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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

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

Started in 1996

Published 6 times a year

Free of fees
Open Access Journal

 

Psychological Research on Genesis and Development of Everyday Concepts in Educational Dialogue (Second Stage)

Rubtsov V.V., Doctor in Psychology, Rector, Moscow State University of Psychology & Education, Moscow, Russia, rectorat@list.ru
Margolis A.A., Ph.D., Vice-Rector, Moscow State University of Psychology & Education (MSUPE), Moscow, Russia, margolisaa@mgppu.ru
Telegin M.V., Доцент кафедры педагогической психологии МГППУ, руководитель сектора Философия для детей МГППУ, аспирант ПИ РАО, Москва, Россия
Abstract
This paper presents the final part of the research on the actual developmental level of spontaneous concepts in children and gives a psychological description of 'intellectual images' in their most important functions: first, as a specific type of spontaneous concepts in children; second, as cultural means of theoretical figurative thinking; and third, as psychological 'mediators' between visual-figurative and scientific theoretical thinking. Treating 'intellectual images' in such a way enables the authors to assume that these images are, along with scientific concepts, the zone of proximal development of spontaneous concepts in children. They also state that it is possible, with the help of specially constructed training symbolic metaphors, to teach certain theoretical knowledge to children, that is, to revive the explanatory/illustrative teaching method implementing it in a dialogical form.

Keywords: 'intellectual image', contextual symbolic metaphor, training symbolic metaphor, Socratic dialogue, didactic dialogue

Column: Developmental Psychology

For Reference

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