basov - programa para entrevistas (1)

8/20/2019 Basov - Programa Para Entrevistas (1)

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Ser ies Editor: Pr ofessor Geor ge Butter worth, Depar tment o f Psychology, Univer sit y o f St ir ling.

Designed f or a br oad reader ship in the E nglish-speaking world, thisma jor series r e pr esents the best of contempor ar y research and theory inthe cognitive, social abnormal and biological areas of develo pment.

(~l. Infanc y and Epist emolog y: A ~ Piaget ' s Theory

~?17 George Butterworth (ed .) ~------_ .. _ =--~J) 2 . Social Cognition: Studies o n t h e Development of U nd er st and~George Butterworth and Paul Light (eds.) ":;:./

The M ental and Social Lif e r:. LBabies: How Par ents Cr eat e P er sonsKenneth Kaye...... . _-

E volutio( J and Developmental Psychology George Butterrworth,

Julie Rutkowska and Michael Scaife (eds.)The Child ' s Point of View: The Development of Cognition and

umguaguage M . V. C ox

6 . Developmental Psychology in the Soviet Union

Jaan Valsiner

~c~illes q)elari 1 f u n i o r

DevelopmentalPsychology in the

Soviet Union

De partment o f PsychologyUniversit y of North Calif or nia at C ha pel H ill

Forthcoming:

.(, / / lAnguage and Re presentation: Socia- Natur alistic Appr oac h t o

" ' \\ ~ance ptua~~\).Chris Sinha


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First published in Gr eat B r itain in 1988 by

THE HARVESTER PRESS UMITED

1 (i ShIp Street, Brighton, Sussex

List of Figures

List of Tables

PrefaceValsiner , Jaan

Develo pmental psychology in the Soviet

Union.-(The Develo ping body and mind ; 6 ).

I. Developmental psychology-Soviet Union

I. Title II .. Series

155'.0947 BF713

Introduction: Understanding of Development and itsSocial-Historical ContextSoviet psychology: why is it of interest?

Science and society: a general outline of their shar ed history

Constraints on the understanding of development

Summary: the relevance, and difficulty of learning about

Soviet developmental psychology

The Historical Context: Some Aspects of the Past of

Russian Society 20Soviet developmental psychology and its historical context 20

Russian society and empire before 1917 22

The influence of European natural sciences on Russian thought 30

Developmental ideas in Russian social thought 34

Conclusions: Russian cultural history and developmental ideas 38

Developmental Ideas and the History of Psychology inRussian/Soviet Society 39Evolutionary theory and Russian developmental psychology 40

Russian neurophysiology and issues of development 48

The nature of the social change in Soviet society in the 1920s 66

The history of Soviet psychology in the 1920s 77

The 'great break' in Soviet social sciences and its mechanism 89

Soviet society and science, 1930s-1950s 98

'Pavlovization' of Soviet psychology 110

Conclusions: ideas of development and the tur moils of histor y 115

IV 1. S. Vygotsky and Contemporary Develo pmentalPsychology 117The cultural-historical beginnings of Vygor sky's r ole in

Soviet psychology 118

Vygorsk y's Marxism, and the study of d evelopment 124

Criticism of psychology's experimental methodologies 125

The pr ocess of internalization 140

Vygotsky's ideas and Western psychology 150

Conclusions: VygOtsky and contemporary developmental

psychology 165


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VI Delleio pment al Psychology in t he Soviet Union

V Mikhail Basov and the Structural-dynamicPerspective on Child Development 166Basov's life and activities 168Basov's theotetical system 170Basov's dynamic structutalism 188Method ological integration: retr ospective unity of extro- and

introspection 203Summary: Basov's r elevance in develo pmental psychology 204

V I Studies on the Development of Children's Action,Cognition, and Perception 207The 'K harkov school' and research on cognitive develo pment 208Piagetian stud ies and Soviet cognitive-developmental psychology 222Mor al cognition and personality developm~nt 223Develo pment of speech and its functions in psychological

d evelopment 227Development of visual-motor actions and per ce ption in in f ancy 229A.M. Fonarev's resear ch on inf ants' visual-or ienting reaaions 230Resear ch on inf ants' eye movements by A. A. Mit'k in

and his colleagues 233Summar y: inter de pendence of action, cognition and per ception 238

