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Psychological Science and Education psyedu.ru
2016. Vol. 8, No. 3. pp. 16–31.
doi:10.17759/psyedu.2016080302
ISSN: 2074-5885 (online)

The Models of Relationship between Training and Psyche development in Cultural-historical and Activity Approaches

Pogozhina I.N. PhD (Psychology), Associate Professor, Department of Psychology of Education and Pedagogics, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia, pogozhina@mail.ru
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The possibility of referring of the psychological theories studying interrelation of training and mental development processes to this or that stage of scientific knowledge formation on the basis of studied objects types and corresponded determination systems as a basic criterion distinguishing the ideals of scientific rationality is justified. General characteristics of classical, non-classical and post-non-classical models, determination of the mechanisms of dissipative systems, requirements for learning and development model building in the context of post-non-classic science paradigm on the criterion of the system features of the object of cognition are described. Domestic psychological school models are compared with associanism, behaviorism, gestalt psychology and Piaget determination models on the number of options allocated to these determinants, types of causal chains and types of links between causal chains. It is shown that cultural-historical approach is situated intermediately between post-non-classical and non-classical models, while activity approach corresponds to post-non-classical understanding of the object of study as complicated self-developing "man-size" system. Determination relationships models developed by L.V. Vygotskii, S.L. Rubinstein, A.N. Leont’ev continue to play the heuristic role at the present stage of scientific development.

Keywords: the cultural-historical approach, activity approach, interrelation of training and mentality development, classical, non-classical, pos-tnon-classical models of determination

Rubric: Educational Psychology

DOI: http://dx.doi.org/10.17759/psyedu.2016080302

For Reference

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