Abstract

Vygotsky’s approach to the problem of method in face of the crisis in psychology is actual today as was in his time and contributes to the debates concerning the formation of psychology as a mature science. Despite undergoing different stages of development, Vygotsky’s method and theory form a totality that facilitates understanding each of its stages as much as its different constituents. The thread that constitutes this unity in diversity is the concept of ‘consciousness’. In this article, this thesis will be substantiated through an analysis of Vygotsky’s discussions on method, on consciousness as the subject-matter of the science of psychology, and on his approach to the education of children with disabilities. Vygotsky’s theory is based on a transformative praxis that aims for the constitution of independent consciousness.