V I I Social Organization of Child Development 240Research on so cial in teraction 241

Studies of inter action in infancy: M, I. Lisina and her la boratory 242Social class and child development in Soviet psychology 252Social f or mation of c hildren's wor ld views 253Individuals in co llectives: social groups, their environments,

and social d evelo pment of children 266Social class, child d evelopment, and its environment 278Conclusions: lessons fr om Soviet r esearch on social d evelopment 282

V I I I Cultural Contexts of Child Development andPsychological Research 284The natsmen pro blem and psychological research in the 1920s 285Paedological ex ped itions of 1929 287

'Cultural-historical' expeditions to Central Asia 294Extinction of psychological research on natsmen child development 298Re-emergence of comparative-cultural research in the 1970s 299Conclusions

307

IX Cultural Heterogeneity of Developmental Psychologyin the Soviet Union

309Why is psychology in the USSR seen as homogeneous? 309Geographical heterogeneity of develo pmental psychology

in the USSR 313

Conclusion: developmental psychology in the USSR is

geo-culturally heter ogeneous323

Conclusions: Development of DevelopmentalPsychology in the USSR

The modernizing funaion of historical analysis

The develo pmental nature of Soviet psychology

Heter ogeneity of par adigms, and its s ocial regulation

Gener al conclusions: society and t'le science of r 1evelo pmem

Bibliography 33 6

Appendix A: A Programme for an Inter view with Childr en for the Study of their S ocial Knowledge 38 7

Ind e x 395

c A c h lte s q ]e l ri ~u~


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Zhukovskaia, Z. M. (1930). 'The stud y of active ha ptic manipulation by

. blmd children'. Vopr osy i zuchenia i vospitania lichnosti, 9, 1-2,86-90.

Zimmerman, C. C. (1968). Sorokin, the wor ld's gr eatest sociologist .

Saskatoon: Univer sity of Sask atchewan Press.

Zinchenk o, P.I. (1961). I nvoluntary r emembering ( Nepr oizvol'noe

zapominanie). Moscow: Izd. ANP RSFSR .

Zinchenk o, P. I. (1983-84). The problem of involuntar y memor y'. S oviet

. psychology, 22, 2, 55-111 (Russian original, 1939).

Zmchenk o, V.P., Van-Tzi Tsin, & Tar ar k anov, V.V. (1962). 'Theformation and d evelopment of per ce ptual actions'. Vopr osi psihologii ,

No.3.

Zinchenk o, V. P. & Vergiles, N. Yu. (1969). The f or mat ion o f the visual

image. (For mirovanie zritel'nogo o braza). Mosk va: Izdatel'sevo MGU.

APPENDIX A: A Programme for anInterview with Children for the Study of their Social Knowledge*

The first part

1. Physical causality

1. (a) Where does wind come from? ( b) Why does it blow?

2. You have seen clouds moving in the sk y. Why d o they move?

How does it happen?

3. (a) Does rlleSun move or not? Why d oes it move? How d oes

it ha ppen? (b) Does the moon move or not? Why d oes it

move? What makes it move? (c) Do the stars move or not?

Do the clouds move or not?4. (a bout shadow): (a) Do you know what this is? ( b) Why did

the shadow appear? (c) Can you make a shad ow with a book ?

How should one do it? Where will the shad ow f rom the book

fall? Why?

5. (a) Why does this thing fall? What makes it f all? ( b) Why

dOl1'tcolourful air ballons that are sold ~ the str eet f all? What

,holds them up, in the air? (c) Is an aeroplane heavy or light?

(d) Why does it not fall? (e) Why do the sun, the moon and

the stars not fall on to Earth? What old s them up?

II. Boundaries and f res of life and being alive(What is considered alive and not alive. What o bjects have .consciousness and capa bility of feeling paiQL;~~+ ~.I)\; •

1. Which objects are called 'living' and which 'not-living'?2. Are the following living or not living: a stone, a stick, a tr ee, a

flower , a worm, a fly, water , clouds, the Moon, an aeroplane?Why? .

