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  Previous issue (2019. Vol. 11, no. 2)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

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

License: CC BY-NC 4.0

Started in 2009

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Teaching Psychology at School: A Historical Analysis 1550

Tolstyh I.E., PhD student, Chair of Pedagogic Psychology, Department of Psychology of Education, Moscow State University of Psychology and Education, Moscow, Russia
Abstract
This work presents a historical analysis of teaching psychology at school in the XX century Russia. After a brief analysis of the historical era and the situation of teaching psychology in high school we identified three historical phases: Pre-revolutionary (1900-1917), Postwar (1946-1970) and Modern (1990-2000...). Afterwards each of the phases was examined in detail. The most popular textbooks of the first and second stages were by G.I. Chelpanov, A.P. Nechaev (pre-revolutionary) and B.M. Teplov (postwar) where the main reasons why psychology was excluded and re-included in the curricula were described. For the third phase an overall analysis of the current situation of teaching psychology is presented. Two main concepts of teaching were identified: the fundamental (object-oriented) and personal. Based on this work a scheme for the analysis of current psychology teaching programs in schools is provided that includes analysis of all the key moments in the study of psychology, from the external aspects (registration, evaluation) to a deep inner content (the concept of teaching).

Keywords: teaching psychology, psychology programmes, programmes’ analysis scheme.

Column: Pedagogical Psychology

For Reference

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