Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology最新文献_第8页

The Human Self: the Illusion of a Riddle 人类的自我:谜语的幻觉

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Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology Pub Date : 2021-01-01 DOI: 10.17759/CHP.2021170104

G.V. Lobastov

{"title":"The Human Self: the Illusion of a Riddle","authors":"G.V. Lobastov","doi":"10.17759/CHP.2021170104","DOIUrl":"https://doi.org/10.17759/CHP.2021170104","url":null,"abstract":"В статье предпринимается попытка дать внутренний абрис логики исследования Ф.Т. Михайловым проблемы человеческого Я. Анализируются принципы анализа и содержательный путь становления Я — от проблемы возникновения психики до формы развитой творчески-свободной личности. Осуществляется рефлексия логических категорий и их формальная и содержательная связь с проблематикой и методами теоретических исследований в психологии. Показана диалектика понятия Я — как в объективной действительности, так и в самосознании индивида. Субъектность Я представлена как выражение общественного целого и внутренней логики его развития. Эта логика целого является потенциальным основанием творческой способности Я. Творящая способность возникает в противоречии всеобщего и особенного, различение которых выступает, по мысли Ф.Т. Михайлова, самой сложной проблемой. Но именно в решении этой проблемы лежит разгадка феномена Я. А тем самым и свободы — как объективного самоопределения человека в бытии и в мышлении. Воспроизведение логики мысли Ф.Т. Михайлова автором осуществляется в собственном синтезе проблем, которые высвечивают основную линию в понимании проблемы Я.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87838763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Lecture Four. Structure and Functions of Cultural Operations in Children 四个讲座。儿童文化操作的结构与功能

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Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology Pub Date : 2021-01-01 DOI: 10.17759/chp.2021170304

L. Vygotsky

引用次数: 0

Playworlds as Ways of Being, A Chorus of Voices: Why are Playworlds Worth Creating? 作为存在方式的游戏世界:为何游戏世界值得创造?

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Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology Pub Date : 2021-01-01 DOI: 10.17759/chp.2021170313

B. Ferholt, Robert Lecusay, A. Rainio, S. Baumer, K. Miyazaki, M. Nilsson, L. Cohen

{"title":"Playworlds as Ways of Being, A Chorus of Voices: Why are Playworlds Worth Creating?","authors":"B. Ferholt, Robert Lecusay, A. Rainio, S. Baumer, K. Miyazaki, M. Nilsson, L. Cohen","doi":"10.17759/chp.2021170313","DOIUrl":"https://doi.org/10.17759/chp.2021170313","url":null,"abstract":"This paper discusses the playworlds of the Playworld of Creative Research (PWCR) research group. Play¬worlds are created from a relatively new form of play that can be described as a combination of adult forms of creative imagination (art, science, etc.), which require extensive real life experience, and children’s forms of creative imagination (play), which require the embodiment of ideas and emotions in the material world. In playworlds, adults and children (or teenagers or seniors) enter into a common fantasy that is designed to support the development of both adults and children (or teenagers or seniors). The PWCR understands play¬worlds and the study of playworlds as ways of being. In this paper we present unique, individual playworlds that we truly love from the perspective of researchers, artists, teachers, children, administrators, and imagi¬nary characters, who participate in playworlds. We use a master fiction writer’s words on the love of literature to frame our discussion of playworlds, focusing on truth, time, human magic, infinite possibilities, fun, and the enriching and intensifying (and so, creating) of the real in playworlds in Japan, Finland, Sweden and the US.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78251511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Attitude Towards Studying in Different Periods of Russian School Education Development 俄罗斯学校教育发展不同时期的学习态度

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Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology Pub Date : 2021-01-01 DOI: 10.17759/CHP.2021170112

