1896-1934) - famous in world psychology of owls. psychologist. The greatest fame was brought to V. by the cultural and historical concept of the development of higher mental functions he created, the theoretical and empirical potential of which has not yet been exhausted (which can be said about almost all other aspects of V.’s creativity). In the early period of his creativity (before 1925), V. developed 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 lies at the basis of aesthetic reactions. A little later, V. develops problems of methodology and theory of psychology (“The Historical Meaning of the Psychological Crisis”), outlines a program for constructing a concrete scientific methodology of psychology based on the philosophy of Marxism (see Causal-dynamic analysis). For 10 years, V. was engaged in defectology, creating in Moscow a laboratory for the psychology of abnormal childhood (1925-1926), which later became an integral part of the Experimental Defectological Institute (EDI), and developing a qualitatively new theory of the development of an abnormal child. In the last stage of his work, he took up problems of the relationship between thinking and speech, the development of meanings in ontogenesis, problems of egocentric speech, etc. (“Thinking and Speech”, 1934). In addition, he developed problems of the systemic and semantic structure of consciousness and self-awareness, the unity of affect and intellect, various problems of child psychology (see Zone of proximal development, Learning and development), problems of mental development in phylo- and sociogenesis, the problem of cerebral localization of higher mental functions and many etc.

He had a significant influence on domestic and world psychology and other sciences related to psychology (pedology, pedagogy, defectology, linguistics, art history, philosophy, semiotics, neuroscience, cognitive science, cultural anthropology, systems approach, etc.). V.’s first and closest students were A. R. Luria and A. N. Leontiev (“troika”), later they were joined by L. I. Bozhovich, A. V. Zaporozhets, R. E. Levina, N. G. Morozova, L.S. Slavina (“five”), who created their original psychological concepts. V.'s ideas are developed by his followers in many countries of the world. (E. E. Sokolova.)

Added ed.: Main works of V.: Collection. Op. in 6 vols. (1982-1984); "Educational Psychology" (1926); "Sketches on the History of Behavior" (1930; co-authored with Luria); "The Psychology of Art" (1965). The best biographical book about V.: G. L. Vygodskaya, T. M. Lifanova. "Lev Semyonovich Vygotsky" (1996). See also Instrumentalism, Intellectualization, Interiorization, Cultural-historical psychology, Double stimulation method, Functionalism, Experimental genetic method for studying mental development.

