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Vygotsky Lev Semyonovich (1896-1934), Russian psychologist.
Born November 17, 1896 in Orsha. The second son in a large (eight brothers and sisters) family. His father, a bank clerk, a year after the birth of Lev, moved his relatives to Gomel, where he founded a public library. Famous philologists, the psychologist's cousin David Vygodsky, was one of the prominent representatives of "Russian formalism" from the Vygodsky family (the original spelling of the surname).
In 1914, Lev entered the Faculty of Medicine at Moscow University, from which he later moved to the Faculty of Law; at the same time he studied at the Faculty of History and Philology of the People's University named after A. L. Shanyavsky. In his student years he published reviews of the books of the Symbolist writers - A. Bely, V. I. Ivanov, D. S. Merezhkovsky. At the same time he wrote his first major work "The Tragedy of Hamlet Danish by W. Shakespeare" (it was published only 50 years later in the collection of articles by Vygotsky "The Psychology of Art").
In 1917 he returned to Gomel; took an active part in the creation of a new type of school, began to conduct research in the psychological study organized by him at the pedagogical technical school. Became a Delegate II All-Russian Congress on psychoneurology in Petrograd (1924). where he spoke about the reflexological techniques he used in the study of the mechanisms of consciousness. After speaking at the congress, Vygotsky, at the insistence of the famous psychologist A.R. Luria, was invited to work by the director of the Moscow Institute of Experimental Psychology N.K.Kornilov. Two years later, under the leadership of Vygotsky, an experimental defectological institute was created (now the Institute of Correctional Pedagogy of the Russian Academy of Education) and thus the foundations of defectology in the USSR were laid.
In 1926, Vygotsky's "Pedagogical Psychology" was published, defending the individuality of the child.
Since 1927, the scientist published articles analyzing the directions of world psychology, and at the same time developed a new psychological concept, called the cultural-historical one. In it, the behavior of a person regulated by consciousness is correlated with forms of culture, in particular with language and art. Such a comparison is made on the basis of the concept of a sign (symbol) developed by the author as a special psychological tool serving as a means of transforming the psyche from natural (biological) into cultural (historical). The work "History of the Development of Higher Mental Functions" (1930-1931) was published only in 1960.
Vygotsky's last monograph, Thinking and Speech (1936), is devoted to the problems of the structure of consciousness. In the early 30s. attacks against Vygotsky became more frequent, he was accused of deviating from Marxism. Persecution, along with incessant work for wear and tear, drained the strength of the scientist. He could not bear another exacerbation of tuberculosis and died on the night of June 11, 1934.
VYGOTSKY LEV SEMYONOVICH
outstanding scientist, psychologist, professor, head of the department of difficult childhood at Moscow State Pedagogical Institute (Moscow State Pedagogical University)
November 17, 2016 marks the 120th anniversary of the birth of Lev Semyonovich Vygotsky, an outstanding Russian psychologist, in the last ten years of his life, from 1924 to 1934, who worked at our university. At that time, the Moscow State Pedagogical University was called the Second Moscow State University and then the Moscow State Pedagogical Institute named after A.S. Bubnov.
His first scientific work- the treatise "The Tragedy of Hamlet, Prince of Denmark by W. Shakespeare" (1916) Vygotsky wrote under the guidance of the literary critic and psychologist Yu. I. Eichenwald (who also worked at our University). More than 50 years later, the famous Shakespeare scholar Alexander Abramovich Anikst wrote: “For the last 60 years of my life I have been studying Shakespeare…. When I first picked up Vygotsky's work on Hamlet, I realized that the 19-year-old boy who wrote it was a genius. " Theater remained one of Vygotsky's main interests until the early 1920s, when psychology became the topic of his research. In 1924, at the II All-Russian Congress on Psychoneurology in Petrograd, he made three reports.