A. Andreeva

{"title":"Attitude Towards Studying in Different Periods of Russian School Education Development","authors":"A. Andreeva","doi":"10.17759/CHP.2021170112","DOIUrl":"https://doi.org/10.17759/CHP.2021170112","url":null,"abstract":"Основанием для проведения исследования послужила гипотеза о том, что отношение к учению подростков, завершающих курс основного общего образования, меняется в зависимости от конкретных социально-экономических требований общества. Отношение к учению рассматривается в единстве его мотивационного и эмоционального компонентов. Представлены результаты сравнительно-исторического анализа отношения к учению выпускников основной школы и их сверстников послевоенных лет и эпохи развитого социализма. Исходными для сопоставления стали данные исследований, проводившихся в научной школе Л.И. Божович во второй половине прошлого столетия. Методический инструментарий и параметры выборки испытуемых определялись в соответствии с требованиями сравнительно-исторического исследования. Сравнение с данными исследований советской эпохи производилось как по количественным параметрам, так и по качественным описаниям возрастных закономерностей развития личности подростков. Показано, что социальная ситуация развития оказывает значимое влияние на содержание и структуру учебной мотивации выпускников неполной средней школы. В послевоенные годы наиболее значимыми оказывались мотивы получения профессии, а в годы застоя — учебно-познавательные мотивы, причем их ранговые позиции были удалены друг от друга на несколько пунктов. Для современных выпускников эти мотивы сблизились и занимают лидирующие позиции в иерархии: учебно-познавательные мотивы выступают в роли мотивовстимулов, а следующие за ними мотивы получения профессии выполняют смыслообразующую функцию. Отношение к учению у сегодняшних выпускников основной школы эмоционально более насыщенное и противоречивое, чем у их сверстников послевоенных лет и эпохи застоя, что свидетельствует о напряженности ситуации самоопределения в условиях вариативности современной образовательной среды.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77412987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Collective Imagining: The Early Genesis and Development of a sense of Collectiveness during Infancy 集体想象:婴儿期集体意识的早期发生和发展

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Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology Pub Date : 2021-01-01 DOI: 10.17759/chp.2021170312

G. Fragkiadaki, M. Fleer, P. Rai

{"title":"Collective Imagining: The Early Genesis and Development of a sense of Collectiveness during Infancy","authors":"G. Fragkiadaki, M. Fleer, P. Rai","doi":"10.17759/chp.2021170312","DOIUrl":"https://doi.org/10.17759/chp.2021170312","url":null,"abstract":"On entering formal education, infants face the demand of participating in collective educational rou¬tines and learning experiences. However, in this age period, the sense of collectiveness is still in an embry¬onic form. This study explored how infants enter into and experience the need for collectiveness and how teachers create the conditions for the development of a sense of collectiveness during infancy. Our educa¬tional experiment drew on a Conceptual PlayWorld, as a collective model of practice for the development of play and imagination. Thirteen infants (0,5—2 years old) participated in the study. Visual methods were used for digital data collection and analysis. It was found that, being in the imaginary situation as play part¬ners, teachers introduced to the infants’ environment the demand to align with the collective, consistently facilitated and sustained infants’ motive orientation to the collective. The use of props, the embodiment of the experience and the shift from physical objects and concrete spaces to a shared intellectual and abstract space appeared to be critical. The findings inform everyday practice and policy opening up a new area of understanding about the concept of collective imagining, as an important concept for the development of a collective orientation for infants.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74366634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Mikhailov’s Concept of ‘Appeal’: Philosophical and Pedagogical Meaning 米哈伊洛夫的“吸引力”概念:哲学与教育学意义

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Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology Pub Date : 2021-01-01 DOI: 10.17759/CHP.2021170103

концепции «обращений, Владимир Возняк, Vladimir S. Voznyak, Ruslan S. Konyk

{"title":"Mikhailov’s Concept of ‘Appeal’: Philosophical and Pedagogical Meaning","authors":"концепции «обращений, Владимир Возняк, Vladimir S. Voznyak, Ruslan S. Konyk","doi":"10.17759/CHP.2021170103","DOIUrl":"https://doi.org/10.17759/CHP.2021170103","url":null,"abstract":"В статье рассматривается философско-образовательный смысл концепта Ф.Т. Михайлова «обращение». Обращение изнутри человеческой субъективности к субъективности других (и тем самым — к самому себе) в поисках со-чувствия, со-мыслия и со-действия понимается философом в качестве порождающего отношения человека и его способа бытия, всех субъектных свойств человека. Тем самым акцент переносится из внешне детерминирующих факторов на субъектную самость, на ее самодвижение в качестве causa sui. Если обращение является для человека порождающим отношением, то в образовательном процессе, где индивиды возводятся в образ человека, должно доминировать именно оно, а не трансляция знаний, умений и навыков. Всё, что вводится в контекст общения учащихся и учеников, должно так или иначе предстать в виде обращений к живым людям, к учащимся в первую очередь, и только тогда оно является собственно культурой. Культура же в таком своем эйдосе становится «третьим субъектом» нормального образовательного процесса, обеспечивающего целостное развитие личности.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75385572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ethnic Identity and Psychological Well-Being of Russians in Post-Soviet Space: The Role of Diaspora 后苏联时代俄罗斯人的民族认同与心理健康:散居侨民的作用

