Vygotsky argued that learning is a social phenomenon. A multi-step process that is first initiated by observation, learning is not a linear process—rather, it is cyclical—and the observation phase may persist before the next phase of learning can begin.

The concept of mediation describes the ways knowledge is transmitted between objects and individuals. Cultural tools and symbols are the meaningful products of mediation, they are the direct result of active engagement with our community (John-Steiner & Mahn, 1996). Additionally, the ways we engage with the tools of our society shape our understanding of that society and indelibly mark our participation in it.

Vygotsky’s research created a space for understanding how we internalize, or appropriate, our social conditions through this essential process of mediation. It’s through this process of internalization that we are able to make sense of these cultural symbols and assign meaning and purpose to them (Jones, 2009).

As Rizzo explains, “Internalization is not simply a general process involving the movement from the external to the internal. Rather, it is best seen as a series of cyclical movements from the interpersonal to the intrapersonal with the contribution of cognitive reflection at the intrapersonal level increasing in importance and complexity with successive cycles” (p. 236). Vygotsky also argued that some information may never get fully internalized and will forever remain at a surface level (Rizzo, 1998).

Once the processes of mediation and internalization have been successful, the next step in knowledge acquisition is scaffolding. Scaffolding refers to “a teaching method that enables a student to solve a problem, carry out a task, or achieve a goal through a gradual shedding of outside assistance” (Pinantoan, 2013).