**3. Vygotsky's socio-historicism and inclusive entanglement in relationalities**

The above theorisation of the isolated genius was however later expanded further through Vygotsky's socio-historicism that posited the value of the social context in

explaining intrapsychic processes [12]. For example, his ideas on zone of proximal development between the actual and potential levels of performance ushered in the recognition of inclusion of social contextual factors in explaining intrapsychic processes. The presence or absence of powerful people in one's context or neighbourhood and context according to this theory are essential in also enabling the person to perform cognitively as these others [12]. The idea of the isolated genius was consistently continuing to be questioned and/or enriched. Even Piaget through his notions of assimilation and accommodation was beginning to see the value of the context in developing one's intrapsychic abilities such as cognition [9]. According to these notions, the objects in the environment constitute the material out of which one's cognition is crafted. Through the senses of perception, we assimilate that which is outside and convert it into images, then proceed to categorise them into schemata, which are subsequently synthesised into ideas as the latter are abstracted [13]. The latter are the materials crafting and growing one's cognitive abilities. The old ideas in one's mind, also shift and get adjusted when new ideas are assimilated [13]. The old are transformed to accommodate the new ideas out of which more advanced modes of thinking are created [14]. In our view these processes demonstrate the power and value of inclusivity as the new gets included to enrich the old. At this stage the isolated genius seems to function best in inclusive environments where one can learn, assimilate, and accommodate new ideas from others to improve one's own cognitive abilities that are critical in securing employment [14].
