On some historical and pedagogical aspects of the formation of pedagogical psychology as a science (John Amos Comenius, Adolph Diesterweg, Vasilii Zenkovsky, Sergei Hessen)
DOI:
https://doi.org/10.33910/2687-0223-2019-1-1-4-10Keywords:
educational psychology, principle of natural conformity, principle of cultural conformity, Comenius, A. Diesterweg, V. Zenkovsky, S. HessenAbstract
The article focuses on the issue of the formation of educational psychology as a science in the classic works of John Amos Comenius, Adolph Diesterweg, Vasiliy Zenkovsky and Sergei Hessen. The significance of their works: Comenius’s “Labyrinth of the World and Paradise of the Heart”, Diesterweg’s “Teacher Training Guide”, Zenkovsky’s “The Problem of Psychic Causality”, and Hessen’s “Foundations of Pedagogy: Introduction to Applied Philosophy” for the modern understanding of the principles of nature and cultural conformity in the psychology of educational activities cannot be underestimated. The authors also note Boris Ananyev’s substantiation of the connection between the development of pedagogical thought in Comenius’s legacy and the formation and development of pedagogical psychology (“Issues of teaching and upbringing psychology in the writings of Jan Amos Comenius”, 1971).
Particular attention is devoted to characterising the cultural conformity principle and the ways in which it is connected with the formation of historical, cultural and national identity (A. Disterweg), with the development of pedagogical psychology in Russian foreign pedagogy of the 1920–30s (V. Zenkovsky), with the relevance of Zenkovsky’s research for the development of practical pedagogical psychology in the socio-cultural conditions of the modern world. The authors emphasise the relevance of Diesterveg’s thesis regarding the need to develop in teachers the “ability to unlearn”, as the “art of unlearning” is no less important than the “ability to learn”.
An appeal to the historical context of the development of pedagogical psychology as an independent science allows the researchers to reveal the historical continuity of ideas about nature and culture and the evolution of educational psychology. In particular, the authors discuss such concepts as “a security centre” (Comenius), “a centre of gravity” (A. Diesterweg), “a centre uniting all mental processes in the educational system” (V. Zenkovsky), “a balance between centripetal personality force and centrifugal forces of external culture” (Hessen). In conclusion, the authors substantiate the need to find a harmonious combination of the principles of nature and culture in educational psychology in the socio-cultural conditions of the modern times.
References
ИСТОЧНИКИ
Гессен, С. И. (1995) Основы педагогики: введение в прикладную философию. М.: Школа-пресс, 447 с.
Дистервег, А. (1956) Избранные педагогические сочинения. М.: Учпедгиз, 378 с.
Зеньковский, В. В. (1914) Проблема психической причинности. Киев: Типография Императорского Университета святого Владимира, 435 с.
Коменский, Я. А. (1982) Избранные педагогические сочинения: в 2 т. М.: Педагогика. Т. 1. 656 с.; Т. 2. 576 с.
Komensky, J. A. (2013) Labyrint světa a ráj srdce. Praha: Jazykova uprava, 267 s.
ЛИТЕРАТУРА
Ананьев, Б. Г. (1971) Вопросы психологии обучения и воспитания в трудах Яна Амоса Коменского. Советская педагогика, № 2, с. 48–53.
Ермишин, О. Т. (2008) Путь к идейному синтезу и единству (О жизни и трудах В. В. Зеньковского). В кн.: Зеньковский В.В. Собрание сочинений: в 2 т. Т. 1. М.: Русский путь, с. 5–37.
Марчукова, С. М. (2010) О некоторых аспектах педагогики Русского зарубежья в Чехословакии 20-х гг. XX в. В кн.: Российская эмиграция в славянских странах: материалы XXXIX Международной филологической конференции, 19 марта 2010 г., Санкт-Петербург. СПб.: Санкт-Петербургский государственный университет, с. 18–26.
Марчукова, С. М. (2011) Постдипломное педагогическое образование: об «умении учиться» и «умении разучиваться» (А. Дистервег). В кн.: Постдипломное педагогическое образование: традиции и инновации. Материалы IX Международной научно-практической конференции. СПб.: Академия постдипломного педагогического образования, с. 54–56.
