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Journal articles on the topic 'Psychologists, biography'
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1
Roshchina, I., and N. V. Zvereva. "On the Anniversary of N.K. Korsakova: the Era of Classical Russian Psychology and Neuropsychology." Клиническая и специальная психология 8, no. 3 (2019): 160–65. http://dx.doi.org/10.17759/cpse.2019080309.
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The article is dedicated to the 80th anniversary of the outstanding Russian scientist, follower of B.V. Zeygarnik and A.R. Luria, a classic of Russian neuropsychology and neuroherontology, a representative of the Moscow school of psychology Natalya Korsakova, her scientific biography is traced, a significant contribution to the development of psychological science and education of psychologists, primarily clinical psychologists shown. The main monographs, directions of research work for more than half a century of work in the profession are presented.
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Sullivan, Daniel, and Harrison J. Schmitt. "An existential view of biography and history: Synchronic and diachronic narratives." History & Philosophy of Psychology 22, no. 1 (2021): 31–46. http://dx.doi.org/10.53841/bpshpp.2021.22.1.31.
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Narrative psychologists have increasingly sought to understand how cultural, collective narratives relate to individual life narratives. Two promising approaches are the study of how cultural master narratives influence personal narratives, and the study of generativity. These developments need to be extended through analysis of the ‘politics of storytelling’ – the ways in which life and collective narratives are implicated in the sociopolitical milieu. We draw on Sartre’s late work on the interrelationship between biography and history. Sartre suggests an individual life can incarnate history either diachronically – when a person narrates their life with a focus on individual temporal development – or synchronically – when a person narrates their life with a focus on power relations between groups in society. We discuss the political implications of each form of narrative; how they relate the individual to history, im/mortality, and generativity; and how they involve forms of false or liberated consciousness.
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Hicks, Michael. "The Imprisonment of Henry Cowell." Journal of the American Musicological Society 44, no. 1 (1991): 92–119. http://dx.doi.org/10.2307/831729.
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Thus far, published references to Henry Cowell's imprisonment consistently obscure the facts of his case and overlook virtually all of the essential primary sources, including court documents, correspondence, psychological evaluations, and even Cowell's own writings on the subject. Although Cowell acceded to a charge that he had engaged in homosexual activities with a minor, the charge was distorted by newspapers and both exaggerated and minimized by his friends. The extraordinary prison sentence Cowell received resulted largely from a misleading letter by a juvenile probation officer, written amid a political climate of severe antipathy toward sex offenders. During Cowell's incarceration, several leading psychologists evaluated the composer according to then-prevalent theories of homosexuality. These psychologists, along with several officers of the court, expressed faith in the composer's "rehabilitation" and their recommendations helped secure the composer a parole. Political changes in California and the entry of the United States into World War II paved the way for a pardon, which was granted primarily so that Cowell could work on a government project known as "cultural defense." Despite his impressive accomplishments in prison and the positive resolution of his case, Cowell never fully recovered from the experience. Scholarly repression of the facts ensued and led to fragmented, inaccurate accounts of the prison years. Hence, this part of Cowell's life provides a useful test case on some persistent issues in musical biography.
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Taylor, Stephanie. "Narrative as construction and discursive resource." Narrative Inquiry 16, no. 1 (August 29, 2006): 94–102. http://dx.doi.org/10.1075/ni.16.1.13tay.
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Discursive psychologists (Edley, 2001; Potter & Wetherell, 1987; Wetherell, 1998) have analysed identity work in talk, including the ways in which understandings which prevail in a wider social context are taken up or resisted as speakers position themselves and are positioned by others. In these terms, a narrative is generally understood in two ways. The first is as an established understanding of sequence or consequence, such as a potential life trajectory, which becomes a discursive resource for speakers to draw on (cf. Bruner’s ‘canonical narratives’, 1991). The second is of a narrative as a situated construction, such as the biography produced by a speaker within a particular interaction. In this article, I propose an expanded analytic focus which considers how the versions of a biographical narrative produced in previous tellings become resources for future talk, thus setting constraints on a reflexive speaker’s work to construct a coherent identity across separate interactions and contexts (Taylor & Littleton, forthcoming).
