義松教授譯本

日文譯本因為有多位專業譯者的投入，所以在數量上相當接近英譯本，和六大冊英譯本的全集相互對照，幾乎已涵蓋大部分。[1]柴田義松、神谷榮司等都是有名的譯者，東京大學的柴田義松更是當中值得令人敬佩的學者。在翻譯質量上甚至超出英譯本。然而日文為有所謂的全集，都是組合相關論文，一本一本地翻譯出版，日文譯本大都以翻譯原文句為主。不加註解。

2008 ヴィゴツキ－心理学論集 原書名：ИЗБРАННЫЕ ПСИХОЛОГИЧЕСКИЕ ИССЛЕДОВАНИЯ (Выготский, Лев Семенович) ヴィゴツキー【著】〈Лев　Семенович，Выготский〉　柴田　義松　宮坂　子【訳】 学文社 （2008/05/15 出版） ￥2,625 (税込)

2007 ヴィゴツキー心理学辞典(単行本) 柴田 義松 (編集) 新読書社 (2007/06) ￥ 3,150

2006 障害児発達・教育論集 ヴィゴツキー，レフ・セミョーノヴィチ【著】　柴田　義松　宮坂　子【訳】 新読書社 （2006/04/06 出版）￥3,150 (税込)

2006 新訳版 芸術心理学(単行本) ヴィゴツキー (著), 柴田 義松 (翻訳) ￥ 3,150 学文社; 新訳版 (2006/08)

2006 ヴィゴツキ－入門 寺子屋新書 柴田義松 ／ 子どもの未来社 2006/03 ￥840 (税込)

2005 ヴィゴツキー 教育心理学講義 ヴィゴツキー (著), 柴田 義松 (翻訳), 宮坂 子 (翻訳) 新読書社 (2005/08) ￥3,150 (税込)

2005 文化的―歴史的精神発達の理論 (単行本) ヴィゴツキー (著), 柴田 義松 (翻訳) 学文社 (2005/09) ￥3,360 (税込)

2004 思春期の心理学 レフ・セミョ－ノヴィチ・ヴイゴツキ－/柴田義松 ／ 新読書社 2004/01 ￥3,150 (税込)

2004 ヴィゴーツキー心理学完全読本―「最近接発達の領域」と「内言」の概念を読み解く(単行本) 新読書社 (2004/11)

2003 「発達の最近接領域」の理論―教授・学習過程における子どもの発達ヴィゴツキー (著), 土井 捷三 (翻訳), 神谷 栄司 (翻訳) 三学出版 (2003/08)

2002 新児童心理学講義 レフ・セミョ－ノヴィチ・ヴイゴツキ－/柴田義松 ／ 新読書社 2002/05 ￥2,730 (税込)

2001 思考と言語 ― 新訳版 レフ・セミョ－ノヴィチ・ヴイゴツキ－/柴田義松 ／ 新読書社 2001/09 ￥3,990 (税込)

1972-1992 子どもの想像力と創造 レフ・セミョノヴィチ ヴィゴツキー (著), Лев Семенович Выготский (原著), 福井 研介 (翻訳) (単行本 - 1992/12) 東京都: 新読書社 (1992/12) 中古商品1点 ￥ 17,709より

1987 心理学の危機 ― 歴史的意味と方法論の研究 ヴィゴツキ－著作選集 レフ・セミョ－ノヴィチ・ヴィゴツキ－/柴田義松 ／ 明治図書出版 1987/09 ￥2,730 (税込)

1975-1987 子どもの知的発達と教授 海外名著選 レフ・セミョ－ノヴィチ・ヴィゴツキ－/柴田義松 ／ 明治図書出版 1987/04 ￥2,310 (税込)

1982 思考と言語 〈上〉 海外名著選 レフ・セミョ－ノヴィチ・ヴィゴツキ－/柴田義松 ／ 明治図書出版1982/12 ￥2,730 (税込)

1982 思考と言語 〈下〉 海外名著選 レフ・セミョ－ノヴィチ・ヴイゴツキ－/柴田義松 ／ 明治図書出版 1982/12 ￥2,415 (税込)

1979 児童心理学講義 海外名著選 レフ・セミョ－ノヴィチ・ヴィゴツキ－/柴田義松 ／ 明治図書出版 1979/12 ￥2,415 (税込)

1977 発達・教育心理学 Ａ・Ｖ・ペトロフスキ－/柴田義松 ／ 新読書社 1977/11 ￥2,940 (税込)

1974 思考の要素 海外名著選 イワン・ミハイロヴィッチ・セ－チェノフ/柴田義松 ／ 明治図書出版 1974/00 ￥1,575 (税込)

