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Problems of Developmental Instruction: A Theoretical and Experimental Psychological Study
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Authors: V.V. Davydov (Translated by Peter Moxhay, Peaks Island, Maine) 
Book Description:
"...the theory of developmental instruction is a sensation in world psychological science..."

Professor Kunio Kumbayashi

Based on the results of many years of experimental and theoretical research, it is impossible not to conclude that the problems of developmental instruction and upbringing are among the most significant problems of contemporary psychology, especially in the fields of developmental and pedagogical psychology. The overall orientation of pedagogical thought and practice will in large part depend on their successful elaboration. The essence of these problems can be expressed concisely as follows: Do a personís instruction and upbringing determine the processes of his psychical development, and if they do determine them then is it possible to understand the nature of the link between psychical development and instruction and upbringing? In other words, can we assert that developmental instruction and upbringing exist, and, if they exist, then what laws do they obey? In everyday life, these problems sometimes take the form of the question: Can we, by means of instruction and upbringing, develop in a person certain psychical capacities or qualities that previously did not exist?

In the history of psychology, several theories have been created with respect to these problems, each of the theories being based on data from a given pedagogical practice, on materials derived from experience. These theories may provisionally be divided into two groups. The adherents of the first group of theories deny that instruction and upbringing can have any significant effect on a personís psychical development, i.e. they deny the very existence of developmental instruction and upbringing. Adherents of the second group of theories acknowledge the determining role of instruction and upbringing in a personís psychical development and try to study the laws of developmental instruction and upbringing. Each of these two basic groups of theories has many different variants. The authors notes that the accepted techniques of instruction and upbringing in different educational institutions are in some way connected with these theories. Therefore, the pedagogical practitioners who are guided by such techniques realize, consciously or unconsciously, fully or partially, the principles of one or the other of these groups of theories.

Table of Contents:
Introduction to the new Book Series, pp. 1-3


Russian Compilerís Preface, pp. 11

Introduction, pp. 12-17

Chapter I. The Basic Concepts of Contemporary Psychology, pp. 19-34
1. The Dialectical Materialist Sources of the Psychological concept of activity
2. Activity, the Psyche and Consciousness

Chapter II. Problems of the Childís Psychical Development, pp. 35-71
1. Upbringing and Instruction as the Universal Form of the Childís Psychical Development
2. The Basic Periods of the Childís Psychical Development
3. Personality Development in Childhood

Chapter III. The Theory of Empirical Thinking in Pedagogical Psychology, pp. 73-84
1. The Theory of Empirical Generalization and Empirical Thinking (The Thinking of the Understanding)
2. The Use of the Theory of Empirical Thinking in the Design of School Curricula

Chapter IV. Basic Propositions of the Dialectical Materialist Theory of Thinking, pp. 85-113
1. Practical Activity as the Basis of Human Thinking
2. The Ideal as the Reflection of the Object. The Uniqueness of Human Sensibility
3. The Distinguishing Features of Empirical Thinking
4. The Specific Content of Theoretical Thinking
5. Modeling as a Means of Scientific Thinking
6. The Sensible and the Rational in Thinking
7. The Method of Ascent from the Abstract to the Concrete
8. The Distinguishing Features of Theoretical and Empirical Generalization

Chapter V. Learning Activity in the Primary School Age, pp. 115-136
1. Some Questions of the History of Learning Activity
2. The Content and Structure of Learning Activity

Chapter VI. The Psychical Development of Primary School Children in the Process of Learning Activity, pp. 137-177
1. The Link between the Theory of Learning Activity and the Structure of School Subjects
2. A Description of Experimental Primary School Curricula
3. The Psychical Development of Primary School Children in the Process of Experimental Instruction


Appendix From the History of General and Child Psychology, pp. 179-196
1. L. S. Vygotskyís Views on the Determination of the Individual Human Consciousness
2. The Concepts of Activity and the Psyche in the Works of A.N. Leontiev


Supplementary Material, pp. 197-217
The Contemporary State of Vygotskyís Scientific School
Thinking (A Lecture given by V. V. Davydov at the
Psychology Department of Moscow State University), pp. 219-233

Basic Concepts of the Theory of Developmental Instruction
Recommended Literature on the Problems of Developmental Instruction, pp. 235-240

Subject Index

Name Index pp.241-252

      International Perspectives in Non-Classical Psychology (V.A. Lektorsky and D. Robbins - Series Editors)
   Binding: Hardcover
   Pub. Date: 2008
   Pages: 252 pp.
   ISBN: 978-1-60456-552-2
   Status: AV
Status Code Description
AN Announcing
FM Formatting
PP Page Proofs
FP Final Production
EP Editorial Production
PR At Prepress
AP At Press
AV Available
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Problems of Developmental Instruction: A Theoretical and Experimental Psychological Study