On entering formal education, infants face the demand of participating in collective educational rou¬tines and learning experiences. However, in this age period, the sense of collectiveness is still in an embry¬onic form. This study explored how infants enter into and experience the need for collectiveness and how teachers create the conditions for the development of a sense of collectiveness during infancy. Our educa¬tional experiment drew on a Conceptual PlayWorld, as a collective model of practice for the development of play and imagination. Thirteen infants (0,5—2 years old) participated in the study. Visual methods were used for digital data collection and analysis. It was found that, being in the imaginary situation as play part¬ners, teachers introduced to the infants’ environment the demand to align with the collective, consistently facilitated and sustained infants’ motive orientation to the collective. The use of props, the embodiment of the experience and the shift from physical objects and concrete spaces to a shared intellectual and abstract space appeared to be critical. The findings inform everyday practice and policy opening up a new area of understanding about the concept of collective imagining, as an important concept for the development of a collective orientation for infants.
{"title":"Collective Imagining: The Early Genesis and Development of a sense of Collectiveness during Infancy","authors":"G. Fragkiadaki, M. Fleer, P. Rai","doi":"10.17759/chp.2021170312","DOIUrl":"https://doi.org/10.17759/chp.2021170312","url":null,"abstract":"On entering formal education, infants face the demand of participating in collective educational rou¬tines and learning experiences. However, in this age period, the sense of collectiveness is still in an embry¬onic form. This study explored how infants enter into and experience the need for collectiveness and how teachers create the conditions for the development of a sense of collectiveness during infancy. Our educa¬tional experiment drew on a Conceptual PlayWorld, as a collective model of practice for the development of play and imagination. Thirteen infants (0,5—2 years old) participated in the study. Visual methods were used for digital data collection and analysis. It was found that, being in the imaginary situation as play part¬ners, teachers introduced to the infants’ environment the demand to align with the collective, consistently facilitated and sustained infants’ motive orientation to the collective. The use of props, the embodiment of the experience and the shift from physical objects and concrete spaces to a shared intellectual and abstract space appeared to be critical. The findings inform everyday practice and policy opening up a new area of understanding about the concept of collective imagining, as an important concept for the development of a collective orientation for infants.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"256 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74366634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Основанием для проведения исследования послужила гипотеза о том, что отношение к учению подростков, завершающих курс основного общего образования, меняется в зависимости от конкретных социально-экономических требований общества. Отношение к учению рассматривается в единстве его мотивационного и эмоционального компонентов. Представлены результаты сравнительно-исторического анализа отношения к учению выпускников основной школы и их сверстников послевоенных лет и эпохи развитого социализма. Исходными для сопоставления стали данные исследований, проводившихся в научной школе Л.И. Божович во второй половине прошлого столетия. Методический инструментарий и параметры выборки испытуемых определялись в соответствии с требованиями сравнительно-исторического исследования. Сравнение с данными исследований советской эпохи производилось как по количественным параметрам, так и по качественным описаниям возрастных закономерностей развития личности подростков. Показано, что социальная ситуация развития оказывает значимое влияние на содержание и структуру учебной мотивации выпускников неполной средней школы. В послевоенные годы наиболее значимыми оказывались мотивы получения профессии, а в годы застоя — учебно-познавательные мотивы, причем их ранговые позиции были удалены друг от друга на несколько пунктов. Для современных выпускников эти мотивы сблизились и занимают лидирующие позиции в иерархии: учебно-познавательные мотивы выступают в роли мотивовстимулов, а следующие за ними мотивы получения профессии выполняют смыслообразующую функцию. Отношение к учению у сегодняшних выпускников основной школы эмоционально более насыщенное и противоречивое, чем у их сверстников послевоенных лет и эпохи застоя, что свидетельствует о напряженности ситуации самоопределения в условиях вариативности современной образовательной среды.
