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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273


License: CC BY-NC 4.0

Published since 1996

Published 6 times a year

Free of fees
Open Access Journal


Psychological Research on Genesis and Development of Everyday Concepts in Educational Dialogue (Second Stage) 1085


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

Margolis A.A.
PhD in Psychology, Rector, Professor, Chair of Pedagogical Psychology, Moscow State University of Psychology & Education, Moscow, Russia

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

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.

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

Column: Developmental Psychology

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