3. Can the following objects think : (same list as a bove)? Why?4. Will the following o bjects feel pain, if one hits them: (same list

as a bove)? Why?

*Source: Basov (1931a), pp 747-50

L/~~4~\j~

~-~ H at


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5. What do you want: to live or to die? Why? For what ~edo you want to live?

6. Do other people want to live arnot? Why d o you think so?For what purpose d o they want to live?

7. Do animals want to live or not? Why do you think so? (If answer is that they do): For what purpose do they r ant tolive? Do they know, f or what purpose they live? Why do you

think so?8. Do plants live or not? Why do y ou think so? (If yes): Do theywant to live? For what purpose? Do they know for what

purpose they live? Why do you think so?

III. The origins of things existing1. Where do people originate (come from)? Where did you come

from? Where did your father come from? Where did other people come from?

2. Where did horses, birds, fish, flies ... come from?3. Where did B.ra~~s om ~from?4. Where do eart -: stones come from? Where do iron and glass

come from?5. Where do clouds originate? How did they appear in the sky?>Where is the sk y from? Where is the snow, rain from?

6. Where do rivers originate? Where did water come from?Where did seas come from?

7. Where did the Sun originate? How did it appear in the sky?Where did the Moon originate? Where did the stars originate?Have they always been the wa _ they are today? Have thefollowing always been like today: people, animals, plants, theSun, the Moon, stars, or Earth? Was there a time when therewas nothing? (If yes): What was then? .

10. Have you dr eam~d in your sleep? How did you see it-as you

can see now, or in a dif f erent way?11. Can one see with closed eyes, while not slee ping? Why?

12. What you dr eam a bout-can you touch it with your hands?

Why?13. What is it that you dr eam about in your sleep?

14. Have you heard about the soul? Do you have a soul? ~hat _ is it

like? Where is it?15. Do the plants have souls? Wher e are they located?

16. And other objects?17. (If the soul is said to exi st ): Does it die together with the

person (animal), or plant?18. (If not), what happens to it after d eath? How does it survive

after death? L .. , ().t~

V. Religion ., .1. What is the sky? Has it always eXisted ? How did It emerge?

2. Does God exist?,Why do you think so? (If yes: What is he lik e?

Where is he? What does he d o? Does he work ?) Is ther e

anything that is created by God ? What exactly?

3. Should one pray to God ? Why? Can God punish peop~e? For

what? How? ~~;,ot,,,,. ~4.Ao/V

4. Do all people believe that God ex ists and pray to him? (If no:

Which people do you like better ? Why?).

5. Does the devil exist? Why d o you think so? If 'yes': What is he

like? Where is he? What d oes he d o? Does he wor k? Is there

anything that is created by the d evil? What exactly? Can the

devil punish people? How? For what? What should one do to

avoid punishment?IV. The psychological and the physical

1. Can you think?2. Think now about something.

3. What did you think a bout?

4. How do you think?

5. With the help of what do you think ?

6. Can one think with closed mouth, ear s, eyes?

7. Can you see your thoughts? Can you touch them with your hands? Why can you not do i t ?

8. Can I see your thoughts?

9. How d o you know what you are think ing a bout?

The second part

I. Work 1. Does your f ather (mother) work ? Do you work ? How?

2. What d oes it mean 'to work '? Does the teacher work ? Why do

~ you think so? Does an engineer wo.r k ? An artist? J : militiaman1'" ,(~ on iliul)? Why do you thall< so? Do child r en work ?

'y:oJ~ When d o they work and when d o they not work? Do t~ey\ n( work when t hey ar e playing ball or checkers, or somethlOg

else? Why d o \you think so?

~>~"~~


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). Why d o peo ple work ? If all peo ple had as much money as they

WJnt, could they live without working? Why do you think so?

-I. Do all peo ple work ? Who d oes not wor k ? Why is it that some

wor k and other s d on't? (If the fir st question is answer ed 'all'):

Has it always been in our country that ever y bod y work s?

When was it dif f er ent? Who d id not work then? Why?

