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Psychological Science and Education
2008. Vol. 13, no. 2, 61–69
ISSN: 1814-2052 / 2311-7273 (online)

Psychological Research on Genesis and Development of Everyday Concepts in Educational Dialogue (Second Stage)

1334

V.V. Rubtsov, A.A. Margolis, M.V. Telegin

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Abstract

This paper presents the final part of the research on the actual developmental level of spontaneous concepts in children and gives a psychological description of 'intellectual images' in their most important functions: first, as a specific type of spontaneous concepts in children; second, as cultural means of theoretical figurative thinking; and third, as psychological 'mediators' between visual-figurative and scientific theoretical thinking. Treating 'intellectual images' in such a way enables the authors to assume that these images are, along with scientific concepts, the zone of proximal development of spontaneous concepts in children. They also state that it is possible, with the help of specially constructed training symbolic metaphors, to teach certain theoretical knowledge to children, that is, to revive the explanatory/illustrative teaching method implementing it in a dialogical form.

General Information

Keywords: 'intellectual image', contextual symbolic metaphor, training symbolic metaphor, Socratic dialogue, didactic dialogue

Journal rubric: Developmental Psychology

Article type: scientific article

Published

For citation: Rubtsov, V.V., Margolis, A.A., Telegin, M.V. (2008). Psychological Research on Genesis and Development of Everyday Concepts in Educational Dialogue (Second Stage). Psychological Science and Education, 13(2), 61–69. (In Russ.). URL: https://psyjournals.ru/en/journals/pse/archive/2008_n2/Rubtsov_Margolis_Telegin (viewed: 25.06.2025)

© Rubtsov V.V., Margolis A.A., Telegin M.V., 2008

License: CC BY-NC 4.0

References

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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

Arkadiy A. Margolis, Candidate of Science (Psychology), Rector, Professor, Chair of Pedagogical Psychology, Moscow State University of Psychology & Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-9832-0122, e-mail: margolisaa@mgppu.ru

Mikhail V. Telegin, Associate Professor of the Department of Educational Psychology of the Faculty of Psychology of Education, Moscow State Psychological and Pedagogical University, Moscow, Russian Federation

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