Марчукова, С. М. (2015) О некоторых парадоксах восприятия педагогического наследия Яна Амоса Коменского (1592–1670). В кн.: С. Марчукова, Р. Мних (ред.), Ян Амос Коменский и Дмитрий Чижевский: диалог идей. Siedlce: Instytut Kultury Regionalnej i Badań Literackich im. Franciszka Karpińskiego, с. 85–100. (Colloquia Litteraria Sedlcensia. Т. XVIII)
SOURCES
Comenius, J. A. (1982) Izbrannye pedagogicheskie sochineniya: v 2 t. [Selected pedagogical works: in 2 vols]. Moscow: Pedagogika Publ. Vol. 1. 656 p.; Vol. 2. 576 p. (In Russian)
Comenius, J. A. (2013) Labyrint světa a ráj srdce [Labyrinth of World and Paradise of the Heart]. Prague: Jazykova uprava Publ., 267 p. (In Czech)
Diesterweg, A. (1956) Izbrannye pedagogicheskie sochineniya [Selected pedagogical works]. Moscow: Uchpedgiz Publ., 378 p. (In Russian)
Hessen, S. I. (1995) Osnovy pedagogiki: vvedenie v prikladnuyu filosofiyu [Fundamentals of pedagogy: introduction to applied philosophy]. Moscow: Shkola-press Publ., 447 p. (In Russian)
Zenkovsky, V. V. (1914) Problema psikhicheskoj prichinnosti [The problem of mental causality]. Kiev: Imperatorskiy Universitet svyatogo Vladimira Printing house, 435 p. (In Russian)
REFERENCES
Ananyev, B. G. (1971) Voprosy psikhologii obucheniya i vospitaniya v trudakh Yana Amosa Komenskogo [Questions of psychology of training and education in the works of Jan Amos Komensky]. Sovetskaya pedagogika, no. 2, pp. 48–53. (In Russian)
Ermishin, O. T. (2008) Put’ k idejnomu sintezu i edinstvu (O zhizni i trudakh V. V. Zen’kovskogo) [The path to the ideological synthesis and unity (About the life and works of V. V. Zenkovsky)]. In: V. V. Zen’kovskij, Sobranie sochinenij: v 2 t. [Collected works: in 2 vols]. Vol. 1. Moscow: Russkij put’ Publ., pp. 5–37. (In Russian)
Marchukova, S. M. (2010) O nekotorykh aspektakh pedagogiki Russkogo zarubezh’ya v Chekhoslovakii 20-kh gg. XX v. [On some aspects of pedagogy of Russian abroad in Czechoslovakia in the 20s of the 20th century]. In: Rossijskaya emigratsiya v slavyanskikh stranakh: materialy XXXIX Mezhdunarodnoj filologicheskoj konferentsii, 19 marta 2010 g., Sankt-Peterburg [Russian emigration to Slavic countries: Proceedings of 39th International Philological Conference, 19 March 2010, Saint Petersburg]. Saint Petersburg: Saint Petersburg State University Publ., pp. 18–26. (In Russian)
Marchukova, S. M. (2011) Postdiplomnoe pedagogicheskoe obrazovanie: ob “umenii uchit’sya” i “umenii razuchivat’sya” (A. Disterveg) [Postgraduate pedagogical education: “ability to learn” and “ability to forget” (A. Diesterweg)]. In: Postdiplomnoe pedagogicheskoe obrazovanie: traditsii i innovatsii. Materialy IX mezhdunarodnoj nauchno-prakticheskoj konferentsii. Saint Petersburg: St. Petersburg Academy of In-Service Pedagogical Education Publ., pp. 54–56. (In Russian)
Marchukova, S. M. (2015) O nekotorykh paradoksakh vospriyatiya pedagogicheskogo naslediya Yаna Amosa Komenskogo (1592–1670) [On some paradoxes of perception of the pedagogical heritage of Jan Amos Komensky (1592–1670)]. In: S. Marchukova, R. Mnih (eds.), Jan Amos Amos Komenskij i Dmitrij Chizhevskij: dialog idej [Jan Amos Comenius and Dmitry Chizhevsky: dialogue of ideas]. Siedlce: The Franciszek Karpiński Institute of Regional Culture and Literary Research Publ., pp. 85–100. (Colloquia Litteraria Sedlcensia. Vol. XVIII) (In Russian)
Downloads
Published
Issue
Section
License
The work is provided under the terms of the Public Offer and of Creative Commons public license Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). This license allows an unlimited number of persons to reproduce and share the Licensed Material in all media and formats. Any use of the Licensed Material shall contain an identification of its Creator(s) and must be for non-commercial purposes only.
