Sociocultural psychology and caring pedagogy: Exploring Vygotsky's ''hidden curriculum''

Journal/Book: Educ Psychol. 1998; 33: 10 Industrial Ave, Mahwah, NJ 07430-2262. Lawrence Erlbaum Assoc Inc. 23-33.

Abstract: In this essay, I analyze the value presuppositions implicit in Lev Vygotsky's sociocultural perspective on learning and development, and thus explore what might be called Vygotsky's ''hidden curriculum''-the unstated goals and messages of his educational-developmental psychology. I do so by bringing Vygotsky's work into dialogue with that of Nel Noddings, who articulated an approach to ethics and moral education that highlights the centrality of care and caring in human life. I argue, ultimately, that the value assumptions and presuppositions embedded in Vygotsky's psychology-in both its original and its contemporary forms-are similar to those that inform Noddings' conception of care and caring pedagogy, and thus that Vygotsky and Noddings share common moral concerns and commitments, particularly with respect to the characteristics of positive learning experiences.

Note: Article Tappan MB, Colby Coll, Program Educ & Human Dev, 4426 Mayflower Hill, Waterville,ME 04901 USA

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