{"title":"Attitude Towards Studying in Different Periods of Russian School Education Development","authors":"A. Andreeva","doi":"10.17759/CHP.2021170112","DOIUrl":"https://doi.org/10.17759/CHP.2021170112","url":null,"abstract":"Основанием для проведения исследования послужила гипотеза о том, что отношение к учению подростков, завершающих курс основного общего образования, меняется в зависимости от конкретных социально-экономических требований общества. Отношение к учению рассматривается в единстве его мотивационного и эмоционального компонентов. Представлены результаты сравнительно-исторического анализа отношения к учению выпускников основной школы и их сверстников послевоенных лет и эпохи развитого социализма. Исходными для сопоставления стали данные исследований, проводившихся в научной школе Л.И. Божович во второй половине прошлого столетия. Методический инструментарий и параметры выборки испытуемых определялись в соответствии с требованиями сравнительно-исторического исследования. Сравнение с данными исследований советской эпохи производилось как по количественным параметрам, так и по качественным описаниям возрастных закономерностей развития личности подростков. Показано, что социальная ситуация развития оказывает значимое влияние на содержание и структуру учебной мотивации выпускников неполной средней школы. В послевоенные годы наиболее значимыми оказывались мотивы получения профессии, а в годы застоя — учебно-познавательные мотивы, причем их ранговые позиции были удалены друг от друга на несколько пунктов. Для современных выпускников эти мотивы сблизились и занимают лидирующие позиции в иерархии: учебно-познавательные мотивы выступают в роли мотивовстимулов, а следующие за ними мотивы получения профессии выполняют смыслообразующую функцию. Отношение к учению у сегодняшних выпускников основной школы эмоционально более насыщенное и противоречивое, чем у их сверстников послевоенных лет и эпохи застоя, что свидетельствует о напряженности ситуации самоопределения в условиях вариативности современной образовательной среды.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"77 6 1","pages":"84-92"},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77412987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article analyzes the role of different forms of diaspora activity as a mediator of the relationship between ethnic identity and psychological well-being of Russians in Kyrgyzstan and Estonia (N = 609). The results of structural equation modeling showed that ethnic identity salience is significantly positively associated with the involvement in all types of Russian diaspora activities both in Kyrgyzstan and in Estonia. Russians’ participation in all types of diaspora activity is significantly higher in Kyrgyzstan than in Estonia. Participation in different types of diaspora activity mediates the relationship of ethnic identity and psychological well-being: in Kyrgyzstan — participation in public actions and activity aimed at preservation of collective historical memory; in Estonia — activity aimed at maintenance of Russian language and culture. The results can serve as the basis for practical recommendations for supporting the Russian diaspora in the post-Soviet space.
{"title":"Ethnic Identity and Psychological Well-Being of Russians in Post-Soviet Space: The Role of Diaspora","authors":"N. Lebedeva","doi":"10.17759/chp.2021170402","DOIUrl":"https://doi.org/10.17759/chp.2021170402","url":null,"abstract":"The article analyzes the role of different forms of diaspora activity as a mediator of the relationship between ethnic identity and psychological well-being of Russians in Kyrgyzstan and Estonia (N = 609). The results of structural equation modeling showed that ethnic identity salience is significantly positively associated with the involvement in all types of Russian diaspora activities both in Kyrgyzstan and in Estonia. Russians’ participation in all types of diaspora activity is significantly higher in Kyrgyzstan than in Estonia. Participation in different types of diaspora activity mediates the relationship of ethnic identity and psychological well-being: in Kyrgyzstan — participation in public actions and activity aimed at preservation of collective historical memory; in Estonia — activity aimed at maintenance of Russian language and culture. The results can serve as the basis for practical recommendations for supporting the Russian diaspora in the post-Soviet space.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"34 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77297001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
концепции «обращений, Владимир Возняк, Vladimir S. Voznyak, Ruslan S. Konyk
В статье рассматривается философско-образовательный смысл концепта Ф.Т. Михайлова «обращение». Обращение изнутри человеческой субъективности к субъективности других (и тем самым — к самому себе) в поисках со-чувствия, со-мыслия и со-действия понимается философом в качестве порождающего отношения человека и его способа бытия, всех субъектных свойств человека. Тем самым акцент переносится из внешне детерминирующих факторов на субъектную самость, на ее самодвижение в качестве causa sui. Если обращение является для человека порождающим отношением, то в образовательном процессе, где индивиды возводятся в образ человека, должно доминировать именно оно, а не трансляция знаний, умений и навыков. Всё, что вводится в контекст общения учащихся и учеников, должно так или иначе предстать в виде обращений к живым людям, к учащимся в первую очередь, и только тогда оно является собственно культурой. Культура же в таком своем эйдосе становится «третьим субъектом» нормального образовательного процесса, обеспечивающего целостное развитие личности.
