Formation of the psychological theory of L. Works of L.S.
Vygotsky Lev Semyonovich(1896-1934 Orsha, Russian empire) - known in the world psychology of owls. psychologist.
V. created the most famous cultural and historical concept of the development of higher mental functions, the theoretical and empirical potential of which has not yet been exhausted (which can be said about almost all other aspects of V.'s work).
IN early period creativity (until 1925) Vygotsky developed the problems of the psychology of art, believing that the objective structure of a work of art causes at least 2 against in the subject. affect, the contradiction between which is resolved in the catharsis underlying aesthetic reactions. A little later, V. develops problems in the methodology and theory of psychology (“The Historical Meaning of the Psychological Crisis”) and outlines a program for constructing a concrete scientific methodology of psychology based on the philosophy of Marxism (see Causal Dynamic Analysis).
For 10 years Vygotsky L.S. engaged in defectology, creating in Moscow a laboratory for the psychology of abnormal childhood (1925-1926), which later became integral part Experimental Defectological Institute (EDI), and having developed a qualitatively new theory of the development of an abnormal child. In the last stage of his work, he took up the problems of the relationship between thinking and speech, the development of meanings in ontogenesis, the problems of egocentric speech, etc. (“ Thinking and speech", 1934). In addition, he developed the problems of the systemic and semantic structure of consciousness and self-consciousness, the unity of affect and intellect, various problems of child psychology (see. Zone of Proximal Development , Education and development), problems of the development of the psyche in phylo- and sociogenesis, the problem of cerebral localization of higher mental functions, and many others.
He had a significant impact on domestic and world psychology and other sciences related to psychology (pedology, pedagogy, defectology, linguistics, art history, philosophy, semiotics, neuroscience, cognitive science, cultural anthropology, a systematic approach, etc.). The first and closest students of V. were A.R. Luria and A.N. Leontiev (“troika”), later they were joined by L.I. Bozovic, A.V. Zaporozhets, R.E. Levin, N.G. Morozova, L.S. Slavin ("five"), who created their original psychological concepts. V.'s ideas are developed by his followers in many countries of the world. (E.E. Sokolova)
Psychological dictionary. A.V. Petrovsky M.G. Yaroshevsky
Vygotsky Lev Semyonovich(1896–1934) - Russian psychologist. Developed, focusing on the methodology of Marxism, the doctrine of the development of mental functions in the process of mastering the values of culture mediated by communication.
Cultural signs (first of all, signs of language) serve as a kind of tools, operating with which the subject, influencing another, forms his own inner world, the main units of which are meanings (generalizations, cognitive components of consciousness) and meanings (affective-motivational components).
Mental functions given by nature (“natural”) are transformed into functions top level development ("cultural"). Thus, rote memory becomes logical, associative (cf. Association) the flow of ideas - purposeful thinking or creative imagination, impulsive action - arbitrary, etc. All these internal processes is a product of internalization. "Every function in cultural development The child appears on the stage twice, on two planes - first social, then psychological. First between people as an interpsychic category, then within the child as an intrapsychic category. Originating in direct social contacts of the child with adults, higher functions then "rotate" into his Consciousness. "History of the development of higher mental functions", 1931).
On the basis of this idea, V. created a new direction in child psychology, including the concept of the "zone of proximal development," which had a great influence on modern domestic and foreign experimental studies of the development of the child's behavior. The principle of development was combined in the concept of V. with the principle of consistency. He developed the concept of "psychological systems", by which he understood integral formations in the form various forms interfunctional connections (for example, connections between thinking and memory, thinking and speech). In building these systems the main role was originally given to the sign, and then to the meaning as a “cell”, from which tissue grows human psyche in contrast to the psyche of animals.
Lev Semyonovich Vygotsky is called the "Mozart of psychology", and yet it can be said that this person came to psychology "from outside". Lev Semenovich did not have a special psychological education, and it is quite possible that this fact allowed him to take a fresh look, from a different point of view, at the problems facing psychological science. His largely innovative approach is due to the fact that he was not burdened by the traditions of empirical "academic" psychology.