In the early 1920s. the role of one of the pillars of Soviet psychology was played by Professor Konstantin Nikolaevich Kornilov, who began his work way teacher in Altai, in 1923, who replaced Georgy Ivanovich Chelpanov as director of the Moscow State Institute of Experimental Psychology, and built "Marxist psychology." In 1924, at the suggestion of A.R. Luria, Kornilov invited Vygotsky to work at the Institute.
The Faculty of Pedagogy (the first in the country) was created at the Second Moscow State University in 1921; K.N.Kornilov became its first dean. In 1924, Lev Vygotsky was accepted as an associate professor at the Second Moscow State University. In 1927 he became a senior research fellow of the 1st category. Research Institute pedology at the Second Moscow State University. His scientific views of this period were at odds with those of Kornilov, nevertheless he wrote: “The works of Kornilov lay the foundation for this methodology, and anyone who wants to develop the ideas of psychology and Marxism will have to repeat it and continue his path. As a way, this idea is unmatched in strength in European methodology ”. In 1928, Vygotsky became a consultant to the Distance Learning Bureau of the Second Moscow State University. From 1931 to 1934, as a professor, he headed the department of difficult childhood at the Moscow State Pedagogical Institute named after A.S. Bubnov.
Lev Vygotsky lived only 37 years (and the last decade of his life suffered from tuberculosis), but thanks to his colossal efficiency he managed to do a lot. At the age of 30, together with his colleagues A. N. Leontiev and A. R. Luria, he largely laid the foundation for the development of Russian psychology for the next decades, despite the fact that in 1936 Vygotsky's works were banned in the Soviet Union.
LS Vygotsky went down in history precisely as a psychologist. The triad "consciousness - culture - behavior" became the focus of his scientific research. In his works, a fundamental cultural-historical theory in psychology was formulated and the question of the relationship between human thought and speech was raised. “World science still has not kept pace with genius,” wrote Vyacheslav Vsevolodovich Ivanov, whose work on semiotics was based on Vygotsky's psycholinguistics.
Recently, the interest of the world psychological and pedagogical community in the genius of Lev Vygotsky is constantly growing, his name unites scientists from many countries. Across the entire spectrum of the cognitive sciences, from educational research to medicine, the surge in interest in his work is unprecedented today. His scientific heritage acquired particular importance in China - the All-China Society of L.S. Vygotsky and the L.S. Vygotsky at Zhejiang University. “We are indebted to the Russian school and especially to the works based on the Vygotsky tradition,” said Basil Bernstein, professor at the University of London.
Almost a century-old period of modern world pedagogy and psychology is based on the ideas of Lev Vygotsky and his scientific school, whose representatives also work in the Moscow Pedagogical state university.
In our work on the modernization of pedagogical education, which we are currently conducting jointly with other universities in Russia, we manage to actually be guided by the constructions of L.S. University, in practice in subsequent work in school. The cognitive research currently under way at the University also largely continues and develops the tradition of Vygotsky's world school.
In 2016, for the anniversary of our professor, the Moscow State Pedagogical University Museum and the Moscow State Pedagogical University Archive present unique document- Labor list of Lev Semyonovich Vygotsky in the author's handwritten version, thanks to which for the first time it is possible to thoroughly analyze his scientific and pedagogical activities from 1919 to 1932. All data is supported by links to documents. Some of the information contained here is not indicated in the well-known biographies of the scientist and are published for the first time.
Labor list (work book) of the professor of the Second Moscow State University - Moscow State Pedagogical Institute. A.S. Bubnov (Moscow State Pedagogical University) Lev Semyonovich Vygotsky. 1931 g.
Signature of the person who gave the information “L. Vygotsky "
Decoding of the work list (work record book) L. S. Vygotsky
The life and scientific work of L.S. Vygotsky described in his article “The genius of psychology. Lev Semyonovich Vygotsky "Isaac Yudovin.
Scientific heritage and scientific school of L.S. Vygotsky considered in the article “L.S. Vygotsky and Scientific Schools of Moscow University: Unity in Diversity "Corresponding Member of the Russian Academy of Sciences RAO, professor at Moscow State University M.V. Lomonosov A.N. Zhdan.
