Was that really Vygotsky I read?

There is something about the "dramatic moment of impediments,struggles, and transformation" we read in Vygostsky last semester that resounds in Case Study research(KS 134). The one vs. the many strikes to the heart of democracy-even if not present public education. The Triad of teacher/student/society (visualize a triangle for the scientific research results) promotes a realistic value of the individual building on some "reality" actually chosen by the researcher. Beyond the "science" is a real face with hopes, dreams, and possibilities that may or may not be "codified" in a way acceptable to true academia as "minor league of research, case study research [offers] up a few promising ideas to big leagues where true professionals..."(K/S 131).
The question may be, should the researcher look at the value of the Case Study to draw the audience into the narrative to validate the worth of the single student and the front line teacher? When Newkirk talks about "author-izes", "aesthetic patterns" and "mythical narratives" the promotion of dramatic cultural beliefs somehow get set in a specific time and place that allows for fluidity. Power to the Case Study! After all is said and done the dramatic moment offers imagination of possibilities. After all, in one of my previous lives I was a confidant to Catherine the Great (thanks Vygotsky!) not a kitchen maid.
Somehow the L/A piece almost seemed too contrived-maybe science for the sake of science. The results of "staying the line" in scientific discovery appear to forget the reason for the testing. I understand Emig identified many details for variable identification and did acknowledge the context, nature of the stimulus, and all the process steps (L/A 31).But the samplings seemed too small to make the statistics useful. Personally, I like when the narrative of the Case Studies places the statistics with specific students. What do we do with the concepts of the individual being taught or not taught the expectations of what I will call "functional composition"? At first glance Graves may be addressing what we assume as truth today. Environment, sex, development level, etc. needed to be formally addressed in another time and place. That value can not be minimized. And even Flowers and Hayes, standards in composition theory, get into the mix with their caveats of expert/novice goal setting, "Pregnant Pause" and getting started in the writing.
Thought/ Process/ Influences (again visual the scientific triangle diagram or maybe overlapping circles with test scores and school budgets) appear to be the connecting triad of Emig/Graves/Flowers and Hayes in the earlier attempts to "scientificize"(my word) and legitimize the importance of writing in everyday life.
Love the terms "episode boundaries" vs. "paragraph boundaries". What do people think of those?
I apologize for being a little late, but I was having difficulty "planning @ many levels". After all, the narrative itself is about compostition.