Introduction

This chapter illustrates the developmental dimension of educational processes in relation to cogenetic logic using the example of L. S. Vygotsky’s zone of proximal development. The process of education is always the arena of dramatic ideological changes in human collectives. Human collectives sometimes value developmental trajectories that focus on the body strength or appearance. Some other collectives value other qualities, such as the ability to build social relationships or to produce goods. The chapter discusses Vygotsky’s zone of proximal development as an early example of a cogenetic concept. It examines the implications of the concepts of window of possibilities and cogenetic logic, mainly as synchronic sub-parts of a system. Any educational intervention is meant for a non-yet existing child, assuming that the real child must change in the future as result of the pedagogical action. The chapter also presents an overview of the key concepts discussed in this book.