The Faculty of Pedagogy and Psychology of the Moscow State Pedagogical University organized a dedicated to L.S. Vygotsky, his ideas, which made a fundamental contribution to understanding the nature of personality development.
In 2012, the Museum of Moscow State Pedagogical University published in digital form a biographical encyclopedia of outstanding scientists of the Moscow State Pedagogical University for 140 years: 1872-2012, which presents detailed biography L.S. Vygotsky.
Vygotsky Lev Semenovich (original name - Lev Simkhovich Vygodsky (1896-1934) - an outstanding scientist, thinker, famous in world psychology, an outstanding Soviet psychologist, teacher, neurolinguist, inventive experimenter, thoughtful theorist, expert in literature, professor at the Institute of Experimental Psychology in Moscow , one of the founders of the Soviet school of psychology, a classic of world psychological science, the creator of the cultural-historical theory of the development of the psyche in the process of mastering the values of human culture and civilization by an individual, the theoretical and empirical potential of which has not yet been exhausted, which can be said about almost all other aspects of Lev Semenovich's work He distinguished between "natural" (given by nature) mental functions and "cultural" functions (acquired as a result of interiorization, that is, the process of mastering cultural values by an individual). necessary components cultural behavior. He studied the relationship between thinking and speech, the development of meanings in ontogenesis, egocentric speech. Introduced the concept of a zone of proximal development.
He had a tremendous impact on the development of domestic and world psychology. LS Vygotsky worked in many areas of psychology. He studied the history of psychology, made a major contribution to the solution of its methodological and theoretical problems - he was one of those who put Soviet psychology at the foundation of Marxist philosophy. He was engaged in the study of consciousness and individual mental processes: memory, attention, emotions; spent fundamental research thinking and speaking; developed a number of problems of child development - normal and abnormal, laying, in particular, the foundations of Soviet defectology. He made a great contribution to the disclosure of the question of the influence of the team, society on the individual. Finally, he made significant contributions to the psychology of art.
Lev Simkhovich Vygodsky (in 1917 and 1924 changed his patronymic and surname) was born on November 17 (November 5, old style), 1896 in the Belarusian town of Orsha, the second of eight children in the family of a wealthy deputy manager of the Gomel branch of the United Bank, a graduate of the Kharkov Commercial Institute, a merchant Simcha (Semyon) Yakovlevich Vygodsky and his wife Tsilya (Cecilia) Moiseevna Vygodskaya. A year later, in 1897, the family moved to Gomel (Belarus), which L.S. Vygotsky has always considered his hometown. Young Lev Vygotsky studied mainly at home. His education was attended by a private teacher Sholom (Solomon) Mordukhovich Ashpiz (Aspiz), known for using the so-called method of Socratic dialogue and participation in revolutionary activities as part of the Gomel Social Democratic organization. Only the last two classes did he study at the private Jewish male gymnasium of A.E. Ratner.
In all subjects, he showed outstanding abilities. At the gymnasium, he studied German, French, Latin, at home, in addition, English, Ancient Greek and Hebrew. A significant influence on the future psychologist in childhood was also exerted by his cousin, later a well-known literary critic and translator, one of the prominent representatives of "Russian formalism" David Isaakovich Vygodsky (1893-1943). It is interesting that L.S. Vygotsky changed one letter in his surname in order to differ from the already famous relative of D.I. Vygodsky. Lev Semenovich was fond of literature and philosophy. His favorite philosopher was and remained until the end of his life Benedict Spinoza.
After graduating from high school, he entered the law faculty of Moscow University (participated in the seminar of G.G. Shpet) and at the same time - the history and philosophy faculty of A.L. Shanyavsky's People's University (Moscow) (attended the courses of P.P. Blonsky, who played an important his spiritual development), where he studied during the First World War (1914-1917). With enthusiasm, studying either medicine or jurisprudence, L.S. Vygotsky literally "swallowed" books, read W. James and Z. Freud, Russian and European literature. Then he became interested in literary criticism, and in several magazines his reviews of the books of the Symbolist writers - the rulers of the souls of the then intelligentsia: A. Bely, V. Ivanov, D. Merezhkovsky - appeared. During these student years, he wrote his first work - the treatise "The Tragedy of Hamlet Danish by W. Shakespeare" (1915), where existential motives about the eternal "sorrow of being" are heard.