VYGOTSKY Lev Semenovich

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, psychology of art, and defectology. Author of the cultural-historical theory of behavior and development of the human psyche. Professor (1928). Having graduated from the Faculty of Law of the First State Moscow University and at the same time from 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 motifs about the eternal sorrow of existence. He organized a psychological laboratory at the Gomel Pedagogical School and began work on the manuscript of a textbook on psychology 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 a new system of ideas about the determination of human behavior, including in the perception of works of art. In 1924, V. moved to Moscow and became an employee of the Institute of Psychology of Moscow State University, of which K.I. was appointed director. Kornilov and who was given the task of restructuring psychology on the basis of the philosophy of Marxism. In 1925, V. published the article Consciousness as a problem in the psychology of behavior (Collected Psychology and Marxism, L.-M., 1925) and wrote the book Psychology of Art, in which he summarizes his work of 1915-1922. (published in 1965 and 1968). He subsequently returned to the topic of art only in 1932 in a single article devoted to the actor’s work (and from the standpoint of a socio-historical understanding of the human psyche). From 1928 to 1932 V. worked at the Academy of Communist Education named after. N.K. Krupskaya, where he created a psychological laboratory at the faculty, the dean of which was A.R. Luria. During this period, V.'s interests concentrated around pedology, which he tried to give the status of a separate discipline and conducted research in this direction (Pedology of the Adolescent, 1929-1931). Together with B.E. Warsaw published the first domestic Psychological Dictionary (M., 1931). However, political pressure on Soviet psychology was increasing. The works of V. and other psychologists were subjected to sharp criticism in the press and at conferences from an ideological position, which made it very difficult to further develop research and introduce it into pedagogical practice. In 1930, the Ukrainian Psychoneurological Academy was founded in Kharkov, where A.N. Leontyev and A.R. Luria. V. often visited them, but did not leave Moscow, because During this period, he established relations with the Leningrad State University. In the last 2-3 years of his life, he began to formulate a theory of child development, creating the theory of the zone of proximal development. Over 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 career, he believed that new psychology was called upon to integrate with reflexology into a single science. Later, V. condemns reflexology for dualism, since, ignoring consciousness, it took it beyond the limits of 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, based on their role as indispensable regulators of behavior, which in humans includes speech components. Based on K. Marx’s position 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 deeds. 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 sign nature, due to which the structure of a person’s mental life changes qualitatively and his mental functions (perception, memory, attention, thinking) from elementary become higher. Interpreting the signs of language as mental tools, which, unlike tools of labor, do not change the physical world, but the consciousness of the subject operating them, V. proposed an experimental program for studying how, thanks to these structures, a system of higher mental functions develops. This program was successfully carried out by him together with the 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 abnormal ones (suffering from defects of vision, hearing, mental retardation), becoming the founder of a special science - defectology, in the development of which he defended humanistic ideals. V. outlined the first version of his theoretical generalizations concerning the patterns of development of the psyche in ontogenesis in the work Development of Higher Mental Functions, written by him in 1931. This work presented a scheme for the formation of the human psyche in the process of using signs as a means of regulating mental activity - first in the external interaction of an individual with other people, and then the transition of this process from outside to 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 a sign, that is, on the (mainly intellectual) content associated with it. Thanks to this new approach, he, together with his students, developed an experimentally substantiated theory of child mental development, embodied in his main work Thinking and Speech (1934). He closely connected these studies with the problem of learning and its impact on mental development, covering a wide range of problems of great practical importance. Among the ideas he put forward in this regard, the position on the zone of proximal development gained particular popularity, according to which only that learning is effective that runs ahead of development, as if pulling it along with it, revealing the child’s ability to solve, with the participation of the teacher, those tasks that he can independently solve. can't cope. V. attached great importance to the crises that a child experiences during the transition from one age level to another in the development of a child. Mental development was interpreted by V. as inseparably linked with motivational (in his terminology, affective), therefore, in his research, he affirmed the principle of the unity of affect and intelligence, but his early death prevented him from implementing a program of research analyzing this principle of development. Only the preparatory work has survived in the form of a large manuscript, The Doctrine of Emotions. A historical and psychological study, the main content of which is the analysis of the Passions of the Soul by R. Descartes - a work that, according to V., determines the ideological appearance of modern psychology of feelings with its dualism of lower and higher emotions. V. believed that the prospect of overcoming dualism was contained in the Ethics of V. Spinoza, but V. did not show how it would be possible to rebuild psychology based on Spinoza’s philosophy. 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 clearly 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, incompatible with the other, understanding of the subject and methods of psychology, is natural. Overcoming this tendency towards the disintegration of science into many separate sciences requires the creation of a special discipline of general psychology as a doctrine of basic general concepts and explanatory principles that allow this science to maintain its unity. For these purposes, the philosophical principles of psychology must be rebuilt and this science must be freed from 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 the individual and his experiences. In this regard, V. outlines (also unrealized, like many of his other plans) a project for developing psychology in terms of drama. He writes that personality dynamics are drama. Drama is expressed in external behavior when there is a clash between people playing different roles on the stage of life. Internally, drama is associated, for example, with a conflict between reason and feeling, when the mind and heart are not in harmony. Although V.’s early death did not allow him to implement many promising programs, his ideas, which revealed the mechanisms and laws of the cultural development of the individual, the development of his mental functions (attention, speech, thinking, affects), outlined a fundamentally new approach to the fundamental issues of the formation of this personality. This has significantly enriched the practice of teaching and raising normal and abnormal children. V.'s ideas received wide resonance in all sciences that study man, including linguistics, psychiatry, ethnography, sociology, etc. They defined an entire stage in the development of humanities in Russia and still retain their heuristic potential. Proceedings.V published in Collected Works in 6 volumes - M, Pedagogy, 1982 - 1984, as well as in the books: Structural Psychology, M., 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

Name: Psychology.

