The Neo-Vygotskian Approach to Alienation

Author: Muhammad Muslih, S2, UPI

The neo-Vygotskian approach is an evolution of Lev Vygotsky's original theories and ideas,
building on and expanding on his work in sociocultural theory. While Vygotsky's contributions
laid the groundwork, subsequent scholars and researchers expanded and refined his theories,
resulting in the emergence of the neo-Vygotskian approach.
Vygotsky's research centered on the social and cultural dimensions of human development,
emphasizing the importance of social interaction and cultural tools in shaping cognition. He
emphasized that learning is a collaborative process that takes place through meaningful
interactions with others in a sociocultural context. Individuals acquire knowledge and develop
higher-order thinking skills through social interactions, language, and the use of cultural artifacts
and tools, according to Vygotsky.
The social and cultural dimensions of human development and learning are highlighted in the
neo-Vygotskian approach. The concept of alienation, which refers to a sense of disconnection or
estrangement experienced by individuals within social and cultural contexts, is one aspect that
aligns with this approach.
Vygotsky's original research was primarily concerned with the role of social interaction and
cultural tools in shaping cognitive development. Following scholars, however, have expanded on
his ideas to investigate the impact of alienation on learning and development. Alienation occurs
when people feel disconnected from their community's cultural practices, norms, and values,
resulting in feelings of isolation and disengagement.
Alienation, according to neo-Vygotskian theory, can impede learning and development,
particularly in the context of education. Learners may experience reduced motivation, disinterest,
and a lack of meaningful engagement when they feel disconnected from the content, instructional
methods, or the larger learning environment. This can make it difficult for them to make
connections, construct knowledge, and develop higher-order thinking skills.
Alienation in education can take many forms. It can happen, for example, when there is a
cultural mismatch between students' backgrounds and the curriculum, resulting in a sense of
exclusion or marginalization. Students may struggle to see the relevance and applicability of
what they are learning, which can lead to a lack of ownership and investment in their education.
Furthermore, rote memorization, passive learning, and a lack of student agency and voice can all
lead to alienation. Students may feel detached from their own learning and disconnected from the
educational setting if they are not actively involved in the learning process, if their ideas and
experiences are not valued or acknowledged.
Within the neo-Vygotskian framework, addressing alienation necessitates a focus on creating
inclusive and culturally responsive learning environments. This entails acknowledging and
appreciating students' diverse backgrounds, experiences, and ways of knowing. Educators should
strive to create a classroom culture that encourages collaboration, meaningful dialogue, and
active participation by all students.
This can be accomplished in practice through pedagogical approaches such as cooperative
learning, project-based learning, and inquiry-based instruction. These methods encourage social
interaction, collaboration, and the investigation of real-world issues and contexts. Educators can
help reduce feelings of alienation and increase students' sense of relevance and agency by
connecting learning to their students' lives and interests.
Technology can also help to address alienation in education. Digital tools and platforms, when
used intentionally and inclusively, can facilitate authentic communication, collaboration, and the
amplifying of student voices. Online spaces can foster a sense of belonging, facilitate cultural
exchange, and enable students to express themselves in ways that are consistent with their
identities and experiences.
Finally, the neo-Vygotskian approach recognizes the importance of addressing alienation in
education. Educators can reduce feelings of disconnection and foster meaningful engagement
and learning by promoting inclusive and culturally responsive practices. Recognizing and
appreciating students' diverse backgrounds and experiences is essential for creating an
environment in which all learners can thrive and reach their full potential.