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Cultural-Historical Psychology
2018. Vol. 14, no. 3, 67–73
https://doi.org/10.17759/chp.2018140306
ISSN: 1816-5435 / 2224-8935 (online)

The Psychological Content of Relationship between Sense and Meaning in Cultural-Historical Approach

 
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Abstract

The paper considers L.S. Vygotsky’s cultural-historical theory and its interpretation in modern psychology. It shows that psychological content of many concepts introduced by L.S. Vygotsky differs greatly from that of the ones used in theory and practice of modern psychological science. The authors state that L.S. Vygotsky’s main idea which shapes the specifics of cultural-historical psychology is the idea of sense primacy in relation to meaning. The analysis of subject content of the concept of «cultural development» allows us to affirm that L.S. Vygotsky understood the essence of learning process somewhat differently from what is now accepted. Learning in cultural-historical psychology promotes the development of will and self-regulation. Meanwhile, learning is seen not as a transformation of the external into the internal (process of interiorization), but as the ability to realize oneself in the outer world. At the same time, an important role in mental development and learning is played by another mental function, imagination.

General Information

Keywords: cultural-historical theory, non-classical psychology, meaning, sense, experimental genetic method, cultural development, socialization, imagination, play

Journal rubric: Jointneess and Creativity

OpenAlex citations: 2

OpenAlex trends: Psychology of Development and Education, Educational Methods and Teacher Development, Education and Professional Development

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Number of citations: 2

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: 77902  |  Total number of citations: 232078

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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: 53051  |  Total number of citations: 78907

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Education and Professional Development

This cluster of papers explores trends in higher education, focusing on digitalization, pedagogical innovation, professional development, educational technology, sustainability, entrepreneurship, student-centered learning, e-learning, and educational management.

Number of works: 15495  |  Total number of citations: 24995

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Article type: scientific article

DOI: https://doi.org/10.17759/chp.2018140306

Published

For citation: Kravtsova, E.E., Kravtsov, G.G. (2018). The Psychological Content of Relationship between Sense and Meaning in Cultural-Historical Approach. Cultural-Historical Psychology, 14(3), 67–73. (In Russ.). https://doi.org/10.17759/chp.2018140306

© Kravtsova E.E., Kravtsov G.G., 2018

License: CC BY-NC 4.0

References

  1. Vygotskii L.S. Voobrazhenie i ego razvitie v detskom vozraste Sobr. soch v 6 t. Vol. 2 [Imagination and its development in childhood]. Moscow: Pedagogika, 1982, pp. 436—454.
  2. Vygotskii L.S. Voobrazhenie i tvorchestvo [Imagination and creativity]. Moscow: Prosveshhenie, 1991. 90 p.
  3. Vygotskii L.S. Myshlenie i rech’ Sobr. soch v 6 t, T. 2 [Thinking and speaking]. Moscow: Pedagogika, 1982, pp. 5—361.
  4. Cole M. Kul’turno-istoricheskaya psikhologiya [Cultural-historical psychology]. Moscow: Kognito centr, Publ. Institut psihologii RAN, 1997. 384 p.
  5. Kravcov G.G., Kravcova E.E. Psihologija igry (kul’turno-istoricheskii podhod) [Psychology of play (Cultural-historical approach)]. Moscow: Lev#, 2017. 344 p.
  6. Leont’ev A.N. Dejatel’nost’, soznanie, lichnost’ [Activity, consciousness, personality]. Moscow: Politizdat, 1975. 303 p.

Information About the Authors

Elena E. Kravtsova, Doctor of Psychology, Professor, Federal Research and Clinical Center for Critical Care and Rehabilitation, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-2535-262X, e-mail: ekravcva@gmail.com

Gennady G. Kravtsov, Doctor of Psychology, Professor, Federal Research and Clinical Center for Critical Care and Rehabilitation, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-4418-3254, e-mail: ekravcva@gmail.com

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