The book contains all the main works of the outstanding Russian scientist, one of the most authoritative and famous psychologists, Lev Semenovich Vygotsky.
The structural construction of the book is made taking into account the program requirements for the courses “General Psychology” and “Developmental Psychology” of psychological faculties of universities.
For students, teachers and everyone interested in psychology.

Lev Semenovich Vygotsky (1896-1934) is an outstanding Russian psychologist, the author of a large number of works that influenced the development of psychology and pedagogy both in our country and abroad. Although the scientific life of L. S. Vygotsky was extremely short (for example, it was five times shorter than the scientific life of Jean Piaget), he was able to open up for psychology such prospects for further movement, the significance of which is not fully realized today. That is why in psychology there is an urgent need to analyze the legacy of this outstanding thinker, the desire not only to develop his teaching, but also to try to look at the world from his position. There are different authors. Some are overwhelming with their erudition, others provide a huge amount of empirical material. When reading the works of L. S. Vygotsky, the reader not only gets acquainted with new ideas, but every time he finds himself in that interesting and intellectually intense scientific world. who begins to experience it. tempt to search for solutions to complex problems, elevate to the level of a theorist and involve in dialogue with the author. It is no coincidence that L. S. Vygotsky is called the Mozart of psychology. In his works he was extremely sincere and tried to present as fully as possible all the grounds for the theoretical and experimental study of the questions posed. Each of his works is a complete independent work and can be read as a separate book. At the same time, all his works constitute an integral scientific line, united under the general name of the cultural-historical theory of the origin of higher mental functions. The works of L. S. Vygotsky need to be read more than once or twice. Each reading reveals new, previously unidentified contexts and ideas. One of his students, D. B. El-konin, noted: “... when reading and re-reading the works of Lev Semenovich, I always get a feeling. that there is something I don’t fully understand about them.” In this confession of a person who had a lot of direct contact with L. S. Vygotsky, one can discern the idea. that all his works contain tension, unspokenness. ready to generate new content. One gets the impression that L. S. Vygotsky possessed some special gift of scientific analysis. In other words, he was not only a psychologist, theorist, practitioner, but also a methodologist. He could and did apply special techniques for posing and solving scientific and practical questions.