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Cukras-Stelągowska, Joanna. "Konflikty, kompromisy i rezerwuar międzykulturowości w małżeństwach mieszanych." Kultura-Społeczeństwo-Edukacja 22, no. 2 (December 30, 2022): 145–64. http://dx.doi.org/10.14746/kse.2022.22.07.
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In this article, I discuss the issues of mixed marriages, referring to research conducted by Polish sociologists, psychologists and educators. On this basis, I try to show possible areas of conflict in this type of relationships, various strategies for working out compromises as well as various relations with the social microstructure. I emphasise problems related to bringing up children in a bi-cultural family environment, in particular aspects of bi-religious home education. My intention is also to identify potential areas of intercultural enrichment and the emergence of new cultural capital in mixed families. I also reflect on PolishJewish marriages by recalling the biography of a representative of the third generation of the Holocaust survivors, married to a Catholic, who has introduced, together with her husband, a model of dualistic education. The research was based on the biographical method, unstructured/indepth interviews. The article presents one of the elements of broader research, which focused on the construction of the socio-cultural identity of the narrators.
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Sergey, Degtyarev, and Loboda Andrii. "The attempt of graphodiagnostics of health state of the last hetman of Ukraine Kyrylo Rozumovskyi using samples of his handwriting." Bangladesh Journal of Medical Science 19, no. 1 (November 3, 2019): 90–93. http://dx.doi.org/10.3329/bjms.v19i1.43877.
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Background: The article makes an attempt to define health state and probable illnesses of the last hetman of Ukraine Kyrylo Rozumovskyi in the last years of his life.
Methods: The study is based on using and analyzing of the memoirs and biography books, containing records and detailed description of health state of K. Rozumovskyi, and documentary archive materials with the samples of his handwriting. To analyze the handwriting of K. Rozumovskyi, the special graphological test developed by Polish physicians of National Health Institute in cooperation with psychologists and graphologists was used.
Results: According to the authors’ conclusions, K. Rozumovskyi suffered from diabetes mellitus, gout, and ischemic heart disease. He was vulnerable to common cold also. It is assumed that these diseases contributed to the myocardial infarction which caused his death in 1803.
Conclusion: Considering the lack of the system of professional medicine in XVII, XVIII, early XIX century, using graphological method for determining the health of well-known people of these times, is effective.
Bangladesh Journal of Medical Science Vol.19(1) 2020 p.90-93
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Pomelov, Vladimir B. "The life path and activity of the Russian-Brazilian teacher and psychologist E.V. Antipova." Perspectives of Science and Education 61, no. 1 (March 1, 2023): 469–81. http://dx.doi.org/10.32744/pse.2023.1.28.
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Introduction. The relevance of the article is to reveal the positive influence of the Russian scientific school represented by E.V. Antipova on the development of psychology and pedagogy, as well as on the organization of psychological services in Brazil. The purpose of the article is to create a complete description of the activities of a prominent psychologist-practitioner and organizer of the psychological service Elena Vladimirovna Antipova. Materials and methods. Relying on the axiological methodological approach and biographical research method, as well as by including in the text of the article a number of scientific, including foreign, sources, little-known facts of the biography of E.V. Antipova are presented, her scientific connections with prominent foreign and Russian scientists are revealed, her contribution to the development of psychological services in Russia and Brazil is shown. The characteristic of the life and activity of E.V. Antipova in Russia is given in direct connection with the socio-political situation in those years in the country. Results. The article gives a detailed description of the main stages of E.V. Antipova's life: childhood in pre-October Russia, school years at the gymnasium of L.S. Tagantseva, study and work in England, France and Switzerland under the guidance of prominent foreign scientists such as E. Klapared. The author reveals the connections of E.V. Antipova with leading Russian psychologists and paedologists G.I. Chelpanov, K.N. Kornilov, P.O. Efrussi, Z.A. Luppova, V.A. Treiter, with whom she communicated and collaborated in Petrograd and Vyatka. The contribution of E.V. Antipova to the development of psychological service in Brazil in 1928- 1974 is shown. During this period, she actually acted as a kind of "goodwill ambassador" from Russia, establishing "a bridge of friendship" between our countries through her selfless work. She left a significant scientific and methodological legacy in five volumes of her writings.
