Vygotsky vs Piaget

Vygotsky and Piaget: Philosophy and Education in Concept Acquisition and Knowledge Development

• Vygotsky believed in the sociogenetic development of knowledge, while Piaget believed in the parallelism between knowledge and faculties.
• Piaget believed in the individualistic notion of spontaneous concept acquisition, while Vygotsky emphasized the importance of cultural context in everyday concept development.
• Piaget's lack of interest in social factors influencing knowledge development may be due to the ideological climate of his time.
• Vygotsky rejected mind/world dualism and believed in the historically and socially developed space of reason for knowledge acquisition.
• Vygotsky's scientific concepts arise within the social environment and are constituted by their logical relation to other concepts.
• Piaget's notion of opposition sees elements as distinct and separate, while Vygotsky sees it as a process of transcendence to which both concepts contribute.
• Conscious awareness is the ability to reflect upon the process of reflection, and it is linked to scientific concepts.
• Conscious awareness allows for the creation of a net from previously learned concepts and distinguishes between everyday and scientific concepts.
• Everyday and scientific concepts have different languages, and verbalism is a disease created by the school system.
• Summative assessment does not fit the real development of complex thoughts and concepts, while formative assessment provides ongoing feedback.
• UTMN universities' mandatory final exams may fail to achieve the understanding of scientific concepts for their students.
• The difference between Vygotsky and Piaget's approaches to knowledge development lies in their emphasis on social factors and cultural context, respectively.