Orienting Activity of the Subject as a Mechanism for Instruction, Learning and Development
Background. The 120th anniversary was celebrated in 2022 of the birth of the outstanding Soviet scientist P.Ya. Galperin (1902–1988), who made a signi# cant contribution to the development of Russian psychology. Objective. To analyze the signi# cance of P.Ya. Galperin’s concept of “orienting activi...
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| Format: | Article |
| Language: | English |
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M.V. Lomonosov Moscow State University
2022-12-01
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| Series: | Psychology in Russia: State of Art |
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| Online Access: | http://psychologyinrussia.com/volumes/index.php?article=10729 |
| _version_ | 1797895326089084928 |
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| author | Galina V. Burmenskaya |
| author_facet | Galina V. Burmenskaya |
| author_sort | Galina V. Burmenskaya |
| collection | DOAJ |
| description | Background. The 120th anniversary was celebrated in 2022 of the birth of the outstanding Soviet scientist P.Ya. Galperin (1902–1988), who made a signi# cant contribution to the development of Russian psychology.
Objective. To analyze the signi# cance of P.Ya. Galperin’s concept of “orienting activity” for the study of processes of mental development, learning and instruction.
Design. ! e concept of “the zone of proximal development” (L.S. Vygotsky) is interpreted in light of the doctrine of orienting activity, presenting three examples from di$ erent areas of research, where the concept of orienting activity is used to analyze the phenomena of mental development in children and adults.
Results. 1. ! e concept of orienting activity makes it possible to substantially concretize the psychological content and mechanisms of “the zone of proximal development.” 2. ! e subject’s orienting activity plays a key role, which is implicitly present in the method of “cognitive learning” developed in the Geneva psychological school and reproducing (according to the followers of J. Piaget) “an autonomous process of constructing new operational structures”. 3. ! e study examines the organization of orienting activity in the process of children’s mastery of the concepts of combinatorial thinking in a learning experiment based on Galperin’s method of stage-by-stage formation of mental actions and concepts. 4. ! e role of a client’s orienting activity is explicated, and its special organization by the psychologist who is counseling parents on the mental development and upbringing of children and adolescents.
Conclusion. P.Ya. Galperin’s discovery regarding the structure of human activity and introduction of the concept of “orientation,” and the creation of a method for studying the orienting component of action as distinct from the executive component, lead to a much deeper understanding of the central problem posed by L.S. Vygotsky: the interrelation and mechanisms of connection between the processes of learning, instruction (teaching) and development. |
| first_indexed | 2024-04-10T07:23:43Z |
| format | Article |
| id | doaj.art-2274ae9521364e349701d283441e785a |
| institution | Directory Open Access Journal |
| issn | 2074-6857 2307-2202 |
| language | English |
| last_indexed | 2024-04-10T07:23:43Z |
| publishDate | 2022-12-01 |
| publisher | M.V. Lomonosov Moscow State University |
| record_format | Article |
| series | Psychology in Russia: State of Art |
| spelling | doaj.art-2274ae9521364e349701d283441e785a2023-02-24T09:39:38ZengM.V. Lomonosov Moscow State UniversityPsychology in Russia: State of Art2074-68572307-22022022-12-01154364810.11621/pir.2022.0403Orienting Activity of the Subject as a Mechanism for Instruction, Learning and DevelopmentGalina V. Burmenskaya0http://psychologyinrussia.com/volumes/index.php?article=10729Background. The 120th anniversary was celebrated in 2022 of the birth of the outstanding Soviet scientist P.Ya. Galperin (1902–1988), who made a signi# cant contribution to the development of Russian psychology. Objective. To analyze the signi# cance of P.Ya. Galperin’s concept of “orienting activity” for the study of processes of mental development, learning and instruction. Design. ! e concept of “the zone of proximal development” (L.S. Vygotsky) is interpreted in light of the doctrine of orienting activity, presenting three examples from di$ erent areas of research, where the concept of orienting activity is used to analyze the phenomena of mental development in children and adults. Results. 1. ! e concept of orienting activity makes it possible to substantially concretize the psychological content and mechanisms of “the zone of proximal development.” 2. ! e subject’s orienting activity plays a key role, which is implicitly present in the method of “cognitive learning” developed in the Geneva psychological school and reproducing (according to the followers of J. Piaget) “an autonomous process of constructing new operational structures”. 3. ! e study examines the organization of orienting activity in the process of children’s mastery of the concepts of combinatorial thinking in a learning experiment based on Galperin’s method of stage-by-stage formation of mental actions and concepts. 4. ! e role of a client’s orienting activity is explicated, and its special organization by the psychologist who is counseling parents on the mental development and upbringing of children and adolescents. Conclusion. P.Ya. Galperin’s discovery regarding the structure of human activity and introduction of the concept of “orientation,” and the creation of a method for studying the orienting component of action as distinct from the executive component, lead to a much deeper understanding of the central problem posed by L.S. Vygotsky: the interrelation and mechanisms of connection between the processes of learning, instruction (teaching) and development.http://psychologyinrussia.com/volumes/index.php?article=10729orienting activity of the subjectp.ya. galperin’s theory of the stage-by-stage formation of mental actions and conceptszone of proximal developmenttypes of orientation and types of learningmental development in ontogenesiscognitive learning methodpiagetian phenomenacombinatorial thinkingpsychological counseling |
| spellingShingle | Galina V. Burmenskaya Orienting Activity of the Subject as a Mechanism for Instruction, Learning and Development Psychology in Russia: State of Art orienting activity of the subject p.ya. galperin’s theory of the stage-by-stage formation of mental actions and concepts zone of proximal development types of orientation and types of learning mental development in ontogenesis cognitive learning method piagetian phenomena combinatorial thinking psychological counseling |
| title | Orienting Activity of the Subject as a Mechanism for Instruction, Learning and Development |
| title_full | Orienting Activity of the Subject as a Mechanism for Instruction, Learning and Development |
| title_fullStr | Orienting Activity of the Subject as a Mechanism for Instruction, Learning and Development |
| title_full_unstemmed | Orienting Activity of the Subject as a Mechanism for Instruction, Learning and Development |
| title_short | Orienting Activity of the Subject as a Mechanism for Instruction, Learning and Development |
| title_sort | orienting activity of the subject as a mechanism for instruction learning and development |
| topic | orienting activity of the subject p.ya. galperin’s theory of the stage-by-stage formation of mental actions and concepts zone of proximal development types of orientation and types of learning mental development in ontogenesis cognitive learning method piagetian phenomena combinatorial thinking psychological counseling |
| url | http://psychologyinrussia.com/volumes/index.php?article=10729 |
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