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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

Cultural-Historical Scientific School: the Issues that L.S. Vygotsky Brought up 253

Rubtsov V.V., Doctor in Psychology, Rector, Moscow State University of Psychology & Education, Moscow, Russia, rectorat@list.ru
Abstract
The report highlights the fundamentals of L.S. Vygotsky’s cultural-historical theory and discusses the system of concepts of this scientific school. The report analyses L.S. Vygotsky’s approach, according to which the basis for the development of human psyche is created by a qualitative change of the social situation or, in A.N. Leont’ev’s terms, by a change of human activity. The importance of intelligence and emo- tions, which are internally connected, is demonstrated in relation to the change of human activity. The role of social interactions in learning and development of children is discussed referring to the challenges of the “new school”.

Keywords: cultural-historical scientific school, the change of social situation, the change of human activity, the zone of proximal development, social interactions and learning, collective activity

Column: Modern Issues in Vygotsky’s School

DOI: http://dx.doi.org/10.17759/chp.2016120301

For Reference

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