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Cognitive Structures in the Learning Activity Framework 1262
Vasilev V.K., Doctor of Psychology, Professor, Department of Psychology, University of Plovdiv “Paisii Hilendarski”, Plovdiv, Bulgaria, firstname.lastname@example.org
This paper presents a historical perspective on the emergence and development of the field of cognitive structures, which is the main issue (and related term) of the psychology theory of Jean Piaget and that of the American cognitive school. A number of fundamental questions was raised and discussed. Does it make sense to include a new construct and a term into scientific tradition – in our case into the theory of learning activity, in which it was considered unnecessary until recently? Is it possible to carry out the convergence and cooperation between the theory based on Kantian epistemology and the theory based on the dialectical-materialist methodology? Would it produce a useful and valuable practical product? The author defends the position that it is possible and provides theoretical arguments in favor of the fact that such convergence would be useful for psychological science itself (it would lead to the enrichment of both theories) and it would be useful for the general educational practice.
Keywords: structures, cognitive structures, educational activity, generalized methods of action, targeted development, comparative analysis