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Cultural-Historical Psychology
2016. Vol. 12, no. 3, 4–14
doi:10.17759/chp.2016120301
ISSN: 1816-5435 / 2224-8935 (online)

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

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V.V. Rubtsov

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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”.

General Information

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

Journal rubric: Problems of Cultural-Historical and Activity Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/chp.2016120301

For citation: Rubtsov V.V. Cultural-Historical Scientific School: the Issues that L.S. Vygotsky Brought up. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2016. Vol. 12, no. 3, pp. 4–14. DOI: 10.17759/chp.2016120301.

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Information About the Authors

Vitaliy V. Rubtsov, Doctor of Psychology, Professor, Academician of the Russian Academy of Education, President, Head of the International UNESCO Chair «Cultural-Historical Psychology of Childhood», Moscow State University of Psychology & Education (MSUPE), President of the Federation of Educational Psychologists of Russia, Moscow, Russia, ORCID: https://orcid.org/0000-0002-2050-8587, e-mail: rubtsovvv@mgppu.ru

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