Co-Creation of Understanding. On a Literature Course in the Developmental Education System

162

Abstract

The article describes the theoretical grounds and structure of a literature course as a part of aesthetic education at school, based on the concept of developmental learning by D.B. Elkonin and V.V Davydov. This course became a first attempt to create a program from the first to the final year at school, which required finding a solution to a complicated problem of transferring the practice of developmental learning from primary to secondary school. The conception was innovative in that it considered literature as a part of Arts rather than Philology. The purpose of the course is to educate a cultured reader who would be able to engage in a text-mediated dialogue with an author. The course is based on the ‘author – literary text – reader’ relation (M.Bakhtin). It is shown that a child’s experience of creative work in literature (as the author) is essential for fostering the cultured reader. Learning happens through acquiring and interchanging the positions of the author, reader, critic and theorist, and furthermore, on different educational stages these positions play different roles in literature development of schoolchildren. The main educational paths are: “Readers’ practice and creative work of children” and “History of the world literature”.

General Information

Keywords: developmental learning, aesthetic education, teaching literature, primary school children, position-based education, author’s position, reader’s position, Bakhtin

Journal rubric: Psychology at School

DOI: https://doi.org/10.17759/pse.2020250407

For citation: Novlianskaya Z.N. Co-Creation of Understanding. On a Literature Course in the Developmental Education System. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2020. Vol. 25, no. 4, pp. 71–80. DOI: 10.17759/pse.2020250407. (In Russ., аbstr. in Engl.)

References

  1. Bakhtin M.M. Estetika slovesnogo tvorchestva [The Aesthetics of Verbal Creation]. Moscow: Iskusstvo, 1979. 422 p. (In Russ).
  2. Vygotsky L.S. Sobranie sochineniy v 6 t. T. 2. [Collected works: in 6 vol. Vol. 2.]. Moscow: Pedagogika, 1982. 502 p. (In Russ).
  3. Davydov V.V. Teoriya razvivaiuschego obucheniya [Developmental learning theory]. Moscow: Intor, 1966. 541 p. (In Russ).
  4. Kudina G.N., Novlyanskaya Z.N. Osnovnye printsipy i . experimentalnogo kursa “Literatura kak predmet esteticheskogo tsikla” [Basic principles and methods of the experimental course “Literature as a subject of the aesthetic cycle”]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 1996, no. 4, pp. 48—52. (In Russ).
  5. Novlyanskaya Z.N., Kudina G.N. Osnovnye printsipy i metody experimentalnogo kursa “Literatura kak predmet esteticheskogo tsikla” (dlya sredney shkoly) [Basic principles and methods of the experimental course “Literature as a subject of the aesthetic cycle” (for secondary school)]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 1997, no. 1, pp. 40—44. (In Russ).
  6. Rybnikova M.A Izbrannie sochineniya [Selected Works]. Moscow: Pedagogika, 1985. 248 p. (In Russ).
  7. Experimentalniy kurs G.N. Kudinoiy i Z.N. Novlyanskoiy “Literatura kak predmet esteticheskogo tsikla” [Experimental course by G.N. Kudina and Z.N. Novlyanskaya “Literature as a subject of the aesthetic cycle”]. Site of the Psychological Institute of the Russian Academy of Education. URL: http://www.pirao.ru/science/projects/ and http:// www.pirao.ru/science/projects/literature- (Accessed 17.08.2020).

Information About the Authors

Zinaida N. Novlianskaya, PhD in Psychology, Leading Researcher, Psychological Institute of the Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-6204-1428, e-mail: zinaidann@mail.ru