Special Issue, Journal of Cognitive Education and Psychology (JCEP) 

(Anticipated Publication March 2019) 
The Vygotskian Approach to Instruction  

Guest Editors:      Yuriy Karpov, Touro College 
Guest Editors:      Alex Kozulin, International Center for the Enhancement of Learning Potential 

The purpose of this special issue is to provide readers with examples of Vygotskian-based instructional programs and descriptions of their learning outcomes. The issue will consist of two parts.  

The first part of the issue will be dedicated to early education (preschool, primary) instructional programs, developed within the Vygotsky-Zaporozhetz-Venger theoretical framework.   

The second part will be focused on instructional programs for elementary and secondary instruction developed within the Vygotsky-Galperin-Davydov-Talyzina theoretical framework. 

If you are interested in participating in this project, please submit your contribution proposal:  title of article, abstract (300 words maximum), names and affiliations of all contributors.  Please send your proposals by September 30, 2017 to This email address is being protected from spambots. You need JavaScript enabled to view it.  and  This email address is being protected from spambots. You need JavaScript enabled to view it.  

If your contribution proposal is accepted, the timeline for the project is as follows: 

  1. Contributors submit initial draft of the article by June 30, 2018. 
  2. Editors will provide feedback on the drafts by September 30, 2018. 
  3. Final manuscripts to be submitted by December 30, 2018.  
  4. Target date for publication March 2019 


Special Issue, Journal of Cognitive Education and Psychology (JCEP) 

(Anticipated Publication 2018) 
Dynamic Assessment of First and Second Language Development 
Guest Editor: Matthew E. Poehner, The Pennsylvania State University 

The theoretical accounts of human development articulated by L. S. Vygotsky (1978, 1987) and Reuven Feuerstein (Feuerstein, Falik, Rand, & Feuerstein, 2003; Feuerstein, Feuerstein, & Falik, 2010) both assign a central role to mediation, wherein individuals engage in cooperative activity that allows learners to perform beyond their current capabilities. Much more than an important contribution to psychological theory and research, this insight has immediate implications for educational practice as specially designed activities and interactions can be orchestrated to reveal the full range of learner abilities and promote their development. Among the well-known proposals that have been developed through this work are Zone of Proximal Development, Mediated Learning, and Dynamic Assessment. While specific practices and procedures elaborated by Vygotsky, Feuerstein, and their colleagues differ (Miller, 2011), they are driven by a shared conviction: an individual’s independent functioning, no matter how successful or unsuccessful it may be, reveals only the results of his/her history and does not, in itself, offer an appropriate basis for interpreting potential future development. As Kozulin (2003) observes, what Vygotsky and Feuerstein offer is an inherently optimistic view of human beings and their abilities that eschews determinism and emphasizes potential for change. From this perspective, the future is not a simple continuation of the past but exists in dialectic relation with it; that is, the future contains the past but is actively constructed through efforts in the present (Ollman, 2003). In this way, the possibilities for every individual remain as yet unknown, or as Shakespeare might describe it, the ‘undiscovered country’.  

Such optimism was no doubt important to both Vygotsky and Feuerstein as both scholars worked to address humanitarian crises: Vygotsky sought to meet the needs of diverse populations undergoing dramatic social upheaval following the Russian Revolution while Feuerstein endeavored to remediate children who had survived the Holocaust. The first decades of this century, marked by pressures associated with globalization, unprecedented technological advances, and increased international migration and diaspora, have presented new crises and renewed urgency to help individuals develop their capabilities. One domain where this is especially true is language. Developing first language literacy and communicative abilities must increasingly be matched by the study of additional languages, whether it is English-speakers learning other international languages or individuals studying English as a lingua franca.  

Against this backdrop, the Journal of Cognitive Education and Psychology is pleased to announce a special issue devoted to dynamic assessment, mediated learning, and related concepts in contexts of first and second language and literacy development. Proposals are invited that showcase recent and ongoing advances in mediation-based approaches to education (including assessment procedures, curriculum design, instructional technologies, and intervention programs) involving first or second language development, including both literacy development and bilingualism/multilingualism. Papers may report original empirical studies as well as more conceptual studies that can inform the design of frameworks to support the efforts of researchers and practitioners. By bringing together scholars from various disciplines, the special issue aims to facilitate dialogue and possible collaboration that follows in the footsteps of Vygotsky and Feuerstein to respond to pressing social challenges of our time. 

Please submit titles and abstracts (300 words maximum) to JCEP editor David Tzuriel (This email address is being protected from spambots. You need JavaScript enabled to view it.) and to special issue guest editor Matthew E. Poehner (This email address is being protected from spambots. You need JavaScript enabled to view it.). Full consideration will be given to abstracts received by 23rd September. After abstracts have been reviewed, authors will be contacted so that preparation of full manuscripts may begin. 


Full drafts of manuscripts due 31st December, 2017 

Reviews returned by 15th February, 2018 

Revised manuscripts due 15th March, 2018 

Anticipated publication of special issue Spring/Summer 2018