SECTION I. METHODOLOGY
HISTORICAL MEANING OF PSYCHOLOGICAL CRISIS
SECTION II. GENERAL PSYCHOLOGY
PSYCHOLOGY
About behavior and reactions
Three elements of reaction
Reaction and reflex
Hereditary and acquired reactions
Hereditary or unconditioned reflexes
Instincts
Origin of hereditary reactions
The doctrine of conditioned reflexes
Super reflexes
Complex forms of conditioned reflexes
The most important laws of higher nervous activity (behavior) of a person
Laws of inhibition and disinhibition
Psyche and reaction
Animal behavior and human behavior
Adding reactions into behavior
The principle of dominance in behavior
The constitution of man in connection with his behavior
Instincts
Origin of instincts
The relationship between instinct, reflex and reason
Instincts and biogenetic laws
Two extremes in views on instinct
Instinct as a mechanism of education
The concept of sublimation
Emotions
Concept of emotions
Biological nature of emotions
Psychological nature of emotions
Attention
Psychological nature of attention
Installation characteristics
Indoor and outdoor installation
Attention and distraction
Biological significance of the installation
Attention and habit
Physiological correlate of attention
The work of attention in general
Attention and apperception
Memory and imagination: consolidation and reproduction of reactions
The concept of plasticity of matter
Psychological nature of memory
Composition of the memory process
Memory types
Individual characteristics of memory
Limits of memory development
Interest and emotional coloring
Forgetting and erroneous remembering
Psychological functions of memory
Memory technique
Two types of playback
Reality of fantasy
Functions of the imagination
Thinking as a particularly complex form of behavior
The motor nature of thought processes
Conscious behavior and will
Psychology of language
Me and It
Analysis and synthesis
Temperament and character
Meaning of terms
Temperament
Body structure and character
Four types of temperament
The problem of vocation and psychotechnics
Endogenous and exogenous character traits
ABOUT PSYCHOLOGICAL SYSTEMS
CONSCIOUSNESS AS A PROBLEM OF BEHAVIORAL PSYCHOLOGY
PSYCHE, CONSCIOUSNESS, UNCONSCIOUS
THINKING AND SPEECH
Preface
Chapter one. Problem and research method
Chapter two. The problem of child speech and thinking in the teachings of J. Piaget
Chapter three. The problem of speech development in the teachings of V. Stern
Chapter Four. Genetic roots of thinking and speech
Chapter five. Experimental study of concept development
Chapter six. Research on the development of scientific concepts in childhood
Chapter seven. Thought and word
SECTION III. DEVELOPMENTAL PSYCHOLOGY
HISTORY OF THE DEVELOPMENT OF HIGHER MENTAL FUNCTIONS
Chapter one. The problem of the development of higher mental functions
Chapter two. Research method
Chapter three. Analysis of higher mental functions
Chapter Four. Structure of higher mental functions
Chapter five. Genesis of higher mental functions
Chapter six. Oral speech development
Chapter seven. Background to the development of written speech
Chapter eight. Development of arithmetic operations
Chapter Nine. Mastering attention
Chapter ten. Development of mnemonic and mnemotechnical functions
Chapter Eleven. Development of speech and thinking
Chapter twelve. Mastering your own behavior
Chapter thirteen. Education of higher forms of behavior
Chapter fourteen. The problem of cultural age
Chapter fifteen. Conclusion. Further avenues of research. Development of the child’s personality and worldview
LECTURES ON PSYCHOLOGY
Lecture one. Perception and its development in childhood
Lecture two. Memory and its development in childhood
Lecture three. Thinking and its development in childhood
Lecture four. Emotions and their development in childhood
Lecture five. Imagination and its development in childhood
Lecture six. The problem of will and its development in childhood
TOOL AND SIGN IN CHILD DEVELOPMENT
Chapter one. The problem of practical intelligence in animal psychology and child psychology
Experiments on the practical intelligence of a child
The function of speech in the use of tools. The problem of practical and verbal intelligence
Speech and practical action in child behavior
Development of higher forms of practical activity in a child
Path of development in the light of facts
Function of socialized and egocentric speech
Changing the function of speech in practical activities
Chapter two. The function of signs in the development of higher mental processes
Development of higher forms of perception
Division of the primary unity of sensorimotor functions
Rebuilding memory and attention
Arbitrary structure of higher mental functions
Chapter three. Sign operations and organization of mental processes
The problem of the sign in the formation of higher mental functions
Social genesis of higher mental functions
Basic rules for the development of higher mental functions
Chapter Four. Analysis of the child’s sign operations
Structure of a sign operation
Genetic analysis of sign surgery
Further development of sign operations
Chapter five. Methodology for studying higher mental functions
Conclusion. The Problem of Functional Systems
Use of tools in animals and humans
Word and action
ISSUES IN CHILD PSYCHOLOGY
Age problem
1. The problem of age periodization of child development
2. Structure and dynamics of age
3. The problem of age and the dynamics of development Infancy
1. Newborn period
2. Social situation of development in infancy
3. Genesis of the main neoplasm of infancy
5. Main neoplasm of infancy
6. Basic theories of infancy
Crisis of the first year of life
Early childhood
Crisis of three years
Seven Years Crisis
LITERATURE

Years of life: 1896 - 1934

Homeland: Orsha (Russian Empire)

