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

Margolis A.A.; Rubtsov V.V.; Telegin M.V.

Psychological Science and Education - №1 / 2021 | Перейти к описанию

Previous issue (2020. Vol. 25, no. 6)

Included in Web of Science СС (ESCI)

Included in Scopus

Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

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

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

Free of fees
Open Access Journal

RU In Russian

Psychological Science and Education
2007. Vol. 12, no. 2, 61–72
ISSN: 1814-2052 / 2311-7273 (online)

Psychological Research on Genesis and Development of Everyday Concepts in Educational Dialogue (First Stage) ⁹²⁸

Margolis A.A.
PhD in Psychology, Rector, Professor, Chair of Pedagogical Psychology, Moscow State University of Psychology & Education, Moscow, Russia
ORCID: https://orcid.org/0000-0001-9832-0122
e-mail: margolisaa@mgppu.ru

Rubtsov V.V.
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 & Education (MSUPE), Moscow, Russia
ORCID: https://orcid.org/0000-0002-2050-8587
e-mail: rubtsovvv@mgppu.ru

Telegin M.V.
Associate Professor of the Department of Educational Psychology of the Faculty of Psychology of Education, Moscow State Psychological and Pedagogical University, Moscow, Russia

PDF (RUS)
Quick translation of full-text in Google Translate

Modern traditional and innovative (including developmental) teaching proceeds from the assumption that spontaneous child concepts must be deliberately eliminated as obstructing the acquisition of «the only true» scientific concepts. The authors disagree with this position and consider spontaneous cognitive and emotional experience of a child the only possible experience in personality oriented teaching that is a source of theoretic, reflective and creative components development in preschool and early school age children. The authors put forward a hypothesis on theoretic figurative thinking (thinking by means of «intelligent images» (V.V. Rubtsov), model concepts (L.A. Venger), contextual symbolic metaphors (A.A. Margolis, M.V. Telegin) as the «zone of proximal developmen» for spontaneous child concepts. The authors also introduce the readers to psychological models and pedagogical techniques of implementing educational dialogues specific for spontaneous child concepts development.

Column: Educational Psychology

For Reference

Margolis A.A., Rubtsov V.V., Telegin M.V. Psychological Research on Genesis and Development of Everyday Concepts in Educational Dialogue (First Stage). Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2007. Vol. 12, no. 2, pp. 61–72. (In Russ., аbstr. in Engl.)

1. Bakhtin M. M. K filosofii postupka. Filosofiya i sociologiya nauki i tehniki // Ezhegodnik 1984– 1985. M.,1986.
2. Berseneva N. I., Dubrovskaya L. A., Ovchin nikova I. G. Associacii detei ot shesti do desyati let (associativnoe znachenie slova v ontogeneze). Perm'. 1995.
3. Blonskii P. P. Psihologiya mladshego shkol'nika. M.–Voronezh, 1997.
4. Vygotsky L.S. Pedagogicheskaya psihologiya / Pod red. V. V. Davydova. M., 1996. | Educational Psychology [Free full-text]
5. Davydov V. V. Vidy obobsheniya v obuchenii. M., 1972.
6. Davydov V. V. Teoriya razvivayushego obucheniya. M., 1996.
7. Zinchenko V. P., Morgunov E. B. Chelovek razvivayushiisya. Ocherki rossiiskoi psihologii. M., 1994.
8. Losev A. F. Znak, simvol, mif. M., 1982.