Lev Semenovich Vygotsky was born on November 5, 1896 in the city of Orsha. A year later, the Vygotsky family moved to Gomel. It was in this city that Leo finished school and took his first steps in science. Even in his gymnasium years, Vygotsky read the book by A.A. Potebny's "Thought and Language", which aroused his interest in psychology - a field in which he was to become an outstanding researcher.
After graduating from school in 1913, he went to Moscow and entered two educational institutions- to the People's University at the Faculty of History and Philosophy own will and to the Moscow Imperial Institute at the Faculty of Law at the insistence of his parents.
Vygotsky was a passionate admirer of the theater and did not miss a single theatrical premiere. IN youth wrote literary-critical studies and articles in various literary magazines about the novels of A. Bely, D. Merezhkovsky.
After the 1917 revolution, which he accepted, Lev Semenovich leaves the capital back to his native Gomel, where he works as a literature teacher at school. Later he was invited to teach philosophy and logic at the Pedagogical College. Soon, within the walls of this technical school, Vygotsky created an office of experimental psychology, on the basis of which he was actively engaged in research work.
In 1924, at the II All-Russian Congress on Psychoneurology, which was held in Leningrad, a young, unknown educator from a provincial town presented his first scientific work. His report contained sharp criticism reflexology. This report was called "Methodology of reflexological and psychological research».
It pointed out the striking discrepancy between the classical method of educating a conditioned reflex and the task of a scientifically determined explanation of human behavior as a whole. Contemporaries noted that the content of Vygotsky's report was innovative, and it was presented simply brilliantly, which, in fact, attracted the attention of the most famous psychologists of that time, A.N. Leontiev and A. R. Luria.
A. Luria invited Vygotsky to the Moscow Institute of Experimental Psychology. From that moment on, Lev Semenovich became the leader and ideological inspirer of the legendary trio of psychologists: Vygotsky, Leontiev, Luria.
Vygotsky was most famous for the psychological theory he created, which became widely known under the name "Cultural-historical concept of the development of higher mental functions", the theoretical and empirical potential of which has not yet been exhausted. The essence of this concept is the synthesis of the doctrine of nature and the doctrine of culture. This theory represents an alternative to existing behavioral theories, and above all to behaviorism.
According to Vygotsky, all mental functions given by nature (“natural”) over time are transformed into functions of a higher level of development (“cultural”): mechanical memory becomes logical, the associative flow of ideas becomes purposeful thinking or creative imagination, impulsive action becomes arbitrary, etc. .d. All these internal processes originate in the direct social contacts of the child with adults, and then are fixed in his mind.
Vygotsky wrote: "... Every function in the child's cultural development appears on the stage twice, on two planes, first socially, as an interapsychic category, then within the child, as an intrapsychic category."
The importance of this formula for research in child psychology was that spiritual development the child was placed in a certain dependence on the organized influence of adults on him.
Vygotsky attempted to explain how the relationship of an organism with outside world form his internal mental environment. He became convinced that both hereditary inclinations (heredity) and social factors influence the formation of the child's personality, his full development almost equally.
Lev Semenovich has many works devoted to the study of mental development and the patterns of personality formation in childhood, problems of teaching and teaching children at school. And not only normally developing children, but also children with various developmental anomalies.
It was Vygotsky who played the most prominent role in the development of the science of defectology. He created in Moscow a laboratory for the psychology of abnormal childhood, which later became an integral part of the Experimental Defectological Institute. He was one of the first among domestic psychologists who not only theoretically substantiated, but also confirmed in practice that any shortcoming in both psychological and physical development can be corrected, i.e. it can be compensated for by preserved functions and by long-term operation.
The main focus of the study psychological characteristics Vygotsky made anomalous children for the mentally retarded and the deaf-blind. He could not, like many of his colleagues in the shop, pretend that such a problem did not exist. Since handicapped children live among us, every effort must be made to make them full members of society. Vygotsky considered it his duty, to the best of his ability and ability, to help such destitute children.
