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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

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

Issuses in Developmental and Pedagogical Psychology: L.S. Vygotsky and D.N Uznadze

Imedadze I.V., Doctor in Psychology, Professor. Сorresponding-member of Georgian National Academy of Sciences, Professor, Faculty of Psychology and Education TSU, I.Javakhishvili Tbilisi State University (TSU), Tbilisi, Georgia, irimedi@yahoo.com
Abstract
The article analyzes the interrelation between L.S. Vygotsky’s and Uznadze’s views on some important issues of developmental and pedagogical psychology. This, in particular, refers to the problem of concept formation, periodisation of child development, relation between development and teaching, motive forces of development. Special attention is paid to “coincidence theory” and the principle of solving “empirical postulate” which is a methodological basis for the whole system of D.N. Uznadze’s psychological conception including issues of development and education. It is pointed out that in spite of not being very well acquainted with each other’s works, the difference between viewpoints of L.S. Vygotsky and D.N. Uznadze is considerably less than the things they have in common. As for the principal questions, their approaches are often consistent and, in some cases, identical. Also, a lot of interesting outcomes can be expected from a deeper analysis of the general psychological views of the author of the cultural-historical concept and the author of the theory of set.

Keywords: Vygotsky, Uznadze, concept formation, coincidence theory, age environment, social situation of development, teaching and development

Column: Theory and Methodology

DOI: http://dx.doi.org/10.17759/chp.2019150201

For Reference

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