After completing his studies in Moscow, L.S. Vygotsky returned to Gomel. From 1918 to 1924 he taught at several institutes, playing an important role in the literary and cultural life of this city. He organized a psychological laboratory at the Pedagogical School of Gomel and began work on a manuscript of a psychology textbook for secondary school teachers ("Pedagogical Psychology. Short course", 1926). He was an uncompromising supporter of natural science psychology, focused on the teachings of I. M. Sechenov and I. P. Pavlov, which he considered the foundation for building new system ideas about the determination of human behavior, including the perception of works of art.
In 1924 he moved to Moscow, where he lived the last and most scientifically productive decade of his life. He worked at the Moscow State Institute of Experimental Psychology (1924-1928), at the State Institute of Scientific Pedagogy at the Leningrad State Pedagogical Institute (LGPI) and at the Leningrad State Pedagogical Institute. A.I. Herzen (both in 1927-1934), the Academy of Communist Education (1929-1931), the 2nd Moscow State University (MSU) (1927-1930), and after the reorganization of the 2nd Moscow State University - at the Moscow State Pedagogical Institute. A.S. Bubnov (1930-1934), as well as at the Experimental Defectological Institute (1929-1934), an active part in the founding of which he took; also lectured in a number of educational institutions and research organizations in the cities of Moscow, Leningrad, Tashkent and Kharkov.
Moving to Moscow gave Lev Semenovich the opportunity to cooperate with A.R. Luria, who was then engaged in psychoanalysis, and other eminent scientists. L.S. Vygotsky became involved in a number of studies, including being carried away by "defectology," thanks to this interest, he was able to travel abroad for the first and only time in 1925: he was sent to London for a defectology conference; on the way to England he stopped in Germany, France, where he met with local psychologists. So in 1924 began the ten-year Moscow stage of L.S. Vygotsky.
The most important area of research L.? S. Vygotsky in the early years of the Moscow period was the analysis of the situation in world psychology. He writes a preface to the Russian translations of the works of the leaders of psychoanalysis, behaviorism, gestaltism, seeking to determine the significance of each of the directions for the development of a new picture of mental regulation.
He was also interested in psychoanalytic ideas. In 1925, together with A.R. Luria L.S. Vygotsky published a preface to Z. Freud's book "Beyond the Pleasure Principle", in which it was noted that Z. Freud was "one of the most fearless minds of our century," side of the pleasure principle "and such an interpretation of them, which contains the germs of materialism. In the same year, he defended his thesis "Psychology of Art" - November 5, 1925 L.S. Due to illness, Vygotsky was awarded the title of senior researcher, equivalent to the modern degree of candidate of sciences, without protection. The contract for the publication of the book "The Psychology of Art", in which, paying tribute to the "enormous theoretical values" and "positive aspects of psychoanalysis," criticized his pansexualism and underestimation of the role of consciousness and, in this context, the work of the Russian psychoanalyst I.D. Ermakov, was signed on November 9, 1925, but the book was never published during the life of Lev Semenovich.
The second period of creativity of L. S. Vygotsky (1927-1931) in his Moscow decade was instrumental psychology. He introduces the concept of a sign, which acts as a special psychological tool, the use of which, without changing anything in the substance of nature, serves as a powerful means of transforming the psyche from natural (biological) into cultural (historical). Thus, the dyadic stimulus-response scheme, accepted by both subjective and objective psychology, was rejected. It was replaced by a triadic one - "stimulus-stimulus-response", where a special stimulus, a sign, acts as an intermediary between an external object (stimulus) and the response of the organism (mental reaction). This sign is a kind of tool, when operating in an individual, from his primary natural mental processes (memory, attention, associated thinking) a special system of functions of the second sociocultural order is inherent only in man. L.S. Vygotsky called them the highest mental functions.
