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Cultural-Historical Psychology
2016. Vol. 12, no. 3, 4–14
https://doi.org/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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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

OpenAlex citations: 34

OpenAlex topics: Psychology of Development and Education, Educational Methods and Teacher Development, Innovative Education and Learning Practices

Information about the work in OpenAlex

Number of citations: 34

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77596  |  Total number of citations: 232137

Topic detailsв OpenAlex

Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 52821  |  Total number of citations: 78980

Topic detailsв OpenAlex

Innovative Education and Learning Practices

This cluster of papers explores workplace learning, informal and formal learning, communities of practice, expansive learning, and the application of activity theory in understanding learning in professional work settings. It delves into the role of Vygotsky's theories, boundary crossing, and tacit knowledge in shaping learning experiences within organizations.

Number of works: 29695  |  Total number of citations: 383703

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: research article

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

Published

For citation: Rubtsov, V.V. (2016). Cultural-Historical Scientific School: the Issues that L.S. Vygotsky Brought up. Cultural-Historical Psychology, 12(3), 4–14. https://doi.org/10.17759/chp.2016120301

© Rubtsov V.V., 2016

License: CC BY-NC 4.0

References

  1. Davydov V.V. Report on the International Conference: “Cultural-historical Approach: development of humanities and education”. Last talks. Moscow: Experiment, pp. 30—35.
  2. Davydov V.V. Types of generalization in instruc- tion: logical and psychological problems in the structuring of school curricula. Moscow: Russian Pedagogical Society, 2000, pp. 480.
  3. Griffin P., Cole M. A dialogue with future through to- day’s activity cognition and communication. Moscow: Science, 1988, pp. 189—207.
  4. Leontyev A.N. The Problem of Activity in Psychol- ogy. The Concept of Activity in Soviet Psychology. New York, 1981, pp. 140—162.
  5. Luria A.R. The Nature of Human Conflicts. New York: Liveright, 1932.
  6. Pyzirei AA Cultural-historical theory of L.S. Vygotsky and Contemporary Psychology. Moscow, 1986. 117 p.
  7. Rubtsov V.V. Learning in children: organization and development of cooperative actions». NY: Nova Science Pub- lishers Ins, 1991.
  8. Rubtsov V.V., Guruzhapov V.A. Designing the Master Research Program Taking into Account the Results of Appro- bation and Implementation of the Professional Standard of the Teacher. Psikhologicheskaya nauka i obrazovanie [Psycho- logical Science and Education], 2016. Vol. 21, no. 2, pp. 12—21. doi:10.17759/pse.2016210203. (In Russ., аbstr. in Engl.)
  9. Rubtsov V.V. Social’no-geneticheskaya psychologiya razvivayushego obrazovaniya: deyatel’nostniy podchod [So- cial-genetic psychology of developmental education: activity approach]. Moscow, 2008.
  10. Vygotsky L. Mind in society: The development of high- er psychological processes. Cambridge, MA: Harvard Univer- sity Press, 1978. 159 p.
  11. Vygotsky L.S., Sakharov L.S. Research on the forma- tion of concepts: method of double stimulation. General psy- chology. Issue III. Subject of cognition. Мoscow, 1998.
  12. Wertsch J.V. (ed.) Culture, Communication and Vy- gotskian Perspectives. Cambridge, 1985.

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 and Education, President, Federation of Educational Psychologists of Russia, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-2050-8587, e-mail: rubtsovvv@mgppu.ru

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