The Science of Thinking (Part 3)

Context and relevance. The author considers the problem of understanding thinking not as an isolated mental function, but as a form of action and activity. Relevance is justified by the need to find effective approaches to teaching children thinking in school, and also analyzes the relationship of intelligence, will, affect and practical experience in the context of the development of human personality. Purpose. To substantiate the thesis that thinking is an action (mediated and mediating), to analyze theoretical approaches to this problem in the works of various philosophers and psychologists, and to determine the structure and conditions for the occurrence of mental action. Hypothesis. Thinking is essentially an action and can be considered as a functional organ of an individual. Intelligence derives from the needs of action and serves as a tool for practical orientation in the world. A practical action can be reasonable in itself, and not only under the control of external intelligence. The development of thinking is based on the "holy trinity" of conditions: the interpsychic situation (interaction), the presence of objects/tools and the mediation of an adult. Methods and materials. Theoretical analysis and synthesis of literature on psychology and philosophy (references to Plato, Bergson, Vygotsky, Leontiev, Mamardashvili, Dewey, Rubinstein, etc.). Review of empirical research by A.V. Zaporozhets on the study of pre-speech practical generalizations in deaf-mute children aged 4-9 years (tasks for establishing mechanical connections using a lever). Using K. Bourquet's dramatic pentad (Act, Scene, Agent, Means, Purpose) as a structural diagram of action analysis. Results. It was revealed that thinking as an action can take different forms: from simple object-practical operations to complex mediated actions using cultural mediators. It has been established that the basis of thinking is the process of turning the dynamics of a situation into the dynamics of thought and vice versa, while the action can become a sign (text) and generate a "non-verbal inner word." Ten properties of mediated action were identified, including the materiality of mediators, the multiplicity of goals, the influence of tools on freedom of action and the process of assigning cultural means. It is shown that the artist's thinking (visual thinking) is a special type of action - manipulating images to transform the initial situation into the desired one. Conclusion. Thinking is a mediated and mediating action that is a work and subject activity. It is not simply an ability or a result of experience, but is formed as a functional organ in the process of interaction of the subject with objects and other people (especially adults) through a system of cultural mediators.