J. Do all peo ple a br oad (in other countries) work? Who d oes not

wor k ? Why?() Can ever y bod y do the wor k th~ want to? Why d o you think

so? Can an..x bod ybe tau ht to d o any work? Why do you think s~ ~

7 When you gr ow _ up-how would you like to live: with work \work ing) or without work , d oing nothing? If you had enough

money to last for your whole life, would you want to work?

Why? What would you d o then?

8. Whom would you like to be most-rich or poor ? Why?

Bourgeois, wor k er, or peasant? Why?

Ill. Class struggle1. Do the workers and bour geoisi~ ) jJ~!}~~~~ony? Why? How

d o workers and peasants get%~ong with each other-are they

in harmony or not? Why? How d o peasants and the

bour geoisie live-in harmony or not? Why? "",;:J! ,(j.Ij>


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communist? For what purpose did the communists organize

their party? Can ever y body be a communist? Who benefitsfrom communists-the bourgeoisie, workers, or peasants?

Whom do they harm? Ar eall workers communists? Why?

And peasants? Why? And bourgeoisie? Why? Do t he

communists accept any kind of a person into their party? (If

'no': Who are not accepted? Why?).

3. Are there communist parties abroad ? What do foreigncommunists want? Are there other parties too? What do they

want? Do the communists live in harmony with other parties?

Why? And our communists with foreign ones-are they in

harmony or not? Why? Do our communists meet foreign

ones? Why do they meet? What is Komintern?

4. Can a communist in all cases act as he wishes? But if the party

orders him to act in the opposite way, what should he do?

Why? If a communist acts as he wishes and not according to

the wish of the party, what should happen? Why?

5. What is the leader of the party called? Why do parties have

leaders? Which leaders of communist parties do you know?Why did they become leaders? Who was the first and the

highest leader of the communist party during the Revolution?

Who is now? If the communists had no Lenin, could the

Revolution have taken place?

6. Do you want to be a communist? Why? And a Komsomol? A

Pioneer? Why? (If already a member : Are you satisfied with

being a member of the organization? What are you satisfied

with, and with what are you dissatisfied ?).

peasants? The Russians have their worker s and bour geoisie.

the French and the Germans have them too-so tell us whom

do R ussian wor ker s like mor e: R ussian bour geoisie or GermJn

or French workers? Why d o you think so? Whom d o German

or Fr ench wor k er s like best-their own bour geoisie or R ussian

wor k er s? Why?5. To which nationality d o you belong? To which would you lik e

to belong? Why?

V. The nationality question

1. What nationalities do you know?2. Which nationality you consider the best? Why do you think

so? And which ,nationality is the next best? Why? And the

next? And which nationality is the least good? Why do you

think so? What other nationality is not good? Why?

3. Are all nationalities in the USSR equal, or are some against

others? (If unequal: Which nationality is pushing others aside?

Why? Who are being pushed asid e? Why do you think so?).

Was it the same bef or e the R evolution as i t is now? How wasit then? Why?

4. Do all nationalities have their bour geoisie, worker s, and

VI. The state1. Why d o militiamen stand in the str eets? Who set them out

ther e? If somebod y r ides in a streetcar and jumps of f when it is

moving, a militiaman char ges him I r ouble-why d oes he d o

that? Who permitted him to take money fr om peo ple) Can

one not listen to him and not give him money? What will he

do then? Why? Will he be right, or not? Why?

2. What do the Red Army soldiers d o? How did they become

soldiers? For what purpose d oes the Red Army exist? Who

or ganized it? Who gives money f or it? Do all peo ple becomesoldiers? If one does not want to be a soldier , can he not go to

ser ve in the Red Army, or not? Why? Could the Army not

exist? Why (If 'yes' then: When will that ha ppen? What must

be d one for that?).

3. Do you know what t h e court is? What is d one in cour t? For

what reasons are peo ple tried? Who mad e up cour ts? Why) Is

it possible to live without courts? What is a prison? Who, and

f or what, is sent to prison?4. Do you know what laws ar e? Who makes laws? For what) Do

all peo ple have to f ollow laws? Can one not f ollow them)

Why?5. What ar e the Soviets? What is d one in the Soviets? How are

Soviets mad e up? Who works in the Soviets? Have the Soviets

always existed ? If 'no' then: When were they not pr esent and

why? Are there Soviets like our s in other countr ies? If 'no,

Why not? Will there be some time? When?

