ERIC Number: ED400978
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Reflection in Russian Educational Psychology.
Nelissen, Jo M. C.; Tomic, Welko
This paper discusses the cultural-historical school founded by Vygotsky, Luria, and Leontiev as the theoretical background of Russian educational psychologists who have been studying how children learn to reflect. Two approaches to reflection are examined within the cultural-historical tradition: first, reflection--like other higher psychological functions--is formed in socio-cultural practice (interaction); and second, according to Vygotsky, "scientific concepts" are by their very nature reflective, while the way in which the concepts themselves are formed must invoke reflection. The paper then discusses three groups of empirical studies conducted by Russian researchers in the field of reflection: the first consists of those which conform to the cultural-historical theory and which are closely related to Dawydov's elaboration of this theory; the next group is interested in particular in the relationship between "personal" and "intellectual" reflection within the framework of problem solving; and the third group sees a connection between reflection and attribution (self-evaluation). These studies furthermore investigate how reflection evolves from interaction. The paper's concluding section classifies these studies and describes what educational practice can learn from the research on learning to reflect. Contains 55 references (Author/AA)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Sponsor: Open Univ., Heerlen (Netherlands).
Authoring Institution: N/A
Identifiers - Location: Russia