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Nechaev, N. N. "How is the Actor Made. The Anniversary Interview with N.N. Nechaev. Part 1, Psychology and Life." Cultural-Historical Psychology 18, no. 2 (2022): 145–56. http://dx.doi.org/10.17759/chp.2022180216.
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The article represents the author’s view of his way in psychology including science research, university lecturing, organizational and other professional lines of its development. It is demonstrated through some fragments of the author’s biography closely connected with the initial period of the Department of Psychology of the Moscow State Lomonosov University (MSU) that was established in the middle of sixties of the last century and also — with some facts of the author’s following activity in the fields of psychological science and practice. The role of the school of thought is underlined since the author was lucky to meet such outstanding psychologists as P.Ya. Galperin, A.V. Zaporozhets, B.W. Zeygarnic, A.N. Leontiev, D.B. Elconin etc. as his teachers. However the special role of P.Ya. Galperin as a Teacher in science and life for the author is underlined. The article consists of two parts. The first part published here uncovers some episodes of the author’s biography where some of his family roots are described. Several outstanding church figures, theologists, preachers and teachers among them, are meant, some of them appeared to be connected with the MSU. There is also the story of the mother’s fate who was repressed at Stalin’s period. Certain attention is paid to the the author’s life as a university student. Beside some episodes of “psychological life” that may be interesting within the context of time and place there are some fragments that demonstrate the author’s active position at the choice of his scientific path. The post-graduate stage where the author was forming his own “school of thought” is also described. Then there are periods of the further research and teaching activity as a professional psychologist working at the level of post-graduate and continuing education at the leading Moscow universities, including MSU. The Moscow Architectural Institute is also one of them. It is as the institution where the author’s doctoral theses on the problems of project simulation and creativity in the architectural education were prepared and defended. Another working period connected with organisational activity at the high levels of managing of the educational system of the USSR and the at the Russian Academy of Education are also briefly described. The article is made in the form of interview with the author conducted within the frames of the project “Psychologyst-and-I”. Live stories” of the Moscow State University of Psychology and Education (MSUPE). The author and leader of the project: V.T. Kudriavtsev. The meeting took place on the 4-th of February 2021.
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Munz, Tania. "“My Goose Child Martina”:." Historical Studies in the Natural Sciences 41, no. 4 (October 1, 2011): 405–46. http://dx.doi.org/10.1525/hsns.2011.41.4.405.
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Abstract In 1935, the graylag goose Martina (1935–?) hatched from an egg in the home of the zoologist Konrad Lorenz (1903–1989). Martina imprinted on Lorenz, slept in his bedroom, mated with the gander Martin, and flew off in 1937. Over the following decades, Konrad Lorenz helped to establish the discipline of ethology, received a share of the 1973 Nobel Prize in Physiology or Medicine, and continued to write about his famous goose Martina. This essay examines the different instantiations of the geese in general, and Martina in particular, in Lorenz's writings aimed at readerships that included prewar zoologists, National Socialist psychologists, and popular audiences from the 1930s to 1980s. By developing an animal with her own biography, Lorenz created an individual whose lived and rhetorical agency made her especially well suited to perform widely divergent aspects of his evolving science. While a significant literature in the history of science has explored the standardization and stabilization of animals in science, I show how Lorenz's creation of a highly protean and increasingly public Martina was co-constitutive of the establishment of his science and public persona.
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Basilova, T. A., and A. M. Paykova. "In Memory Jan Van Dijk Famous Netherland Psychologist (1937–2018)." Современная зарубежная психология 8, no. 2 (2019): 95–98. http://dx.doi.org/10.17759/jmfp.2019080209.
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The article is dedicated to the memory of the famous Netherland scientist in the field of special education, professor Johannes Van Dijk, who died at January 23, 2017 at 81 years old. Describes the main stages of his professional biography in field of Deafblind Education.
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Boltivets, Serhii. "Physoteraphy in Yevhen Hlyva’s Lifelong Fight for Ukraine." Ukrainian Studies, no. 4(57) (December 17, 2015): 210–21. http://dx.doi.org/10.30840/2413-7065.4(57).2015.224176.