Another fundamental work of Vygotsky is The Psychology of Art. In it, he put forward a proposition about a special "psychology of form", that in art the form "disembodies the material." At the same time, the author rejected the formal method because of its inability to "reveal and explain the historically changing socio-psychological content of art." The desire to stay on the ground of psychology, on the “position of the reader who is under the influence of art,” Vygotsky argued that the latter is a means of transforming the personality, a tool that evokes in it “enormous and suppressed and constrained forces.” According to Vygotsky, art radically changes the affective sphere, which plays a very important role in the organization of behavior, and socializes it.
On last step In his scientific work, he took up the problems of thinking and speech and wrote the scientific work "Thinking and Speech". In this fundamental scientific work, the main idea is the inextricable connection that exists between thinking and speech.
Vygotsky first suggested, which he himself soon confirmed, that the level of development of thinking depends on the formation and development of speech. He revealed the interdependence of these two processes.
Vygotsky's scientific background provided one alternative. Instead of the dyad "consciousness-behavior", around which the thought of other psychologists revolved, the triad "consciousness-culture-behavior" becomes the focus of his search.
To our great regret, the long-term and rather fruitful work of L.S. Vygotsky, his numerous scientific works and developments, as is often the case with talented people, especially in our country, were not appreciated. During the life of Lev Semenovich, his works were not allowed to be published in the USSR.
From the beginning of the 1930s a real persecution began against him, the authorities accused him of ideological perversions.
On June 11, 1934, after a long illness, at the age of 37, Lev Semenovich Vygotsky died.
Legacy of L.S. Vygotsky is about 200 scientific works, including the Collected Works in 6 volumes, treatise"Psychology of Art", works on problems psychological development a person from birth (experiences, crises) and the patterns of personality formation, its main properties and functions. He made a great contribution to the disclosure of the issue of the influence of the collective, society on the individual.
Undoubtedly, Lev Vygotsky had a significant impact on domestic and world psychology, as well as on related sciences - pedagogy, defectology, linguistics, art history, philosophy. The closest friend and student of Lev Semenovich Vygotsky, A. R. Luria, called him a genius and a great humanist of the 20th century.
Vygotsky Lev Semyonovich (1896-1934), Russian psychologist.
Born November 17, 1896 in Orsha. The second son in a large family (eight brothers and sisters). His father, a bank employee, a year after the birth of Leo, moved his relatives to Gomel, where he founded public library. Well-known philologists came from the Vygodsky family (the original spelling of the surname), the cousin of the psychologist - David Vygodsky was one of the prominent representatives of "Russian formalism".
In 1914, Lev entered the Moscow University at the Faculty of Medicine, from which he later switched to law; at the same time he studied at the Faculty of History and Philology of the People's University named after A. L. Shanyavsky. In his student years, he published reviews of books by symbolist writers - A. Bely, V. I. Ivanov, D. S. Merezhkovsky. Then he wrote his first great job"The tragedy of Danish Hamlet by W. Shakespeare" (it was published only 50 years later in the collection of articles by Vygotsky "Psychology of Art").
In 1917 he returned to Gomel; took an active part in the creation of a new type of school, began to conduct research in the psychological office he organized at the pedagogical college. He became a delegate to the II All-Russian Congress on Psychoneurology in Petrograd (1924). where he spoke about the reflexological methods he used in studying the mechanisms of consciousness. After speaking at the congress, Vygotsky, at the insistence of the famous psychologist A. R. Luria, was invited to work by the director of the Moscow Institute of Experimental Psychology N. K. Kornilov. Two years later, under the leadership of Vygotsky, an experimental defectological institute was created (now the Institute of Correctional Pedagogy Russian Academy education) and thus laid the foundations of defectology in the USSR.
In 1926, Vygotsky's Pedagogical Psychology was published, defending the individuality of the child.
Since 1927, the scientist published articles analyzing the trends in world psychology, and at the same time developed a new psychological concept, called cultural-historical. In it, human behavior regulated by consciousness is correlated with the forms of culture, in particular with language and art. Such a comparison is made on the basis of the concept developed by the author of a sign (symbol) as a special psychological tool that serves as a means of transforming the psyche from natural (biological) into cultural (historical). The work "The History of the Development of Higher Mental Functions" (1930-1931) was published only in 1960.