Vygotsky Lev Semenovich was born in 1896. He was an outstanding Russian psychologist, the creator of the concept of the development of higher mental functions. Lev Semenovich was born in the Belarusian town of Orsha, but a year later the Vygodskys moved to Gomel and settled there for a long time. His father, Semyon Lvovich Vygodsky graduated from the Commercial Institute in Kharkov and was a bank employee and insurance agent. Mother, Cecilia Moiseevna, devoted almost her entire life to raising her eight children (Lev was the second child). The family was considered a kind of cultural center of the city. For example, there is information that Vygodsky the father founded a public library in the city. Literature was loved and known in the house; it is no coincidence that so many famous philologists came from the Vygodsky family. In addition to Lev Semenovich, these are his sisters Zinaida and Claudia; cousin David Isaakovich, one of the prominent representatives of “Russian formalism” (somewhere in the early 20s he began to publish, and since both of them were engaged in poetics, it was natural to want to “distinguish themselves” so that they would not be confused, and therefore Lev Semenovich Vygodsky replaced the letter “d” in his last name with “t”). Young Lev Semenovich was interested in literature and philosophy. Benedict Spinoza became his favorite philosopher and remained until the end of his life. Young Vygotsky studied mainly at home. He studied only the last two classes at the private Gomel Ratner gymnasium. He showed extraordinary abilities in all subjects. At the gymnasium he studied German, French, Latin, and at home, in addition, English, ancient Greek and Hebrew. After graduating from high school, L.S. Vygotsky entered Moscow University, where he studied at the Faculty of Law during the First World War (1914-1917). At the same time, he became interested in literary criticism, and his reviews of books by symbolist writers - rulers of the souls of the then intelligentsia: A. Bely, V. Ivanov, D. Merezhkovsky appeared in several magazines. During these student years, he wrote his first work - the treatise "The Tragedy of William Shakespeare's Danish Hamlet." After the victory of the revolution, Vygotsky returned to Gomel and took an active part in the construction of a new school. This period marks the beginning of his scientific career as a psychologist, since in 1917 he began to engage in research work and organized a psychological office at the pedagogical college, where he conducted research. In 1922-1923 he conducted five studies, three of which he later reported at the II All-Russian Congress on Psychoneurology. These were: “Methodology of reflexological research as applied to the study of the psyche,” “How psychology should be taught now,” and “Results of a questionnaire about the mood of students in the graduating classes of Gomel schools in 1923.” "In the Gomel period, Vygotsky imagined that the future of psychology lay in the application of reflexological techniques to the causal explanation of the phenomena of consciousness, the advantage of which was their objectivity and natural scientific rigor. The content and style of Vygotsky’s speeches, as well as his personality, literally shocked one of the congress participants, A. R. Luria. The new director of the Moscow Institute of Psychology, N.K. Kornilov, accepted Luria’s proposal to invite Vygotsky to Moscow. Thus, in 1924, the ten-year Moscow stage of Vygotsky’s work began. This decade can be divided into three periods. The first period (1924-1927). Having just arrived in Moscow and having passed the exams for the title of research assistant of the 2nd category, Vygotsky made three reports in six months. In terms of further development of the new psychological concept conceived in Gomel, he built a model of behavior, which was based on the concept of speech. reactions. The term “reaction” was introduced to distinguish the psychological approach from the physiological one. He introduces into it features that make it possible to correlate the behavior of an organism, regulated by consciousness, with forms of culture - language and art. After moving to Moscow, he was attracted to a special area of ​​practice - working with children suffering from various mental and physical defects. Essentially, his entire first year in Moscow can be called “defectological.” He combines classes at the Institute of Psychology with active work at the People's Commissariat of Education. Showing brilliant organizational skills, he laid the foundations of the defectology service, and later became the scientific director of the special scientific and practical institute that still exists today. The most important direction of Vygotsky’s research