这篇文章探讨了f . t . mihailov概念的哲学教育意义。从人类主观性向他人主观性(从而向自己)的转变，被哲学家理解为人类的关系及其存在方式，人类所有主观性。因此，重点从决定论因素转移到主观自我，她作为causa sui的自我运动。如果一个人的转变是一种产生的态度，那么在教育过程中，个人被塑造成一个人的形象应该由它来主导，而不是传播知识、技能和技能。在学生和学生交流的背景下，任何被引入的东西都必须以某种方式呈现给活着的人，首先是学生，然后是文化本身。这种文化正成为正常教育过程的“第三个主题”，确保个人的整体发展。
{"title":"Mikhailov’s Concept of ‘Appeal’: Philosophical and Pedagogical Meaning","authors":"концепции «обращений, Владимир Возняк, Vladimir S. Voznyak, Ruslan S. Konyk","doi":"10.17759/CHP.2021170103","DOIUrl":"https://doi.org/10.17759/CHP.2021170103","url":null,"abstract":"В статье рассматривается философско-образовательный смысл концепта Ф.Т. Михайлова «обращение». Обращение изнутри человеческой субъективности к субъективности других (и тем самым — к самому себе) в поисках со-чувствия, со-мыслия и со-действия понимается философом в качестве порождающего отношения человека и его способа бытия, всех субъектных свойств человека. Тем самым акцент переносится из внешне детерминирующих факторов на субъектную самость, на ее самодвижение в качестве causa sui. Если обращение является для человека порождающим отношением, то в образовательном процессе, где индивиды возводятся в образ человека, должно доминировать именно оно, а не трансляция знаний, умений и навыков. Всё, что вводится в контекст общения учащихся и учеников, должно так или иначе предстать в виде обращений к живым людям, к учащимся в первую очередь, и только тогда оно является собственно культурой. Культура же в таком своем эйдосе становится «третьим субъектом» нормального образовательного процесса, обеспечивающего целостное развитие личности.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"5 1","pages":"12-19"},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75385572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
В статье предпринимается попытка дать внутренний абрис логики исследования Ф.Т. Михайловым проблемы человеческого Я. Анализируются принципы анализа и содержательный путь становления Я — от проблемы возникновения психики до формы развитой творчески-свободной личности. Осуществляется рефлексия логических категорий и их формальная и содержательная связь с проблематикой и методами теоретических исследований в психологии. Показана диалектика понятия Я — как в объективной действительности, так и в самосознании индивида. Субъектность Я представлена как выражение общественного целого и внутренней логики его развития. Эта логика целого является потенциальным основанием творческой способности Я. Творящая способность возникает в противоречии всеобщего и особенного, различение которых выступает, по мысли Ф.Т. Михайлова, самой сложной проблемой. Но именно в решении этой проблемы лежит разгадка феномена Я. А тем самым и свободы — как объективного самоопределения человека в бытии и в мышлении. Воспроизведение логики мысли Ф.Т. Михайлова автором осуществляется в собственном синтезе проблем, которые высвечивают основную линию в понимании проблемы Я.
