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Article

Only Internalization?

Journal of Russian and East European Psychology. 1992. Vol. 30. No. 1. P. 28-32.
V.I. Slobodchikov and G.A. Tsukerman have undertaken the important task of constructing (under conditions of forced empiricism and protracted schooling) a hypothetical schema for the genesis and alternation of interpsychic forms of learning activity in the course of its development. For Soviet developmental and educational psychology, the posing of this question is, in itself, very important, inasmuch as it returns all of us from the world of "postulates" existing in the tradition of the Vygotsky school to the world of the "intentions," the designs, of that school. The solution the authors propose for this problem is integral and carefully elaborated, theoretically and conceptually, despite its being hypothetical; it defines a new, quite vast but also quite well delimited region of theoretical and empirical investigations, representing a kind of "zone of proximate development" for the theory of learning activity.