SYMP 177 - Exploring mediational means and psychological tools of learning and development in multiple international contexts

The symposium will address the notion of mediation, distinguish the notions of mediational means (Wertch, 1998) and psychological tools (Vygotsky, 1982), and explore the relationship between them in the multiple contexts of learning. Although different in their nature, the terms “mediational means” and “psychological tools” have often been used interchangeably in current research studies and conceptualizations of cultural-historical practices around the world.

The notions of meditational means and psychological tools have been addressed by a number of scholars who work in the tradition of cultural-historical psychology and activity theory (Elkonin, 1982; Wertsch, 1995). Some focused on their role in the development of higher psychological functions. Others described their characteristics and the dichotomy of external-internal. In some rare cases, the focus was on their role in the process of the development of higher psychological functions.

There has been less attention and lack of research on the connection between mediational means as artifacts mediating external activity, and psychological tools as tools of the mind that mediate inner psychological processes and lead to the mastery of one’s own behavior and the development of higher psychological functions. The presenters will discuss mediational means and psychological tools of the learning activity that leads to the development of higher psychological functions of reflection, theoretical thinking, and prediction. The discussion will focus on the types of mediational means and their potential in the development of psychological tools. The methodological approaches to the study of tool-mediated action, which include the experimental-genetic method, projective method, and qualitative research methodology will be addressed.

The researchers and educators from Ireland, USA, and Russia will engage the audience in a discussion of the recent research in multiple contexts of mediated activity in education. Grounded in Vygotsky’s scholarship, it is our intention to discuss the difference between meditational means/artifacts of the activity and psychological tools and explore the transformational potential of some meditational means being transformed into psychological tools.