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The article presents a biography, scholarly and social activities of a psychologist, psychotherapist and hypnotherapist Yevhen Hlyva. It examines the fundamental scientific achievements of theoretical and practical psychoterapeutic use of hypnosis, hypnotherapy, hypnosuggestion, self-hypnosis, hypnoanalysis and psychological analysis of H. Skovoroda’s works.
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BERRAG, Nassima, and Rima BERAGRAG. "ABU NAWAS AL-HASSAN BIN HANI, BETWEEN AL-AKKAD AND AL-NUWEHI, AN APPROACH TO THE REPRESENTATION OF THE PSYCHOLOGICAL METHOD." International Journal of Humanities and Educational Research 03, no. 05 (October 1, 2021): 347–57. http://dx.doi.org/10.47832/2757-5403.5-3.30.
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Modern Arab theory is based on the evocation of contextual occidental approaches that are out of text. Here, signs of critical modernity began in the reading of traditional Arabic texts, and one of the most important texts around which the readings revolved was the text of Abu Nawas, symbol of textual modernity for Arabs, as demonstrated by Adonis. This research paper seeks to find the balance between the two Arab readings that invoked the psychological approach to enlighten the text of Abu Nawas, the reading of Abbas Mahmoud Al-Akkad marked "Abu Nawas Al-Hassan Bin Hani", which is famous for studying biography and genius in which the personality key was followed as a tool from which it can penetrate into its depth and thought, and the study of Muhammad Al-Nohi’s “The Psychology of Abu Nawas”, which is a unique modern critic in his critical view, began to define literature as «the supreme fruit of the experiences of human life», his study preceded Akkad’s study by nine months, and both were in the same year 1953, This justifies the legitimacy of the balance between them on the one hand, and calls for an examination of the effects of comparison within the Arab critical theory, which has been influenced by Western theories, and which are given by the Freudian incubator. The comparison that the intervention intends to make is descriptive speech (meta critical). As for the problem posed by the research paper, consists in: What are the paradoxes that a single psychological approach poses to the multiplicity of readers and to the unity of the method? Al-Akkad relied on the dictum of narcissism to decompose Abu Nawas’s personality, and psychologists took this word (narcissism) to denote the associated bodily discomfort and sexual lust, and to signify a person’s infatuation with his body and desire for sexual lust, he feels like an image of himself, which completes his composition and all the imperfections he feels, according to Shawqi Deif. Based on the complex of narcissism, Al-Akkad explained the manifestations of the complex in what was called Autoimmune and self-envy, while Al-Noaihi went to the complex of Oedipus and inferred it with textual evidence under the name: the sexual replacement of a mother with wine and the sublimation expressed in the poetic work. We note here that the Arab critical theory stopped with these two writers, and that it did not use the developments of the psychological structural approach as presented by Jacque Lacan, his works not yet being translated into Arabic . Keywords: Abu Nawas, Al-Akkad, Al-Noaihi, Psychological Method, Critical Theory
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Stepanova, Marina A. "Psychologist, physician and philosopher: the stages of P. Yа. Galperin’s scientific biography." National Psychological Journal, no. 3 (2017): 21–32. http://dx.doi.org/10.11621/npj.2017.0304.
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Кандыбович, С. Л., and Т. В. Разина. "MIKHAIL IVANOVICH DYACHENKO: MAN, WARRIOR, SCIENTIST. ON THE 105TH ANNIVERSARY OF HIS BIRTH." Russian military psychological journal, no. 1(3) (April 1, 2024): 31–46. http://dx.doi.org/10.25629/rmpj.2024.01.04.
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В работе воссоздана военная и научная биография М.И. Дьяченко – полковника, выдающегося отечественного военного психолога. В статье собраны и проанализированы документы, хранящиеся в Центральном архиве Министерства обороны Российской Федерации и в личных архивах. В статье представлены неизвестные ранее факты биографии М.И. Дьяченко, касающиеся его участия в Великой Отечественной войне, а также научной деятельности в Военно-политической академии имени В.И. Ленина (ныне – Военный университет МО РФ). The paper reconstructs the military and scientific biography of M.I. Dyachenko - colonel, an outstanding Russian military psychologist. In the article the documents stored in the Central Archive of the Ministry of Defense of the Russian Federation and in personal archives are collected and analyzed. The article presents previously unknown facts of M.I. Dyachenko's biography, concerning his participation in the Great Patriotic War, as well as his scientific activity at the Lenin Military and Political Academy (now the Military University of the Defense Ministry of the Russian Federation).