The most significant of those achieved during this period by Lev Semyonovich and his group was compiled into a lengthy manuscript "History of the development of higher mental functions".
In the last period of creativity, the leitmotif of Lev Semyonovich's searches, linking into a common knot various branches of his work (the history of the doctrine of affects, the study of the age dynamics of consciousness, the semantic implication of a word), was the problem of the relationship between motivation and cognitive processes.
The ideas of L.S. Vygotsky received a wide resonance in all sciences that study a person, including linguistics, psychiatry, ethnography, sociology. They defined a whole stage in the development of humanitarian knowledge in Russia and the CIS countries and still retain their heuristic potential.
To our great regret, the long-term and rather fruitful work of L.S. Vygotsky, his numerous scientific works and developments, as often happens with talented people, especially in our country, were not appreciated. During the life of Lev Semenovich, his works were not allowed for publication in the USSR. Since the beginning of the 1930s, a real persecution began against him, the authorities accused him of ideological perversions.
On June 11, 1934, after a long illness, at the age of 37, Lev Semyonovich Vygotsky died. Undoubtedly, L.S. Vygotsky had a significant impact on Russian and world psychology, as well as on related sciences - pedagogy, defectology, linguistics, art history, philosophy, psychiatry. The closest friend and student of Lev Semenovich A.R. Luria rightly called him a genius and a great humanist of the 20th century.
1896-1934) - well-known in the world psychology of owls. psychologist. The greatest fame was brought by V. the cultural-historical concept of the development of higher mental functions, created by him, the theoretical and empirical potential of which has not yet been exhausted (which can be said about practically all other aspects of V.'s work). In the early period of his creative work (before 1925), V. worked out the problems of the psychology of art, believing that the objective structure of a work of art evokes in the subject at least two opposing affects, the contradiction between which is resolved in catharsis, which is the basis of aesthetic reactions. A little later V. develops problems of methodology and theory of psychology (" Historical meaning psychological crisis "), outlines a program for constructing a specific scientific methodology of psychology based on the philosophy of Marxism (see Causal-dynamic analysis). afterwards part of Experimental-Defectological Institute (EDI), and having developed a qualitatively new theory of the development of an abnormal child. In the last stage of his creative work he took up the problems of the relationship between thinking and speech, the development of meanings in ontogenesis, the problems of egocentric speech, etc. (Thinking and Speech, 1934). In addition, he worked out the problems of the systemic and semantic structure of consciousness and self-awareness, the unity of affect and intellect, various problems child psychology (see Zone of proximal development, Education and development), problems of the development of the psyche in phylo- and sociogenesis, the problem of cerebral localization of higher mental functions, and many others.
He had a significant impact on Russian and world psychology and other sciences related to psychology (pedology, pedagogy, defectology, linguistics, art history, philosophy, semiotics, neuroscience, cognitive science, cultural anthropology, systems approach and etc.). V.'s first and closest students were A.R. Luria and A.N. Morozova, LS Slavina ("five"), who created their own original psychological concepts. V.'s ideas are developed by his followers in many countries of the world. (E. E. Sokolova.)
Addendum ed .: Basic works V .: Sobr. op. in 6 volumes. (1982-1984); "Educational Psychology" (1926); Studies on the History of Behavior (1930; co-authored with Luria); "Psychology of Art" (1965). The best biographical book about V.: G. L. Vygodskaya, T. M. Lifanova. "Lev Semenovich Vygotsky" (1996). See also Instrumentalism, Intellectualization, Interiorization, Cultural-historical psychology, Method of double stimulation, Functionalism, Experimental-genetic method for the study of mental development.
