Выготский и диалогическая педагогика

В статье рассматриваются различия между понятиями «диалогический» и «диалектический» и следствия этих различий для педагогической практики. Вместе с этим предлагается более широкая трактовка представлений Выготского об опосредствовании в рамках учебных отношений. Модель взаимного влияния субъекта и социальной ситуации рассматривается как ключевой момент диалогической концепции обучения в педагогике, подразумевающей диалектический характер не только социальных отношений в школьной среде, но и процесса развития понятийного мышления. Утверждается, что реализация этой концепции на практике представляет определенные сложности для педагогов. Тем не менее, попытки избежать повышенных требований, предъявляемых концепцией обучения, и использовать педагогические практики, основанные на передаче знаний, умений и навыков, не могут рассматриваться как демократический способ решения проблемы массового образования. Известно, что некоторые ученики приходят в школу достаточно подготовленными для того, чтобы справляться с неэффективным обучением. Они могли бы существенно выиграть от вовлечения в диалог с учителем касательно устройства мира, а те, кто недостаточно подготовлен, открыли бы тем самым для себя новые пути для научения.

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