1973 心理学史 海外名著選 ミハイル・グリゴリエヴィチ・ヤロシェフス/柴田義松 ／ 明治図書出版 1973/00 ￥3,045 (税込)

1964-1970 精神発達の理論 レフ・セミョ－ノヴィチ・ヴィゴツキ－/柴田義松 ／ 明治図書出版 1970/00 ￥997 (税込)

1962 思考と言語〈上〉 (1962年) ヴィゴツキー 柴田 義松 (- - 1962) 明治図書出版 (1962) 10 点の全新品/中古商品を見る 中古商品9点￥ 650より コレクター商品1点￥ 2,100より

5. 德文Vygotsky選集2冊、譯本、書信和相關研究

德文譯本早期由東德曾經出過上下兩冊選集，西德的譯者也是偏好翻譯專書，同一本書，會有不同譯者精益求精，不斷重譯的現象，有些譯本譯者相當用功，考證加註，對讀者幫助甚大，譯本學術價值極高。

2008 Lev Semënovic Vygotskij: Briefe /Letters 1924-1934 von Georg Rückriem (Herausgeber) (Taschenbuch - August 2008) Verlag: Lehmanns; Auflage: 1 (August 2008) 350 S.

2003 Ausgewählte Schriften, 2 Bde. (2003) 兩冊德譯選集

2002 Denken und Sprechen von Lev Semenovich Vygotskii (Autor), Georg Rückriem (Herausgeber, Übersetzer), Joachim Lompscher (Herausgeber, Übersetzer) Verlag: Beltz; Auflage: 1 (Taschenbuch - 16. Oktober 2002) 420 Seiten Preis: EUR 24,00

2002 Lev Vygotskij - ein Leben für die Psychologie. Eine Einführung in sein Werk. (Taschenbuch) von Peter Keiler (Autor) Beltz (Taschenbuch - November 2002) 380 Seiten

1986 Thomas. Luckmann & Johannes. Helen (1986) Denken und Sprechen.

1964 Johannes Helm & Gerhard Sewekow (1964) Denken und Sprechen.

6. 法文譯本

1997. Pensée et langage par Lev Semenovitch Vygotski (Auteur), Lucien Sève (Introduction), Yves Clot (Préface), Françoise Sève (Traduction) Édition : 3e (Broché -14 novembre 1997) 536 pages EUR 33,25

7. 義大利文譯本

1990 Pensiero e linguaggio. Ricerche psicologiche (Biblioteca universale Laterza) Author: Lev Vygotskij Edited by L. Mecacci Publisher - Roma: Laterza Series: Biblioteca universale Laterza Deastore.com price (info) € 26.00

8. 西班牙文譯本

1973 Pensamiento y Lenguaje (Comentarios Criticos De Jean Piaget). by Liev Semionovich Vigotski

9. 海峽兩岸優劣參差不齊的中文選譯本和再譯本

1) 台灣譯本

a) 非經典原著二手文獻譯本

谷瑞勉譯、L.E. Berk & A. Winsler(1995)原著。1999。鷹架兒童的學習：維高斯基與幼兒教育。Scaffolding Children’s Learning: Vygotsky and Early Childhood Education. 臺北市 : 心理出版社。

谷瑞勉譯、Lisbeth Dixon-Lraus(1996)原著。2001。教室中的維高斯基：仲介的讀寫教學與評量。Vygotsky in the Classroom: Mediated Literacy Instruction and Assessment. 臺北市 : 心理出版社。

b) 半經典原著譯本

Vygotsky, L. S.原作; Michael Cole等編 ∕ 蔡敏玲、陳正乾譯(1997)︰《社會中的心智： 高層次心理過程的發展》（Mind in Society）。臺北市 : 心理出版社。

c) 經典原著譯本

維果茨基、陸利亞合著 ∕ 鍾宜興譯。2006。《行為簡史》(Этюды по истории поведения: обезьяна, примитив, ребенок (1930) / Primitive Man and his Behavior. Source: Ape, Primitive Man, and Child: Essays in the History of Behaviour.) 。臺北市 : 洪葉文化。

2) 大陸譯本在台灣已翻印者

列夫·谢苗诺维奇·维果茨基著 ∕ 李维譯。1997。《思維與語言》。浙江︰浙江教育出版社。

Vygotsky, L. S.原作 ∕ 羅亦超譯。2005。《心理學講座》。Лекции по Психологии 臺北市 : 心理出版社。 (Lectures on Psychology. Leningrad Pedagogical Institute, March-April 1932. Archives of the Leningrad Pedagogical Institute. Stenography. Also in Development of Higher Psychological Functions, pp. 235-363. Moscow: Academy of Pedagogical Sciences, RSFSR, 1960.)