VYGOTSKY Lev Semyonovich
Lev Semenovich (1896-1934) - Russian psychologist who made a great scientific contribution to the field of general and educational psychology, philosophy and theory of psychology, developmental psychology, art psychology, defectology. The author of the cultural-historical theory of behavior and development of the human psyche. Professor (1928). After graduating from the Faculty of Law of the First State Moscow University and at the same time the Faculty of History and Philology of the People's University A.L. Shanyavsky (1913-1917), taught from 1918 to 1924 at several institutes in Gomel (Belarus). He played an important role in the literary and cultural life of this city. Even in the pre-revolutionary period, V. wrote a treatise on Hamlet, which contains existential motives about the eternal sorrow of being. He organized a psychological laboratory at the Gomel Pedagogical School and began work on a manuscript of a psychology textbook for secondary school teachers (Pedagogical Psychology. Short Course, 1926). He was an uncompromising supporter of natural scientific psychology, focused on the teachings of I.M. Sechenov and I.P. Pavlov, which he considered the foundation for building a new system of ideas about the determination of human behavior, including the perception of works of art. In 1924 V. moved to Moscow, became an employee of the Institute of Psychology of Moscow State University, the director of which was appointed K.I. Kornilov and who was given the task of restructuring psychology on the basis of the philosophy of Marxism. In 1925, Mr .. V. publishes the article Consciousness as a problem of the psychology of behavior (Sat. Psychology and Marxism, L.-M., 1925) and writes the book Psychology of Art, in which he summarizes his works of 1915-1922. (published in 1965 and 1968). Subsequently, he returned to the topic of art only in 1932 in the only article devoted to the work of the actor (and already from the standpoint of the socio-historical understanding of the human psyche). From 1928 to 1932 V. worked at the Academy of Communist Education. N.K. Krupskaya, where he created a psychological laboratory for the faculty, the dean of which was A.R. Luria. During this period, V.'s interests were concentrated around pedology, which he tried to give the status of a separate discipline and conducted research in this direction (Pedology of a teenager, 1929-1931). Together with B.E. Warsaw published the first Russian Psychological Dictionary (Moscow, 1931). However, the political pressure on Soviet psychology was growing. The works of V. and other psychologists were sharply criticized in print and at conferences from an ideological position, which made it very difficult further development research and their introduction into the practice of pedagogy. In 1930, the Ukrainian Psychoneurological Academy was founded in Kharkov, where A.N. Leontiev and A.R. Luria. V. often visited them, but did not leave Moscow, since During this period, he was improving relations with the Leningrad State University. In the last 2-3 years of his life, he began to formulate a theory child development, creating the theory of the zone of proximal development. During the ten years of his journey in psychological science, V. created a new scientific direction, the basis of which is the doctrine of the socio-historical nature of human consciousness. At the beginning of his scientific path, he believed that the new psychology was called upon to integrate with reflexology into a single science. Later V. condemns reflexology for dualism, because, ignoring consciousness, she carried it beyond the bodily mechanism of behavior. In the article Consciousness as a problem of behavior (1925), he outlined a plan for the study of mental functions, proceeding from their role as indispensable regulators of behavior, which in humans includes speech components. Relying on the position of K. Marx on the difference between instinct and consciousness, V. proves that thanks to work, experience is doubled and a person acquires the ability to build twice: first in thoughts, then in practice. Understanding the word as an action (first a speech complex, then - a speech reaction) V. sees in the word a special sociocultural mediator between the individual and the world. He attaches special importance to its symbolic nature, due to which the structure of a person's mental life and his mental functions (perception, memory, attention, thinking) change from elementary to higher. Treating the signs of the language as psychic tools, which, in contrast to the tools of labor, do not change physical world, and the consciousness of the subject operating them, V. proposed an experimental program for studying how, thanks to these structures, the system of higher mental functions develops. This program was successfully carried out by him together with a team of employees who formed school B. The center of interests of this school was the cultural development of the child. Along with normal children, V. paid great attention to the abnormal (suffering from defects in vision, hearing, mental retardation), becoming the founder of a special science - defectology, in the development of which he defended humanistic ideals. The first version of his theoretical generalizations concerning the patterns of development