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Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology Pub Date : 2021-01-01 DOI: 10.17759/chp.2021170402

N. Lebedeva

引用次数: 2

One More Time on the Zone of Proximal Development 再一次讨论最近发展区

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Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology Pub Date : 2021-01-01 DOI: 10.17759/chp.2021170204

V. Zaretsky

{"title":"One More Time on the Zone of Proximal Development","authors":"V. Zaretsky","doi":"10.17759/chp.2021170204","DOIUrl":"https://doi.org/10.17759/chp.2021170204","url":null,"abstract":"The article presents an analysis of L.S. Vygotsky’s concept of a zone of proximal development (ZPD); considers various ZPD definitions; provides a critical review of the most popular definition of ZPD as adopted from L.S. Vygotsky’s 1935 work and used as basic by English-speaking authors. Taking into account the fact that L.S. Vygotsky’s general methodological intention was to establish psychology as a practice and that his developmental theory as well as the ZPD concept development remained incomplete due to the known life circumstances, we analyze L.S. Vygotsky’s writings that allow for another ZPD conceptualization, which differs from the one implied by the 1935 definition, so as to attempt at reconstructing the concept. In reviewing L.S. Vygotsky’s assumptions regarding the learning-development relationship; ZPD; its relevance for diagnostic assessment and teaching; feasibility of extrapolating the ZPD concept onto different personality aspects, the authors identify substantive aspects of the ZPD concept that the \"canonical\" definition lacks. The article describes a multidimensional model of ZPD, which has taken shape within the Reflection-Activity Approach to assisting students with overcoming learning difficulties and which integrates Vygotsky's key ZPD-related ideas. E.G. Yudin’s conceptualization of methodological functions of conceptual schemes is used to reconstruct the methodological status of the ZPD concept. The authors demonstrate that, since its inception, the ZPD concept has passed through the stages of an explanatory principle, a research subject, and a methodological tool for constructing new subjects of research and development.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76673073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

On Revisionism in Vygotskian Science. Commentary on «In August of 1941» by Yasnitsky and Lamdan (2017) 论维果茨基科学中的修正主义。亚斯尼茨基和拉姆丹对《1941年8月》的评论(2017)

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Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology Pub Date : 2021-01-01 DOI: 10.17759/chp.2021170319

T. Akhutina

{"title":"On Revisionism in Vygotskian Science. Commentary on «In August of 1941» by Yasnitsky and Lamdan (2017)","authors":"T. Akhutina","doi":"10.17759/chp.2021170319","DOIUrl":"https://doi.org/10.17759/chp.2021170319","url":null,"abstract":"In this article we analyze the shift in Vygotskian science from “archival revolution” to the revelatory “revisionist revolution”, which Yasnitsky and colleagues proclaimed in 2012. The aim of revisionist revolu¬tion supporters is a critical analysis of the scientific heritage of Vygotsky, Luria and their colleagues, and the demythologization of Vygotsky’s personality as well as the scientific contribution of his school. We ana¬lyze in detail a selected set of the papers within “revisionist” movement and describe their advantages and disadvantages, and further question the soundness of statements of these papers. We justify our disagree¬ment with the exposed by revisionist papers undervaluation of the results of Luria’s Central Asian expedi¬tions. We also refute the assumptions of Yasnitsky and his colleagues about the absence of documentary evidence demonstrating that the heritage and name of Vygotsky were under administrative prohibition during the years of Stalinism, and provide corresponding documents. We conclude that ignorance of one group of facts, tendentious analysis of the other facts, and partiality in the discussion lead the researchers who work on “revisionist revolution” to misrepresent psychological science development.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87031086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Lectures on the Psychology of Development 发展心理学讲座

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Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology Pub Date : 2021-01-01 DOI: 10.17759/chp.2021170201

L. Vygotsky

引用次数: 0