{"title":"The Human Self: the Illusion of a Riddle","authors":"G.V. Lobastov","doi":"10.17759/CHP.2021170104","DOIUrl":"https://doi.org/10.17759/CHP.2021170104","url":null,"abstract":"В статье предпринимается попытка дать внутренний абрис логики исследования Ф.Т. Михайловым проблемы человеческого Я. Анализируются принципы анализа и содержательный путь становления Я — от проблемы возникновения психики до формы развитой творчески-свободной личности. Осуществляется рефлексия логических категорий и их формальная и содержательная связь с проблематикой и методами теоретических исследований в психологии. Показана диалектика понятия Я — как в объективной действительности, так и в самосознании индивида. Субъектность Я представлена как выражение общественного целого и внутренней логики его развития. Эта логика целого является потенциальным основанием творческой способности Я. Творящая способность возникает в противоречии всеобщего и особенного, различение которых выступает, по мысли Ф.Т. Михайлова, самой сложной проблемой. Но именно в решении этой проблемы лежит разгадка феномена Я. А тем самым и свободы — как объективного самоопределения человека в бытии и в мышлении. Воспроизведение логики мысли Ф.Т. Михайлова автором осуществляется в собственном синтезе проблем, которые высвечивают основную линию в понимании проблемы Я.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"2 1","pages":"20-27"},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87838763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Lecture Four. Structure and Functions of Cultural Operations in Children","authors":"L. Vygotsky","doi":"10.17759/chp.2021170304","DOIUrl":"https://doi.org/10.17759/chp.2021170304","url":null,"abstract":"","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"50 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88241811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Ferholt, Robert Lecusay, A. Rainio, S. Baumer, K. Miyazaki, M. Nilsson, L. Cohen
This paper discusses the playworlds of the Playworld of Creative Research (PWCR) research group. Play¬worlds are created from a relatively new form of play that can be described as a combination of adult forms of creative imagination (art, science, etc.), which require extensive real life experience, and children’s forms of creative imagination (play), which require the embodiment of ideas and emotions in the material world. In playworlds, adults and children (or teenagers or seniors) enter into a common fantasy that is designed to support the development of both adults and children (or teenagers or seniors). The PWCR understands play¬worlds and the study of playworlds as ways of being. In this paper we present unique, individual playworlds that we truly love from the perspective of researchers, artists, teachers, children, administrators, and imagi¬nary characters, who participate in playworlds. We use a master fiction writer’s words on the love of literature to frame our discussion of playworlds, focusing on truth, time, human magic, infinite possibilities, fun, and the enriching and intensifying (and so, creating) of the real in playworlds in Japan, Finland, Sweden and the US.
本文讨论了Playworld of Creative Research (PWCR)研究小组的游戏世界。游戏世界是由一种相对较新的游戏形式创造出来的，它可以被描述为成人形式的创造性想象(艺术、科学等)和儿童形式的创造性想象(游戏)的结合，前者需要广泛的现实生活经验，后者需要在物质世界中体现思想和情感。在游戏世界中，成人和儿童(或青少年或老年人)进入一个共同的幻想，旨在支持成人和儿童(或青少年或老年人)的发展。PWCR将游戏世界和对游戏世界的研究理解为存在的方式。在本文中，我们从研究人员、艺术家、教师、儿童、管理人员和参与游戏世界的想象角色的角度展示了我们真正喜欢的独特的、独立的游戏世界。我们用一位小说大师对文学的热爱的话来构建我们对游戏世界的讨论，重点关注日本、芬兰、瑞典和美国的游戏世界中的真相、时间、人类魔法、无限可能性、乐趣以及对现实的丰富和强化(以及创造)。
{"title":"Playworlds as Ways of Being, A Chorus of Voices: Why are Playworlds Worth Creating?","authors":"B. Ferholt, Robert Lecusay, A. Rainio, S. Baumer, K. Miyazaki, M. Nilsson, L. Cohen","doi":"10.17759/chp.2021170313","DOIUrl":"https://doi.org/10.17759/chp.2021170313","url":null,"abstract":"This paper discusses the playworlds of the Playworld of Creative Research (PWCR) research group. Play¬worlds are created from a relatively new form of play that can be described as a combination of adult forms of creative imagination (art, science, etc.), which require extensive real life experience, and children’s forms of creative imagination (play), which require the embodiment of ideas and emotions in the material world. In playworlds, adults and children (or teenagers or seniors) enter into a common fantasy that is designed to support the development of both adults and children (or teenagers or seniors). The PWCR understands play¬worlds and the study of playworlds as ways of being. In this paper we present unique, individual playworlds that we truly love from the perspective of researchers, artists, teachers, children, administrators, and imagi¬nary characters, who participate in playworlds. We use a master fiction writer’s words on the love of literature to frame our discussion of playworlds, focusing on truth, time, human magic, infinite possibilities, fun, and the enriching and intensifying (and so, creating) of the real in playworlds in Japan, Finland, Sweden and the US.