of the psyche in ontogenesis, V. outlined in the work Development of higher mental functions, written by him in 1931. In this work, a diagram of the formation of the human psyche was presented in the process of using signs as a means of regulating mental activity - first in the external interaction of the individual with other people, and then the transition of this process from the outside to the inside, as a result of which the subject gains the ability to control his own behavior (this process was called interiorization). In subsequent works, V. focuses on the study of the meaning of the sign, that is, on the associated (mainly intellectual) content. Thanks to this new approach, he, together with his students, developed an experimentally based theory of the mental development of the child, captured in his main work Thinking and Speech (1934). He closely associated these studies with the problem of learning and its impact on mental development, covering a wide range of problems with a large practical significance... Among the ideas put forward by him in this regard, the provision on the zone of proximal development has gained particular popularity, according to which only that teaching is effective, which runs ahead of development, as if pulling him along, revealing the child's ability to solve, with the participation of the teacher, those tasks with which he independently cannot cope. V. attached great importance in the development of the child to the crises that the child experiences during the transition from one age stage to another. Mental development V. was interpreted as inseparably associated with motivational (in his terminology, affective), therefore, in his studies, he affirmed the principle of the unity of affect and intellect, however, early death prevented him from implementing a research program analyzing this principle of development. Only preparatory work in the form of a large manuscript Teaching about emotions. Historical and psychological research, the main content of which is the analysis of the Passion of the soul of R. Descartes - a work that, according to V., determines the ideological image modern psychology feelings with its dualism of lower and higher emotions. V. believed that the prospect of overcoming dualism lay in the Ethics of V. Spinoza, but how it would be possible to restructure psychology, relying on the philosophy of Spinoza, V. did not show. V.'s works were distinguished by a high methodological culture. The presentation of specific experimental and theoretical problems was invariably accompanied by philosophical reflection. This was most vividly reflected both in works on thinking, speech, emotions, and in the analysis of the ways of development of psychology and the causes of its crisis at the beginning of the 20th century. V. believed that the crisis has a historical meaning. His manuscript, which was first published only in 1982, although the work was written in 1927, was called the Historical Meaning of the Psychological Crisis. This meaning, as V. believed, was that the disintegration of psychology into separate directions, each of which presupposes its own understanding of the subject and methods of psychology, incompatible with others, is natural. Overcoming this tendency to disintegrate science into many separate sciences requires the creation of a special discipline. general psychology as teaching about basic general concepts and the explanatory principles that allow this science to maintain its unity. For these purposes, the philosophical principles of psychology should be rebuilt and this science should be rid of spiritualistic influences, from the version according to which the main method in it should be an intuitive understanding of spiritual values, and not an objective analysis of the nature of a person and her experiences. In this regard, V. outlines (also unrealized, like many of his other plans) a project for the development of psychology in terms of drama. He writes that personality dynamics are drama. Dramaticism is expressed in external behavior in the event that there is a collision of people performing different roles on the stage of life. Internally, drama is associated, for example, with the conflict between reason and feeling, when the mind and heart are out of tune. Although early death did not allow V. to implement many promising programs, his ideas, which revealed the mechanisms and laws of the cultural development of the individual, the development of her mental functions (attention, speech, thinking, affects), outlined in principle new approach to the fundamental questions of the formation of this personality. This has greatly enriched the practice of teaching and educating normal and abnormal children. V.'s ideas received a wide resonance in all sciences that study a person, including linguistics, psychiatry, ethnography, sociology, etc. They determined an entire stage in the development of humanitarian knowledge in Russia and still retain their heuristic potential. Proceedings. Published in the Collected Works in 6 volumes - M, Pedagogy, 1982 - 1984, as well as in the books: Structural Psychology, Moscow, Moscow State University, 1972; Problems of defectology, M., Education, 1995; Lectures on Pedology, 1933-1934, Izhevsk, 1996; Psychology, M., 2000. L.A. Karpenko, M.G. Yaroshevsky
