2. Distinctive features:
1. Formation of a new quality
2. Origination of a higher level
3. Self-conditionality
4. Wholeness of movement
5. Multi-composition
3. Basic concepts of cultural-historical
psychology
1. Freedom
“The highest problem of the psychological science is the
problem of human freedom”
(L.S. Vygotsky)
2. Consciousness
“Consciousness is the subject of psychology, but old
psychology of consciousness could not study the “facts of
consciousness”. “To become consciously aware means to
master”
(L.S. Vygotsky)
4. Basic concepts of cultural-historical
psychology
3. Personality
“Free individuality” (K. Marx)
“Higher psychological synthesis” and the
central problem of psychological science (L.S.
Vygotsky)
4. Development
Personality's means of existence
5. Basic lines in the movement of
development
1. Organic growth and maturity
2. Development of elementary psychic
3. Socialization
4. Cultural development
5. Development of personality
6. Content of basic lines of
development
1. Growth, maturity, physical and physiological
improvement. Actualization of inbred potentials
in the communication and human way of life.
2. Formation of fundamental human abilities.
Differentiation and enrichment of “natural”
psychic.
3. Mastery of meanings. Consciousness'
enrichment with normative knowledge and ways
of action.
7. Content of basic lines of
development
4. Mastery of psychological means and
transformation of elementary psychic into
cultural one. Entry to the environment of senses
of human existence, activities and relationships.
5. Development of psychic's volitional sphere,
which defines and integrate all processes of
development in all the lines and all the stages of
ontogenesis.
8. Unit of self-development
“We should have long ago stopped to oppose an individual and
abstractly understood society. An individual is a direct social being.”
(K. Marx)
D.B. Elkonin:
Individual – Society
Child - Adult
Child Adultand
Adult
Child
9. Unit of self-development
Vygotsky: “Consciousness of a “Grand-We” type”.
It is a consciousness of both a child and an adult,
who communicates with him. It is characterized by
the fact that these two consciousnesses don't have
the dividing border.
10. “So, E. Seguin pointed that the these children' main
shortcoming of all is the lack of will.
The disorder of will, by his words, is much more important
than all the other physiological and psychological disorders
together. Will - the lever of all actions, all abilities is absent
in a child with mental retardation. The dome of your
building is absent of a corner stone. The whole building
will fall apart if you, satisfied only by outer decorations,
move away and don't add strength to your work, i.e. don't
bind new abilities, which were developed in study, by
organic bond – free will.”
(L.S. Vygotsky “The Problem of Mental Retardation”,
Collected works, volume V, p. 231)
11. The problem of sense and meaning
“The word acquires its sense in the phrase. The
phrase itself, however, acquires its sense only in the
context of the paragraph, the paragraph in the
context of the book, and the book in the context of
the author's collected works. Ultimately, the word's
real sense is determined by everything in
consciousness which is related to what the word
expresses.”
(L.S. Vygotsky. Thinking and speech. Collected works,
volume II, p. 347)
12. The problem of sense and meaning
“Sense is a dynamic, fluid, and complex formation which
has several zones that vary in their stability. Meaning is
only one of these zones of the sense that the word acquires
in the context of speech. It is the most stable, unified, and
precise of these zones.” (ibid. p. 346)
“The question of personal sense may be answered by the
disclosure of corresponding motive... Sense is expressed in
meanings (like motive in goals), but meaning is not
expressed in a senses” (A.N. Leontiev. The problems of
psychic development. 1981. p.301)
13. Generalization types
1. Empirical (Formal-logical)
Empirical knowledge is formed through the comparison of
objects and one's notion of them, which allows to allocate the
equal and common qualities in them.
(V.V. Davydov. Theory of developmental education. 1996,
p.72)
2. Theoretical (Scientific)
Theoretical knowledge appears by the way of analysis of role
and function of some specific relation in the holistic system,
which, at the same time, acts as the genetic original base of all
its manifestations. (ibid.)
14. Generalization types
3. Philosophical (Hermeneutic)
Is the result of elucidation of sense context of the whole
knowledge system, which includes the concept.
4. Primary (Primary psychological generalization)
Appears in the situations of child's communication with close
adult, when a child tries, with the help of an adult, to achieve
his own goal.
“Generalization comes to development by the act of
communication”
(L.S. Vygotsky, Early childhood, Collected works, volume IV, p.
335)