3) 大陸譯本台灣未翻印者

維果茨基著、 龔浩然譯。 1983。〈學齡期的教學與智力的發展〉《教育研究》, (6): 71—76。

列·謝·維戈茨基著 ∕ 周新譯。1985。《藝術心理學》。中國社會科學院外國文學硏究所, 外國文學硏究資料叢刊編輯委員會編。上海市: 上海文藝出版社。

维果茨基著 ∕ 余震球選譯。1994。〈思維和言語〉，收入《維果茨基教育論著選》，第1 版。北京市︰人民教育出版社。

Vygotsky, L. S.原作 ∕ 龔浩然等合譯 (1999) 。《維果茨基兒童心理與教育論著選》(Vygotsky on Child Psychology and Education)。杭州：杭州大學出版社。

維果茨基著 ∕ 龔浩然、許高渝、潘紹典、劉華山合譯。2003。《教育心理學》。全國維果茨基研究會叢書2。杭州︰浙江教育出版社。

维果茨基著∕余震球選譯。2005。《思維和言語》。收入《維果茨基教育論著選》第2版，北京: 人民教育出版社。

维果茨基著∕余震球選譯。2005。《維果茨基教育論著選》第2版。北京: 人民教育出版社。

4) 與英日文譯本的計量比較

a) 俄文選集Выготский, Л. С. 1982-1984. Собрание сочинений в шести томах. МОСКВА: ПЕДАГОГИКА.

Lifanova (1996)所整理的Vygotsky總共275筆的出版目錄，主要集中在Vygotsky1924年至1934年間在莫斯科時期的研究，Vygotsky於1934年六月11日因肺結核英年抱恨早逝，死後才兩年，其所有著作自1936年起，隨即遭共產黨查禁，直到史達林死後三年，即1956年才解禁，但是原作已經毀損殆盡，面目全非。共產黨於1960年發給Vygotsky遺孀Rosa，准其重新出版Vygotsky著作，Rosa於1975年寫信給Lifanaova，感慨編輯出版Vygotsky全集的種種困難[2]，直到1982-1984年間才有六冊俄文版的Vygotsky選集的出版，但是此六大冊中顯然並未包括某些Vygotsky的重要著作，如：藝術心理學(1925)、教育心理學(1926)、行為簡史(1930)，以及1917-1924年間在Gomel期間散見於報章雜誌，為數眾多的文藝評論。目前Vygotsky基金會根據家人故舊門生所蒐集的Vygotsky Archive正努力籌畫重編約16巨冊的新版全集，或許能較完整地呈現Vygotsky氣派恢弘、博大精深的思想體系。

b) 英譯選集The collected works of L.S. Vygotsky. 6 vols. New York : Plenum Press, 1987-1999

1987至1999年前後費時12年所編纂翻譯的六冊英譯本的全集，主要根據1982-1984出版的俄文選集。

日本有神谷榮司等數位學者專家，長期投入Vygotsky經典著作的翻譯工作，累積成果相當可觀，和六大冊英譯本的選集相互對照，幾乎已涵蓋大部分。[3]東京大學的柴田義松教授更是當中值得令人敬佩的學者。與日文譯本相較，中文譯本（尤其是台灣的中文譯本）光是在量上就遠遠落後了。

c) 英譯日譯選集對比

Vol. 1 Problems of general psychology

vol. 1	Problems of general psychology. Edited by Robert W. Rieber and Aaron S. Carton ; prologue by Jerome S. Bruner ; translated and with an introduction by Norris Minick, 1987
39-285	Thinking and speech	『思考と言語』新読書社　2001
285-358	Lectures on psychology	『子どもの心はつくられる　ヴィゴツキーの心理学講義』新読書社　2003

Vol. 2 The fundamentals of defectology

vol. 2	The fundamentals of defectology (abnormal psychology and learning disabilities) ; translated and with an introduction by Jane E. Knox and Carol B. Stevens ; editors of the English translation, Robert W. Rieber and Aaron S. Carton, 1993
29-51	Fundamental problems of defectology
52-64	Defect and compensation	「障害と補償」『ヴィゴツキー心理学論集』学文社　2008，194-213
65-75	Principles of education for physically handicapped children	「身体的欠陥児の教育原理」『ヴィゴツキー障害児発達論集』ぶどう社　1982, 51-73
76-93	The psychology and pedagogy of children's handicaps	「子どもの欠陥性の心理学と教育学について」『ヴィゴツキー障害児発達論集』ぶどう社　1982, 9-50
97-109	The blind child
110-121	Principles of social education for the deaf-mute child
122-138	Compensatory processes in the development of the retarded child
139-149	The difficult child
150-152	Moral insanity
153-163	The dynamics of child character
164-170	Defectology and the study of the development and education of abnormal children
173-177	The study of the development of the difficult child
178-183	Bases for working with mentally retarded and physically handicapped children
184-190	Fundamental principles in a plan for pedological research in the field of "difficult children"
191-208	The collective as a factor in the development of the abnormal child
209-211	Introduction to Ia. K. Tsveifel's book: Essay on the behavioral characteristics and education of the deaf-mute
212-219	Introduction to E. K. Gracheva's book: The education and instruction of severely retarded children	「重度遅滞児の養育と教授」『ヴィゴツキー障害児発達論集』ぶどう社　1982, 75-88
220-240	The problem of mental retardation	「知能遅滞の問題」『ヴィゴツキー障害児発達論集』ぶどう社　1982, 127-168
241-291	The diagnostics of development and the pedological clinic for difficult children	「困難児の発達診断と児童学的臨床」『ヴィゴツキー障害児発達論集』ぶどう社　1982, 171-278
292-301	From addresses, reports, etc.