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Luckey, Eric F. "The psychologist's biographer: Writing lives in the history of psychology." Journal of the History of the Behavioral Sciences 56, no. 2 (October 15, 2019): 99–114. http://dx.doi.org/10.1002/jhbs.22013.
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Gibson, Jane Whitney, Russell W. Clayton, Jack Deem, Jacqueline E. Einstein, and Erin L. Henry. "Viewing the work of Lillian M. Gilbreth through the lens of critical biography." Journal of Management History 21, no. 3 (June 8, 2015): 288–308. http://dx.doi.org/10.1108/jmh-01-2014-0014.
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Purpose The purpose of this paper is to examine the significant contributions of Lillian M. Gilbreth through the lens of critical biography to put her work in the context of her life events, her key roles, the turning points in her life and the societal context within which her contributions to management thought were made. Design/methodology/approach Critical biography examines the interaction of a person’s life events with the social, economic and political contexts surrounding his or her life and draws inferences as to why the person made specific decisions and contributions. Findings Key contributions to management thought made by Lillian M. Gilbreth are linked to her biographical events, including the multiple roles she played as daughter, student, wife, mother, author, engineer, psychologist, breadwinner, domestic scientist and teacher. Various turning points in her life are identified, including being allowed to go to college, taking her first psychology course, marrying Frank Gilbreth, publishing Fatigue Studies and Frank’s death. Key societal factors that influenced Gilbreth’s contributions were the growing interest in scientific management, the status of women and the increased interest in domestic science. Research limitations/implications The qualitative technique of critical biography is demonstrated as a useful methodology for examining individual contributions to management history. The authors acknowledge the limitation of subjective interpretation. Practical implications The reasons behind Lillian Gilbreth’s contributions, which were considered a precursor to the human relations era, are extrapolated from this research. Social implications The influence of social context is examined, as it pertains to the life and work of Lillian Gilbreth. Originality/value This paper provides a critical biography of Lillian M. Gilbreth and her work within the context of her life and times.
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Altynbaeva, Gulnara M. "Meta self-description and self-psychologism as meta-poetic principles of A. I. Solzhenitsyn." Izvestiya of Saratov University. Philology. Journalism 22, no. 1 (February 21, 2022): 105–9. http://dx.doi.org/10.18500/1817-7115-2022-22-1-105-109.
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The autobiographical character of Solzhenitsyn’s oeuvre, inseparable nature of ethical and aesthetic views, have shaped the author’s unique aesthetics. From the point of view of the author of this article, eliciting the meta-poetic principles defines the way of comprehension of Solzhenitsyn’s artistic world, of his ‘phenomenon’. The article presents the analysis of two of Solzhenitsyn’s significant meta-poetic principles: self-meta-description and self-psychologism. The research is based on Diary R-17 which should be introduced into the readers’ and researchers’ circulation as an important key to understanding Solzhenitsyn’s artistic method. An insight into the French edition of the Diary has allowed the author of this article to trace the stages of working on The Red Wheel, and to regard Solzhenitsyn’s ‘creative laboratory’ as a whole. At the same time the diary records broaden the readers’ understanding not only of the ways of creating a historical novel, but of the writer’s biography, of his reading range and literary context, of his predecessors in the genre of historical narrative, of the writer’s techniques and methods. The article turns the spotlight on the fact that Solzhenitsyn does not bestow his biography on characters close to him, he imparts to them the train of his thoughts, the capacity for Tolstoy’s ‘soul dialectics’, making them the author’s self-psychological counterparts. This article is a part of a substantial research of Solzhenitsyn’s system of meta-poetic principles, including the ‘world vision’ on the functions and the responsibility of the artist and the art to the world; on the judgement on the creative work of other authors. The author of the article has an objective to understand the writer’s aesthetics, that was formed under the influence of a vital aspiration to record the history of the Russian revolution, to tell the hidden truth about the history of Russia.