Vygotsky's last monograph Thinking and Speech (1936) is devoted to the problems of the structure of consciousness. In the early 30s. attacks against Vygotsky became more frequent, he was accused of retreating from Marxism. The persecution, along with the incessant work for wear and tear, exhausted the strength of the scientist. He did not endure another exacerbation of tuberculosis and died on the night of June 11, 1934.
Lev Semyonovich Vygotsky is a well-known Soviet psychologist, an outstanding researcher, the founder of the cultural and historical concept of the development of higher mental functions.
Lev Semenovich Vygotsky was born on November 17, 1896 in the city of Orsha, Mogilev province, into the family of a merchant and a teacher. A year later, the family moved to Gomel, where his father worked as a deputy manager of a local bank. In this city, Leo graduated from high school. He became interested in psychology after reading the book "Thought and Language" (author - Potebnya A.A.). A significant influence on the future psychologist was exerted by his cousin - later known literary critic- David Vygodsky.
After graduating from school in 1913, he entered two educational institutions: the Faculty of Law of Moscow University and the People's University, the Faculty of History and Philosophy. As a student, he wrote the study "The Tragedy of Hamlet, Prince of Denmark by W. Shakespeare." In 1916 he published articles on literary themes, actively wrote on the topics of Jewish history and culture, expressing a negative attitude towards the ideas of socialism and the rejection of anti-Semitism in Russian literature. Already in 1917 he dropped out of his studies at the Faculty of Law and completed his studies at the Faculty of History and Philosophy of the University.
After the revolution of 1917, Lev Semyonovich left for hometown Gomel and worked first as a teacher of literature, and then as a teacher of philosophy and logic at a technical school, where he soon created an experimental psychology office, and carried out research work.
In 1924, at a congress on psychoneurology in Leningrad, Lev Vygotsky made a report on "Methods of reflexological and psychological research." An unknown young scientist brilliantly delivered a report, which attracted the attention of famous psychologists of that time: A. Leontiev and A. Luria, and was invited to the Moscow Institute of Experimental Psychology, led by N.K. Kornilov.
Lev Semyonovich, having no psychological education, who came to psychology as if "from outside", looked at psychological science in a new way, he was not burdened by the traditions of "academic" psychology.
Vygotsky received the greatest fame by creating a psychological theory called "the cultural-historical concept of the development of higher mental functions." The essence of the concept, which is an alternative to existing theories, and above all to behaviorism, lies in the synthesis of teachings about nature and culture. The study of the patterns of development of culture gives an idea of the laws of personality formation.
According to the researcher, all mental functions given by nature itself are eventually transformed into functions of a higher level of development: mechanical memory becomes logical, the flow of ideas becomes creative imagination, impulsive action becomes arbitrary, etc. All these processes originate in the social contacts of the child with adults, becoming fixed in his mind. The spiritual development of the child was made dependent on the influence of adults on him. Lev Semyonovich was convinced that the formation and development of a child's personality is equally influenced not only by heredity, but also by social factors.
He devoted many works to the study of mental development, as well as the formation of personality in childhood, teaching children at school, including those with various developmental anomalies.
Lev Semyonovich played a special role in the formation of the science of defectology. He first created a laboratory for the psychology of abnormal childhood, which later became part of the Experimental Defectological Institute. Vygotsky theoretically substantiated and confirmed in practice that any shortcoming in psychological and physical development can be corrected. When studying the psychological characteristics of abnormal children, he paid special attention to the mentally retarded and deaf-blind-mute. Lev Semyonovich considered it his duty that if handicapped children live among us, then every effort must be made to ensure that they become full members of society.
In 1924 Lev Semyonovich Vygotsky moved to Moscow and last decade I lived my whole life in this city with my whole family.