6. What is the name of our country? Who dir ects our country/

Whom d o you know in our gover nment? Why d o they direct

ever ything, and others f ollow them? Can one not f ollow an

or d er fr om the government? Why?7. Who has mor e power in our gover nment: the bour geoisie. the


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wor k ers, or peasants? Why d o you think so? In other countries,

abroad , is it the same as in our s or dif ferent? Why?

Vll. Mor ality and law

1. Have you ever been punished? Who d id it? For what? How?

Wer e they r ight to punish you? Why? Do other children get

punished? Who d o? For what? How? Is it right that they get

punished ? Why? Are adults punished ? Who are? For what? Isthat right? Why?

2. May one lie? Why d o you think so? Should one always tell the

tr uth? If your comr ade in class did something wrong (e.g.,

spoiled a thing), would you tell your teacher about it? Why? (If

'no' then: But what i f t he t eacher ask s you who did it-what

will you say then? Why?)

3. May one take f lnother's things without permission (steal)?

May one take communal ( public) property without per-

mission? Why? But if another person has many of such things

and he h as no ne ed f or th os e, ma y o ne ta ke (s tea l) t he m

without per mission? Why? If one person has much bread and the other none at all and is starving-may he steal bread from

the first? Is it good to d o s o or not? Why? During the

revolution the wor ker s took faccories from the bourgeoisie-

did they act pr o per ly d oing so? Why?

4. May one k ill people? Why? Is it pr ohibited to kill any people?

(If not all: Who can be killed ? Who may kill them?). May you

kill a person? (If 'no': But if you were a soldier in war, could you

kill or not? Would you act properly if you killed a person

d ur ing war ? Why?). Can the cou rt or de r th e ki lli ng o f a

per son? (If 'no': Why?; if 'yes': When can it do so? Is that

good , or not? Why?)

5. Ar e peo ple always put to prison for bad deeds? Can one be

sent to prison for a good d eed ? (If 'yes': Who can? For what

good d eed?). Are communists these days sent to prison or not?

Why? Is it well done that they are not imprisoned? But before

the R evolution, under the czar , were they sent to prison or

not? Why? Was it well d on e that they were imprisoned? (If

'not well done' then: Who did it then in such a bad way? Why

wer e they not sent to prison?). In our country, communists are

not now impr isoned , but how is it in other countries? Why?

Do they act in a good way a br oad ? Why do you think so?

activity 53

theory of (Leontiev) 216-22

attention

involuntary, 150

voluntary, 150

analysis

conditional-genetic 130

into elements

'differential' 174-6

'real' 174-6

and synthesis 178into units (minimal gestalts)

130, 173-9

aromorphosis 47

behaviourism 85-6

integration with cognitive/-

affective study, 169, 179,

186-8

overcoming of 88-9

Bekhterev's 'principles'

of continuous change 57-8

differentiation 59of evolution 58-9

of historical sequence 59

' biogenetic law', the (Haeck el)

44

children

dr awings 53, 197,321

in early Soviet Union 68-71

homeless 69-70, 260-1

play :48-9, 169, 180, 199,

201-2

r eligiosity 256-9

und er standing of social

phenomena, 254, 260-4,

387-94

cognition 207-8

'actional' (Basov) 172

and action 146-7,208-12,216-22

cultural dependence of 293, 298,

300-3

formation of 212-16

world views 253-4, 264-6

and interaction 248-51

moral 223-6

Piagetian studies 222-3

collectives

definition 270-1

organization of 275-7

reflexological appr oaches to,

267-8

complexity 130, 182-3

consciousness 106-7, 109-10,186-8

degener ation 47

development

active construction of 132, 137,

139,254-5

concept of 14, 115-16

conditional nature of 132

constr aints in understand ing of

logical 13-15

encif ication 15-16

homogenizati on 16-17

d ialectical think ing a bout 17-18,

48

basov - programa para entrevistas (1)

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