Диалогическое и диалектическое: квинтэссенция педагогики Выготского



В данной статье рассматривается использование понятий «диалогическое» и «диалектическое» с точки зрения развития направления в педагогике, которое вполне заслуженно можно было бы наименовать «выготскианским». Русское слово «обучение» часто переводится на английский как «instruction»; действительно, культурная нагрузка педагогики, построенной на передаче знаний, напоминает тот смысл обучения, который заключен в английском «instruction». Однако английский переводчик Давыдова полагает, что «teaching» или даже «teaching-learning» — более уместный вариант перевода для слова «обучение», поскольку охватывает сразу всю полноту деятельности педагога, нацеленную на умственное развитие и рост ребенка. Именно в основе этого очень «русского» понятия обучения лежит представление о диалектических процессах, олицетворяющих внутренние и межличностные диалоги. В данной статье предпринята попытка дать педагогическое обоснование подобного представления.

Общая информация

Ключевые слова: диалог, диалектика, педагогика, противоречие, Выготский Л.С.

Рубрика издания: Выготсковедение

Тип материала: научная статья

Для цитаты: Дэниелс Г. Диалогическое и диалектическое: квинтэссенция педагогики Выготского // Культурно-историческая психология. 2012. Том 8. № 3. С. 70–79.

Фрагмент статьи

Vygotsky considered the capacity to teach and to benefit from instruction is a fundamental attribute of human beings. "Vygotsky's primary contribution was in developing a general approach that brought education, as a fundamental human activity, fully into a theory of psychological development. Human pedagogy, in all its forms, is the defining characteristic of his approach, the central concept in his system" (Moll, 1990, p. 15) .


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Информация об авторах

Дэниелс Гарри, PhD, профессор, научный сотрудник, факультет образования, колледж Грин Темплтон, Оксфорд, Великобритания, e-mail: harry.daniels@education.ox.ac.uk



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