In 1925, Vygotsky defended his dissertation "Psychology of Art", in which he put forward a position on a special "psychology of form" and argued that art is a means of transforming the personality, radically changing the affective sphere, which plays an important role in the organization of behavior. This work was published after the death of the scientist.
Already at the last stage of his scientific activity, he investigated the problem of thinking and speech, and published a work that is called "Thinking and Speech", in which he emphasized the idea of \u200b\u200bthe existing inextricable connection between thinking and speech. The level of development of thinking depends on the formation and development of speech, that is, these processes are interdependent.
In the summer of 1925, for the only time, as a responsible employee of the People's Commissariat for Education, he went abroad, to London, to the International Conference on the Education of Deaf and Dumb Children.
L.S. Vygotsky owns the “consciousness-culture-behavior” triad instead of the “consciousness-behavior” dyad, with which the thoughts of other psychologists were associated.
He published about 200 scientific papers (only for 37 years of his life), including the Collected Works in six volumes, works on the problems of psychological development from birth and the formation of personality, on the influence of the team on personality.
Of course, Lev Semyonovich influenced not only psychology, but also related sciences - pedagogy, philosophy, defectology. Unfortunately, his fruitful work, as happens with talented people, was not appreciated during his lifetime. Moreover, since the beginning of the 30s of the last century, persecution began, the authorities accused him of ideological perversions.
Back in 1919, Vygotsky fell ill with pulmonary tuberculosis, and throughout the subsequent years of his life he struggled with this disease, but it turned out to be stronger. Lev Semyonovich died on June 11, 1934 in Moscow at the age of only 37 years.
VYGOTSKY LEV SEMENOVICH.
Lev Semyonovich Vygotsky is called the "Mozart of psychology", and yet it can be said that this person came to psychology "from outside". Lev Semenovich did not have a special psychological education, and it is quite possible that this fact allowed him to take a fresh look, from a different point of view, at the problems facing psychological science. His largely innovative approach is due to the fact that he was not burdened by the traditions of empirical "academic" psychology.
Lev Semenovich Vygotsky was born on November 5, 1896 in the city of Orsha. A year later, the Vygotsky family moved to Gomel. It was in this city that Leo finished school and took his first steps in science. Even in his gymnasium years, Vygotsky read the book by A.A. Potebny's "Thought and Language", which aroused his interest in psychology - a field in which he was to become an outstanding researcher.
After graduating from school in 1913, he went to Moscow and entered two educational institutions at once - at the People's University at the Faculty of History and Philosophy at his own request and at the Moscow Imperial Institute at the Faculty of Law at the insistence of his parents.
Vygotsky was a passionate admirer of the theater and did not miss a single theatrical premiere. In his youth he wrote literary-critical studies and articles in various literary magazines about the novels of A. Bely, D. Merezhkovsky.
After the 1917 revolution, which he accepted, Lev Semenovich leaves the capital back to his native Gomel, where he works as a literature teacher at school. Later he was invited to teach philosophy and logic at the Pedagogical College. Soon, within the walls of this technical school, Vygotsky created an office of experimental psychology, on the basis of which he was actively engaged in research work.
In 1924, at the II All-Russian Congress on Psychoneurology, which was held in Leningrad, a young, unknown educator from a provincial town presented his first scientific work. His report contained sharp criticism of reflexology. This report was called "Methodology of reflexological and psychological research."
It pointed out the striking discrepancy between the classical method of educating a conditioned reflex and the task of a scientifically determined explanation of human behavior as a whole. Contemporaries noted that the content of Vygotsky's report was innovative, and it was presented simply brilliantly, which, in fact, attracted the attention of the most famous psychologists of that time, A.N. Leontiev and A. R. Luria.
A. Luria invited Vygotsky to the Moscow Institute of Experimental Psychology. From that moment on, Lev Semenovich became the leader and ideological inspirer of the legendary trio of psychologists: Vygotsky, Leontiev, Luria.
Vygotsky was most famous for the psychological theory he created, which became widely known under the name "Cultural-historical concept of the development of higher mental functions", the theoretical and empirical potential of which has not yet been exhausted. The essence of this concept is the synthesis of the doctrine of nature and the doctrine of culture. This theory represents an alternative to existing behavioral theories, and above all to behaviorism.