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Мазилов, Владимир Александрович. "«ВСЕ В МОЕЙ ЖИЗНИ ТАК СКЛАДЫВАЛОСЬ, ЧТОБЫ Я ОБЯЗАТЕЛЬНО СТАЛ ПСИХОЛОГОМ»: НЕСКОЛЬКО ШТРИХОВ К ПОРТРЕТУ Г. В. ЗАЛЕВСКОГО, "Методология и история психологии"." Методология и история психологии, no. 1 (2018): 207–17. http://dx.doi.org/10.7868/s1819265318010120.
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The article is devoted to the 80th anniversary of Genrikh Vladislavovich Zalevsky, the famous Russian psychologist. The main milestones of the scientist's biography, the time of his formation as a psychologist, the influence of his teacher M. S. Rogovin are traced. The most important researches of the scientist are: "Fixed Forms of Behavior" (1976), "Theoretical Foundations of Psychological and Psychopathological Research" (co-authored with M. S. Rogovin) (1988), "Mental Rigidity in Norm and Pathology" (1993), "Foundations of Contemporary Behavioral-Cognitive Psychotherapy and Counseling" (2002), "Brief Russian-English-German Dictionary on Psychology" (2004), "Introduction to Clinical Psychology" (2006), "Psychological Supervision: State of the Art and Prospects" (2008), etc. The main directions of research, organizational, publishing and pedagogical activities are covered. The main directions of G. V. Zalevsky's scientific activities include methodology and theory of psychological science (in particular, the study of psychological knowledge types, methods of psychology, the problem of explanation, the correlation of psychological and psychopathological research), history ofpsychology, and various fields of clinical psychology. G. V. Zalevsky is the creator and editor-in-chief of the authoritative "Siberian Psychological Journal".
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Ivanyushina, I. "Tretyakov’s biography interview in the light of the “literature of fact” theory." Philology and Culture, no. 2 (September 17, 2023): 142–47. http://dx.doi.org/10.26907/2782-4756-2023-72-2-142-147.
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The article deals with a unique experiment, conducted by Sergey Tretyakov, one of the founders of the “literature of fact” theory, to create a new genre of a biography-interview, actualized in the second half of the 1920s in the process of his communication with the Chinese student Dan Shi Hua. The issue of fiction and non-fiction correlation in the book “Dan Shi Hua: Biography-Interview” is considered in the context of the factography theory and the discussions of the 1920s on the goals of literature, the genre crisis and “a living person”. The article analyzes the fight of the LEF group against such “belles-lettres vestiges” as the plot, typification, psychologism and figurativeness. Tretyakov’s biography-interview is the most natural and artistically significant attempt at implementing the LEF program. The article reveals some special features of the new documentary genre of polygenetic nature, which combines the traits of an autobiography, memoires, physiological sketch, travelogue, scientific guide and dictionary. We describe the particulars of its narrative structure and trace the techniques of modeling an image of an implicit interviewer. In the process of the stylistic analysis of the biography-interview, we examine the orientation of the text towards its interlocutor, the bearer of another culture, and the metaphorization pattern, drawing upon the empirical experience of the autobiographical narrator. The article highlights the markers of striving for factual exactness and objectivity. Besides, we note such fiction features as “natural storytelling” of a human life, a wide application of the alienation technique, and an abundance of distinctive metaphors and comparisons. The article concludes that by consistently implementing the factography theory postulates, Tretyakov indicates the boundaries of this type of literature capacity.
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Stoyukhina, N. Y. "Religious and philosophical psychology in the works of N.M. Bogolyubov." Psychological-Educational Studies 6, no. 1 (2014): 198–208. http://dx.doi.org/10.17759/psyedu.2014060123.