in the first years of the Moscow period was the analysis of the situation in world psychology. He writes a preface to Russian translations of the works of the leaders of psychoanalysis, behaviorism, and gestaltism, trying to determine the significance of each of the directions for the development of a new picture of mental regulation. Back in 1920, Vygotsky fell ill with tuberculosis, and since then, outbreaks of the disease more than once plunged him into a “borderline situation” between life and death. One of the most severe outbreaks hit him at the end of 1926. Then, having ended up in the hospital, he began one of his main studies, to which he gave the name “The Meaning of the Psychological Crisis.” The epigraph to the treatise was the biblical words: “The stone that the builders despised has become the cornerstone.” He called this stone practice and philosophy. The second period of Vygotsky's work (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) to cultural (historical). Thus, the didactic “stimulus-response” scheme accepted by both subjective and objective psychology was rejected. It was replaced by a triadic one - “stimulus - stimulus - reaction”, where a special stimulus - a sign - acts as an intermediary between an external object (stimulus) and the response of the body (mental reaction). This sign is a kind of instrument, when operated by an individual, from his primary natural mental processes (memory, attention, associated thinking) a special system of functions of the second sociocultural order, inherent only to man, arises. Vygotsky called them higher mental functions. The most significant achievements of Vygotsky and his group during this period were compiled into a lengthy manuscript, “The History of the Development of Higher Mental Functions.” Among the publications that preceded this generalizing manuscript, we note “Instrumental method in pedology” (1928), “The problem of the cultural development of the child” (1928), “Instrumental method in psychology” (1930), “Tool and sign in the development of the child” ( 1931). In all cases, the center was the problem of the development of the child’s psyche, interpreted from the same angle: the creation of new cultural forms from its biopsychic natural “material”. Vygotsky becomes one of the country's main pedologists. "Pedology of School Age" (1928), "Pedology of Adolescence" (1929), "Pedology of Adolescents" (1930-1931) are published. Vygotsky strives to recreate the general picture of the development of the mental world. He moved from the study of signs as determinants of instrumental acts to the study of the evolution of the meanings of these signs, primarily speech ones, in the mental life of a child. The new research program became the main one in his third and last Moscow period (1931-1934). The results of its development were captured in the monograph “Thinking and Speech.” Having taken up global questions about the relationship between teaching and upbringing, Vygotsky gave it an innovative interpretation in the concept he introduced of the “zone of proximal development,” according to which only that learning is effective that “runs ahead” of development. In the last period of his creative work, the leitmotif of Vygotsky’s quests, connecting into a common knot the various branches of his work (the history of the doctrine of affects, the study of the age-related dynamics of consciousness, the semantic connotation of words), became the problem of the relationship between motivation and cognitive processes. Vygotsky worked at the limit of human capabilities. From dawn until late, his days were filled with countless lectures, clinical and laboratory work. He made many reports at various meetings and conferences, wrote theses, articles, and introductions to materials collected by his collaborators. When Vygotsky was taken to the hospital, he took his beloved Hamlet with him. In one of the entries about the Shakespearean tragedy, it was noted that Hamlet’s main state is readiness. “I’m ready” - these, according to the nurse, were Vygotsky’s last words. Although his early death did not allow Vygotsky to implement many promising programs, his ideas, which revealed the mechanisms and laws of the cultural development of the individual, the development of his mental functions (attention, speech, thinking, affects), outlined a fundamentally new approach to the fundamental issues of personality formation. Bibliography of works by L.S. Vygotsky has 191 works. Vygotsky's ideas have received wide resonance in all sciences that study humans, including linguistics, psychiatry, ethnography, and sociology. They defined a whole stage in the development of humanitarian knowledge in Russia and to this day retain their heuristic potential.

