Vygotsky Philosophy and Education -- Copyright -- Contents -- Series Editor Preface -- Preface -- 1 Introduction -- Notes -- References -- 2 Situated Cognition and Contextualism -- Decontextualisation -- Theorising the institutional -- The historical background -- Situated cognition -- The transfer problem and the implications for policy -- Determination, conditioning or shaping? -- Notes -- References -- 3 Constructivism and Schooling -- Representation as a paradigm -- Robert Brandom -- Theorising mediational means within a representationalist paradigm -- Constructivism -- Schooling, constructivism and knowledge -- Conclusion -- Notes -- References -- 4 Vygotsky and Piaget: A Case Of Different Philosophies -- Introduction to the philosophic background -- Vygotsky and Piaget: scientific/everyday concepts -- Consciousness -- Conclusion -- Notes -- References -- 5 Spinoza and Free Will -- Freedom -- Free will -- Spinoza and truth -- Determinism and development -- Conclusion -- Notes -- References -- 6 Vygotsky, Hegel and the Critique of Abstract Reason -- Kant and dualism -- Hegel and dualism -- Vygotsky and Hegel -- Notes -- References -- 7 Vygotsky, Hegel and Education -- Foundationalism and anti-foundationalism -- The conception of science -- The idea of development -- The ideal and the real -- Implications for education -- Notes -- References -- Index.