Cultural-Historical Psychology
2021. Vol. 17, no. 2, 5–22
https://doi.org/10.17759/chp.2021170201
ISSN: 1816-5435 / 2224-8935 (online)
Lectures on the Psychology of Development
General Information
Journal rubric: Problems of Cultural-Historical and Activity Psychology
OpenAlex trends: Early Childhood Education and Development
DOI: https://doi.org/10.17759/chp.2021170201
Published
For citation: Vygotsky, L.S. (2021). Lectures on the Psychology of Development. Cultural-Historical Psychology, 17(2), 5–22. (In Russ.). https://doi.org/10.17759/chp.2021170201
© Vygotsky L.S., 2021
License: CC BY-NC 4.0
A Part of Article
At that time, cultural-historical theory was just entering its maturity phase, but it had already yielded valuable theoretical and experimental results. It was based on the “instrumental method”. As applied to pedology, principles of this method were outlined in seven theses that were also published in 1928 (Vygotsky L.S. The instrumental method in pedology. In A.B. Zalkind (Ed.), Mains methods of pedology in USSR (pp. 158—159). Moscow, 1928). The princi- pal advantage of the instrumental method is that it allows us to study the mind and behavior by “objective means” due to the discovery of the instrumental function of “cultural signs”, Vygotsky argues in his theses.
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