_________________________

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Vygotsky Lev Semyonovich (1896-1934), Russian psychologist.

Born on November 17, 1896 in Orsha. The second son in a large family (eight brothers and sisters). His father, a bank employee, a year after Lev’s birth moved his family to Gomel, where he founded a public library. The Vygodsky family (the original spelling of the surname) produced famous philologists, the psychologist’s cousin, David Vygodsky, was one of the prominent representatives of “Russian formalism.”

In 1914, Lev entered the Faculty of Medicine at Moscow University, from which he later transferred to law; At the same time, he studied at the Faculty of History and Philology of the People's University named after A. L. Shanyavsky. During his student years, he published reviews of books by symbolist writers - A. Bely, V. I. Ivanov, D. S. Merezhkovsky. At the same time, he wrote his first major work, “The Tragedy of William Shakespeare’s Danish Hamlet” (it was published only 50 years later in Vygotsky’s collection of articles “The Psychology of Art”).

In 1917 he returned to Gomel; took an active part in the creation of a new type of school, began conducting research in the psychological office he organized at the pedagogical college. Became a delegate to the II All-Russian Congress on Psychoneurology in Petrograd (1924). where he spoke about the reflexological techniques he used to study 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 defectology institute was created (now the Institute of Correctional Pedagogy of the Russian Academy of Education) and thus laid the foundations of defectology in the USSR.

In 1926, Vygotsky’s “Pedagogical Psychology” was published, defending the individuality of the child.

Since 1927, the scientist published articles analyzing trends in world psychology, and at the same time developed a new psychological concept, called cultural-historical. In it, human behavior regulated by consciousness is correlated with forms of culture, in particular with language and art. This comparison is made on the basis of the concept developed by the author about a sign (symbol) as a special psychological tool that serves as a means of transforming the psyche from natural (biological) to 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 problems of the structure of consciousness. In the early 30s. Attacks against Vygotsky became more frequent; he was accused of retreating from Marxism. Persecution, along with incessant exhaustion work, exhausted the scientist’s strength. He did not survive another exacerbation of tuberculosis and died on the night of June 11, 1934.

The biography of Lev Vygotsky, Soviet psychologist, founder of the cultural-historical school, is presented in this article.

Vygotsky Lev Semenovich biography briefly

Lev Vygotsky, whose brief biography begins November 17, 1896. He was born in the city of Orsha into a large family of a bank employee. When the boy was only a year old, his father founded a public library in the city of Gomel and moved his wife and nine children here.

In 1914 he entered the Faculty of Medicine at Moscow University. After studying a little at the faculty, Vygotsky transferred to the Faculty of Law and at the same time studied at the Faculty of History and Philology at the People's University. A. L. Shanyavsky. As a student, he begins to publish his reviews of books by famous symbolist writers - V. I. Ivanov, A. Bely, D. S. Merezhkovsky. At the same time, he wrote his first major work on the topic “The Tragedy of the Danish Hamlet by W. Shakespeare.” Although she saw the light only 50 years later in his collection “Psychology of Art”.

In 1917, Lev Semenovich returned to Gomel and took an active part in the process of creating a new type of school. He begins to conduct research in a specially organized psychological laboratory at the pedagogical college.

In 1924, he was appointed a delegate to the II All-Russian Congress on Psychoneurology in Petrograd. There he read out a report on the reflexological techniques that he used when studying the mechanisms of consciousness. After an enchanting speech at this congress, Vygotsky was invited to work by the director of the Institute of Experimental Psychology in Moscow, N.K. Kornilov. Two years later, under his leadership, a defectological experimental institute was created, which was later renamed the Institute of Correctional Pedagogy of the Russian Academy of Education. Thanks to the efforts of Lev Vygotsky, the foundation of defectology in the USSR was laid.

He proved himself to be a talented scientific psychologist. In 1926, he published the book “Educational Psychology”, in which he defended the individuality of the child. A year later, psychologist Lev Vygotsky begins to publish articles that analyze various areas of world psychology. He also developed a new concept in psychology - cultural-historical. According to the concept, human behavior, regulated by consciousness, is closely correlated with various forms of culture, art and language.

Lev Vygotsky developed the concept of a sign, a symbol, as a special psychological tool that serves as a means for transforming the psyche from biological to historical. As a result, in 1960, a work entitled “The History of the Development of Higher Mental Functions” was written.