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"11 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78251511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents an analysis of L.S. Vygotsky’s concept of a zone of proximal development (ZPD); considers various ZPD definitions; provides a critical review of the most popular definition of ZPD as adopted from L.S. Vygotsky’s 1935 work and used as basic by English-speaking authors. Taking into account the fact that L.S. Vygotsky’s general methodological intention was to establish psychology as a practice and that his developmental theory as well as the ZPD concept development remained incomplete due to the known life circumstances, we analyze L.S. Vygotsky’s writings that allow for another ZPD conceptualization, which differs from the one implied by the 1935 definition, so as to attempt at reconstructing the concept. In reviewing L.S. Vygotsky’s assumptions regarding the learning-development relationship; ZPD; its relevance for diagnostic assessment and teaching; feasibility of extrapolating the ZPD concept onto different personality aspects, the authors identify substantive aspects of the ZPD concept that the "canonical" definition lacks. The article describes a multidimensional model of ZPD, which has taken shape within the Reflection-Activity Approach to assisting students with overcoming learning difficulties and which integrates Vygotsky's key ZPD-related ideas. E.G. Yudin’s conceptualization of methodological functions of conceptual schemes is used to reconstruct the methodological status of the ZPD concept. The authors demonstrate that, since its inception, the ZPD concept has passed through the stages of an explanatory principle, a research subject, and a methodological tool for constructing new subjects of research and development.
{"title":"One More Time on the Zone of Proximal Development","authors":"V. Zaretsky","doi":"10.17759/chp.2021170204","DOIUrl":"https://doi.org/10.17759/chp.2021170204","url":null,"abstract":"The article presents an analysis of L.S. Vygotsky’s concept of a zone of proximal development (ZPD); considers various ZPD definitions; provides a critical review of the most popular definition of ZPD as adopted from L.S. Vygotsky’s 1935 work and used as basic by English-speaking authors. Taking into account the fact that L.S. Vygotsky’s general methodological intention was to establish psychology as a practice and that his developmental theory as well as the ZPD concept development remained incomplete due to the known life circumstances, we analyze L.S. Vygotsky’s writings that allow for another ZPD conceptualization, which differs from the one implied by the 1935 definition, so as to attempt at reconstructing the concept. In reviewing L.S. Vygotsky’s assumptions regarding the learning-development relationship; ZPD; its relevance for diagnostic assessment and teaching; feasibility of extrapolating the ZPD concept onto different personality aspects, the authors identify substantive aspects of the ZPD concept that the \"canonical\" definition lacks. The article describes a multidimensional model of ZPD, which has taken shape within the Reflection-Activity Approach to assisting students with overcoming learning difficulties and which integrates Vygotsky's key ZPD-related ideas. E.G. Yudin’s conceptualization of methodological functions of conceptual schemes is used to reconstruct the methodological status of the ZPD concept. The authors demonstrate that, since its inception, the ZPD concept has passed through the stages of an explanatory principle, a research subject, and a methodological tool for constructing new subjects of research and development.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"56 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76673073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
English Medium Instruction (EMI) — teaching/learning of content through English at a university — is currently gaining momentum worldwide, albeit it still lacks consensus regarding conceptualization and efficacious pedagogy and encounters a myriad of challenges at the implementation level. The latter prompt ed a host of researchers to voice concerns about its possible negative effects on content learning and overall educational quality. Current EMI conceptualization is primarily informed by the applied linguistics perspective. Drawing on the dialectical unity of language (word) and cognition (thought), the article presents recent and fruitful applications of Vygotsky’s ideas to foreign language teaching/learning praxis and suggests a symbiosis of two theoretical perspectives — the cultural historical theory and systemic functional linguistics — to inform teaching/learning in English-mediated contexts. The article shifts the focus from the most researched area in the EMI acronym, which is E (dealing with the English language issues), to I (Instruction) to suggest a potential conceptual and pedagogical solution to the EMI conundrum.