According to Vygotsky, all mental functions given by nature (“natural”) over time are transformed into functions of a higher level of development (“cultural”): mechanical memory becomes logical, the associative flow of ideas becomes purposeful thinking or creative imagination, impulsive action becomes arbitrary, etc. .d. All these internal processes originate in the direct social contacts of the child with adults, and then are fixed in his mind.
Vygotsky wrote: "... Every function in the child's cultural development appears on the stage twice, on two planes, first socially, as an interapsychic category, then within the child, as an intrapsychic category."
The importance of this formula for research in the field of child psychology was that the spiritual development of the child was placed in a certain dependence on the organized influence of adults on him.
Vygotsky attempted to explain how the relationship of an organism with the external world forms its internal mental environment. He became convinced that both hereditary inclinations (heredity) and social factors influence the formation of the child's personality, his full development almost equally.
Lev Semenovich has many works devoted to the study of mental development and the patterns of personality formation in childhood, the problems of teaching and teaching children at school. And not only normally developing children, but also children with various developmental anomalies.
It was Vygotsky who played the most prominent role in the development of the science of defectology. He created in Moscow a laboratory for the psychology of abnormal childhood, which later became an integral part of the Experimental Defectological Institute. He was one of the first among domestic psychologists who not only theoretically substantiated, but also confirmed in practice that any shortcoming in both psychological and physical development can be corrected, i.e. it can be compensated for by preserved functions and by long-term operation.
In studying the psychological characteristics of abnormal children, Vygotsky placed the main emphasis on the mentally retarded and deaf-blind-mute. He could not, like many of his colleagues in the shop, pretend that such a problem did not exist. Since handicapped children live among us, every effort must be made to make them full members of society. Vygotsky considered it his duty, to the best of his ability and ability, to help such destitute children.
Another fundamental work of Vygotsky is The Psychology of Art. In it, he put forward a proposition about a special "psychology of form", that in art the form "disembodies the material." At the same time, the author rejected the formal method because of its inability to "reveal and explain the historically changing socio-psychological content of art." The desire to stay on the ground of psychology, on the “position of the reader who is under the influence of art,” Vygotsky argued that the latter is a means of transforming the personality, a tool that evokes in it “enormous and suppressed and constrained forces.” According to Vygotsky, art radically changes the affective sphere, which plays a very important role in the organization of behavior, and socializes it.
At the last stage of his scientific activity, he took up the problems of thinking and speech and wrote the scientific work "Thinking and speech". In this fundamental scientific work, the main idea is the inextricable connection that exists between thinking and speech.
Vygotsky first suggested, which he himself soon confirmed, that the level of development of thinking depends on the formation and development of speech. He revealed the interdependence of these two processes.
Vygotsky's scientific background provided one alternative. Instead of the dyad "consciousness-behavior", around which the thought of other psychologists revolved, the triad "consciousness-culture-behavior" becomes the focus of his search.
To our great regret, the long-term and rather fruitful work of L.S. Vygotsky, his numerous scientific works and developments, as often happens with talented people, especially in our country, were not appreciated. During the life of Lev Semenovich, his works were not allowed to be published in the USSR.
From the beginning of the 1930s a real persecution began against him, the authorities accused him of ideological perversions.
On June 11, 1934, after a long illness, at the age of 37, Lev Semenovich Vygotsky died.
Legacy of L.S. Vygotsky is about 200 scientific works, including the Collected Works in 6 volumes, the scientific work "Psychology of Art", works on the problems of the psychological development of a person from birth (experiences, crises) and the patterns of personality formation, its main properties and functions. He made a great contribution to the disclosure of the issue of the influence of the collective, society on the individual.
Undoubtedly, Lev Vygotsky had a significant impact on domestic and world psychology, as well as on related sciences - pedagogy, defectology, linguistics, art history, philosophy. The closest friend and student of Lev Semenovich Vygotsky, A. R. Luria, called him a genius and a great humanist of the 20th century.
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