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Cultural-Historical Psychology
2018. Vol. 14, no. 3, 85–92
https://doi.org/10.17759/chp.2018140308
ISSN: 1816-5435 / 2224-8935 (online)

The Psychology of Art in Vygotsky’s School of Thought: Issues in Theory and Communicative Practices of Working with Consciousness

 
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Abstract

The article analyzes modern theatre practices through the concepts developed by Vygotsky’s school of thought. One of the fundamental features of these practices is working with consciousness, which enables an individual to master his/her own behaviour. The central point of these artful theatre practices is the experience of catharsis that becomes real as two affects meet. Theatre practices are compared with educational practices and collective problem-solving practices, in which the same phenomenon of meeting of affects takes place. The article argues that the orientation system of action is neither symmetrical nor parallel to the affective-motivational system of action. Reorganisation and transformation of emotional experience into affect and action implies the following: the ability to represent emotional experiences as idealized objective states of mind and to be susceptible to their language; the ability to observe emotional experiences from the outside using reflection; the ability to re-establish oneself as the actor by recollecting one’s self in the act of doing.

General Information

Keywords: affective states of mind, working with consciousness, communication

Journal rubric: Jointneess and Creativity

OpenAlex citations: 2

OpenAlex topics: Educational Methods and Teacher Development, Psychology of Development and Education, Psychodrama and Leishmaniasis Studies

Information about the work in OpenAlex

Number of citations: 2

Topics

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

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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

Psychodrama and Leishmaniasis Studies

This cluster of papers covers a wide range of topics related to diversity, inclusion, and education, including studies on gender, obesity, the elderly, and the impact of COVID-19. It also explores legal aspects, social services, and the use of psychodrama in various contexts.

Number of works: 6644  |  Total number of citations: 3555

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Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/chp.2018140308

Published

For citation: Gromyko, Y.V. (2018). The Psychology of Art in Vygotsky’s School of Thought: Issues in Theory and Communicative Practices of Working with Consciousness. Cultural-Historical Psychology, 14(3), 85–92. (In Russ.). https://doi.org/10.17759/chp.2018140308

© Gromyko Y.V., 2018

License: CC BY-NC 4.0

References

  1. Vygotskii L.S. Psikhologiya iskusstva [Psychology of art]. Moscow: Publ. «Iskusstvo», 1968. 576 p.
  2. Vygotskii L.S. K voprosu o psikhologii tvorchestva aktera [To the question of psychology of art]. In Vygotskii L.S. Sobr. soch. V 6 t. Nauchnoe nasledstvo. Vol. 6 [Collection of works in 6 Vol. Scientific inheritance. Vol. 6]. Zaporozhets A.V. (eds.). Moscow: Pedagogika, 1984, pp. 319—328.
  3. Genisaretskii O.I. Skhematizmy soznaniya [Schematism of consciousness]. In Genisaretskii O.I. Navigator: metodologicheskie rasshireniya i prodolzheniya [Navigator: methodological expansion and continuation]. Moscow: Put’, 2002, pp. 93—96.
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  8. Rubtsova O.V., Daniels H. The Concept of Drama in Vygotsky’s Theory: Application in Research. Kul’turno-istoricheskaya psikhologiya [Cultural-Historical Psychology], 2016. Vol. 12, no. 3, pp. 189—207. doi:10.17759/chp.2016120310. (In Russ., аbstr. in Engl.)
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  10. Shchedrovitskii G.P., Kotel’nikov S.I. Organizatsionno-deyatel’nostnaya igra kak novaya forma organizatsii i metod razvitiya kollektivnoi mysledeyatel’nosti [Organizationally-activity game as a new form of organization and method of development of collective thought activity.]. In Lapin N.I. (ed.), Novovvedeniya v organizatsiyakh: Trudy seminara [Innovations in Organizations]. Moscow: VNIISI, 1983, pp. 33—54.
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  14. Kramer R. Otto Rank on Emotional Intelligence, Unlearning and Self-Leadership. American Journal of Psychoanalysis, 2012. Vol. 72, pp. 326—351.
  15. OttoRank Art and Artist: Creative Urge and Personality Development. Norton, 1989. 431 р.

Information About the Authors

Yury V. Gromyko, Doctor of Psychology, Professor of the Department of ‘Pedagogical Psychology named after Professor V.A. Guruzhapov’ of the faculty ‘Psychology of education’, Moscow State University of Psychology and Education, Director, Institute for аdvanced studies and human resource management in the name of Eugene Shiffers (Shiffers Institute), Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-5943-8232, e-mail: yugromyko@gmail.com

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