The interdependence between forms of mutuality and the development of theoretical interest in the classroom

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Abstract
The present Vygotskian community is divided by a common language, 1 argue. By closer inspection there appears to be 2 quotation communities. The reasons for this are many, but the main reason seems to be the different reception histories of Vygosky's work in Russia and in the U. S., respectively. Concurrently, on the continent there also exist 2 different quotation communities. In one community Vygotsky's work initially was introduced through his Russian disciples; in the other community through his American adherents. This article focuses on a Vygotsky‐inspired curriculum rationale that is not yet widely known abroad. It is authored by El ‘konin and Davydov. In Russian parlance this approach is called Developmental Education. By closer inspection it turns out that there is a remarkable family resemblance between this approach and the American approach known as the Schools‐for‐Thought movement. Here both approaches are juxtaposed and critically valued.

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