Vol. 3 Problems of the theory and history of psychology

vol. 3	Problems of the theory and history of psychology : including the chapter on the crisis in psychology ; translated and with an introduction by Rene van der Veer ; prologue by Robert W. Rieber and Jeffrey Wollock ; editors of the English translation, Robert W. Rieber and Jeffrey Wollock, 1997
33-144	Problems of the theory and methods of psychology
147-161	Preface to Thorndike
163-173	Preface to Bühler
175-194	Preface to Köhler
195-232	Preface to Koffka	「ゲシュタルト心理学における発達の問題　批判的検討」『ヴィゴツキー心理学論集』学文社　2008，77-142
233-343	The historical meaning of the crisis in psychology: A methodological investigation	「心理学の危機の歴史的意味　方法論的研究」『ヴィゴツキー著作選集1　心理学の危機　歴史的意味と方法論の研究』明治図書　1987, 93-288

Vol. 4 The history of the development of higher mental functions

vol. 4	The history of the development of higher mental functions ; translated by Marie J. Hall ; prologue by Joseph Glick ; editor of the English translation, Robert W. Rieber, 1997
1-251	The history of the development of higher mental functions	『文化的-歴史的精神発達の理論』学文社　2005
253-259	The question of multilingual children	「児童期における多言語併用の問題によせて」『「発達の最近接領域」の理論』三学出版　2003, 82-113

Vol. 5 Child psychology

vol. 5	Child psychology ; translated by Marie J. Hall ; prologue by Carl Ratner ; editor of the English translation, Robert W. Rieber, 1998
1-184	Pedology of the adolescent (selected chapters)	『思春期の心理学』新読書社　2004
187-205	The problem of age	「年齢の問題」『新児童心理学講義』新読書社　2002, 12-42
207-241	Infancy	「乳児期」『新児童心理学講義』新読書社　2002, 43-69
243-259	The crisis of the first year	「一歳の危機」『新児童心理学講義』新読書社　2002, 70-101
261-288	Early childhood	「幼児期」『新児童心理学講義』新読書社　2002, 102-140
289-296	The crisis at age seven	「七歳の危機」『新児童心理学講義』新読書社　2002, 152-16

Vol. 6 Scientific legacy

vol. 6	Scientific legacy ; translated by Marie J. Hall ; prologue by Dorothy Robbins ; editor of the English translation, Robert W. Rieber, 1999
1-68	Tool and sign in the development of the child	「子どもによる道具と記号（言語）操作の発達」『新児童心理学講義』新読書社　2002, 167-246 「子どもの発達における道具と記号（第2章）」『ヴィゴツキー学』2003, 4: 25-34 「子どもの発達における道具と記号（第5章）」『ヴィゴツキー学』2003, 4: 35-38
69-235	The teaching about emotions : Historical-psychological studies	「情動にかんする学説　歴史的-心理学的研究」『ヴィゴツキー学』2003, 4: 39-92；2004, 5: 41-84；2005, 6: 31-77
237-244	On the problem of the psychology of the actor's creative work

5). 優秀中文譯本的重要性

說和閱讀中文的總人口在世界上高居第一位，若與英譯本、日譯本和德譯本相較，中文譯本的數量遠遠不及，數量孕育質量，所以中文界若想嚴肅看待Vygotsky的相關研究和推廣教育問題，中文譯本在數量和質量上都有待加強。

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[1]詳見： ヴィゴツキー日本語著作のページへ http://platz.jp/~virgil/Vygotskyeworks.html#top#top

[2] Valerie Lowe (Producer). 2009. Lev Vygotsky Documentary DVD (1 hour and 53 minutes). http://www.vygotskydocumentary.com

[3]詳見： ヴィゴツキー日本語著作のページへ http://platz.jp/~virgil/Vygotskyeworks.html#top#top