{"title":"In Search of Methodology for English Medium Instruction","authors":"T.V. Belskaya","doi":"10.17759/chp.2021170307","DOIUrl":"https://doi.org/10.17759/chp.2021170307","url":null,"abstract":"English Medium Instruction (EMI) — teaching/learning of content through English at a university — is currently gaining momentum worldwide, albeit it still lacks consensus regarding conceptualization and efficacious pedagogy and encounters a myriad of challenges at the implementation level. The latter prompt ed a host of researchers to voice concerns about its possible negative effects on content learning and overall educational quality. Current EMI conceptualization is primarily informed by the applied linguistics perspective. Drawing on the dialectical unity of language (word) and cognition (thought), the article presents recent and fruitful applications of Vygotsky’s ideas to foreign language teaching/learning praxis and suggests a symbiosis of two theoretical perspectives — the cultural historical theory and systemic functional linguistics — to inform teaching/learning in English-mediated contexts. The article shifts the focus from the most researched area in the EMI acronym, which is E (dealing with the English language issues), to I (Instruction) to suggest a potential conceptual and pedagogical solution to the EMI conundrum.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"102 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79443050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Bratus, N. Busygina, A. Krichevec, K. Nasibullov
The article presents an analysis of methodological problems in psychological studies of religiosity and offers a new comparative approach to qualitative research of religiosity as a component of human life. The authors demonstrate the possibility of combining ideas of religious philosophy (Christian and Islamic) with J. Lacan's psychoanalytic idea of a multidimensional subject in the psychological interpretation of biographical interviews of believers. The essence of the authors' approach to interpretation is repeated re-reading of the interview texts from the theological (close to the respondent's denomination), psychoanalytic and reflective positions, which provides methodological triangulation of qualitative analysis and creates opportunities for a richer understanding of the meanings of the stories. The analysis of two semi-structured interviews with Muslim and Orthodox women are presented. The authors discuss the possibilities of applying their methodological approach to the explorations of religious experience and the relationship between deep psychological and spiritual aspects of such experience.
{"title":"Comprehending Incomprehensible: Comparative Approach in Qualitative Psychological Studies of Religiosity","authors":"B. Bratus, N. Busygina, A. Krichevec, K. Nasibullov","doi":"10.17759/CHP.2021170115","DOIUrl":"https://doi.org/10.17759/CHP.2021170115","url":null,"abstract":"The article presents an analysis of methodological problems in psychological studies of religiosity and offers a new comparative approach to qualitative research of religiosity as a component of human life. The authors demonstrate the possibility of combining ideas of religious philosophy (Christian and Islamic) with J. Lacan's psychoanalytic idea of a multidimensional subject in the psychological interpretation of biographical interviews of believers. The essence of the authors' approach to interpretation is repeated re-reading of the interview texts from the theological (close to the respondent's denomination), psychoanalytic and reflective positions, which provides methodological triangulation of qualitative analysis and creates opportunities for a richer understanding of the meanings of the stories. The analysis of two semi-structured interviews with Muslim and Orthodox women are presented. The authors discuss the possibilities of applying their methodological approach to the explorations of religious experience and the relationship between deep psychological and spiritual aspects of such experience.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"43 1","pages":"113-123"},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74709530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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