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We present the results of historical and psychological research filling the gaps of contemporary knowledge about personalities of religious and philosophical direction of Russian psychology in late XIX – early XX centuries. The author introduces the biography of events and the views of Russian psychologist N.M. Bogolyubov – a man of uneasy fate, embodied in his work the idea of spiritual practice in the analysis and description of a person's inner world. Psychological works of N.M. Bogolyubov reflect the views common for Russian spiritual direction in psychology: consideration of man's inner world by revealing how mental experience is given to the person, his self, recognition of the soul as a sphere of inner reality, recognition of the mental world of a person as an independent entity, living by its own laws, which do not depend on the laws of the material world, asserting that faith can be a valid knowledge. In the arsenal of creative achievements of N.M. Bogolyubov are determination of the value of psychology in studying the problem of religious consciousness and professionalism as a necessary quality of a researcher psychologist in the field.
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Tkachuk, Maryna. "Dmytro Pospiekhov: Philosopher, Psychologist, Theologist (to the 200th Anniversary)." NaUKMA Research Papers in Philosophy and Religious Studies 7 (August 3, 2021): 3–16. http://dx.doi.org/10.18523/2617-1678.2021.7.3-16.
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The article dedicated to the 200th anniversary of Dmytro Vasyliovych Pospiekhov (1821–1899), a philosopher, psychologist, theologian and translator, for the first time in the scientific literature, highlights the milestones of his academic biography and more than 50 years (1845–1899) of professor’s tenure at the Department of Philosophy of Kyiv Theological Academy. Based on the analysis of a significant array of printed sources and archival documents, memories of colleagues and students of Dmytro Pospiekhov, the content and specifics of his educational, administrative, editorial and publishing, translation activities at the Academy were revealed for the first time; his important role in the training of professional philosophers, the development of philosophical education and the spread of philosophical knowledge in the East Slavic territories was proven. Paying special attention to Dmytro Pospiekhov’s methods of teaching of philosophical disciplines, the author emphasizes his lecturing methodology, innovative for the theological academies of the time, as well as the heuristic, religious, educational, and moral impact on the students. A special emphasis is placed on Dmytro Pospiekhov’s scientific and editorial activities, his biographical and bibliographic studies, his role in the preservation and studying of the heritage of prominent philosophers and theologians of Kyiv Theological Academy of the 1820s‒1840s: Archpriest Ivan Skvortsov (1795‒1863), Archimandrite Theophanes (Petro Avseniev, 1810‒1852), Sylvestr Hohotskyi (1813‒1889). Analyzing Dmytro Pospiekhov’s printed works for the first time, the author reveals the content and significance of his theological and philosophical study of the Book of Wisdom, which emphasizes the direct connection of this Judaic source to the philosophical teachings of Philo of Alexandria, Plato, and the Stoics. The author also draws attention to the significant research potential of Dmytro Pospiekhov’s manuscript heritage, linking it with the study of the prospects of determining his role in the development of psychological science in theological academies and the expansion of modern scientific ideas about the content and specifics of teaching of philosophical disciplines in Kyiv of the second half of the 19th Century.
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Stepanova, Marina A. "The Scientific Biography of P.Ya. Galperin: Stages of Life and Creative Work." Psychology in Russia: State of the Art, no. 4 (2022): 3–21. http://dx.doi.org/10.11621/pir.2022.0401.
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Background. ! is article is dedicated to the 120th anniversary of the birth of Piotr Yakovlevich Galperin (1902–1988), an outstanding Soviet psychologist, the author of an original psychological concept and scienti" c school, and an organizer of psychological science. Objective. To reconstruct the main stages of the scienti" c biography of Piotr Yakovlevich Galperin. Results. ! e paper demonstrates the internal logic of P.Ya. Galperin’s developing scienti" c views in creating the theory of stage-by-stage formation of mental actions and concepts, which analyzes the process of formation of the main components of mental activity and develops a system of conditions for transforming an objective action into a psychological phenomenon. ! is biography is based on Galperin’s publications and speeches, memoirs of associates and family members, and numerous archival materials. All the periods of Galperin’s life are presented, re# ecting his participation, starting from the mid-1920s, in scienti" c and scienti" c-practical events. Particular attention is paid to Galperin’s work at M.V. Lomonosov Moscow State University (MGU): 55 years of Galperin’s professional and personal life (from 1943 until his death in 1988) were associated with the Philosophy Faculty, and then with the Psychology Faculty. Conclusion. ! e importance of preserving P.Ya. Galperin’s scienti" c legacy is shown and steps taken in this direction are indicated.
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Kölbl, Carlos. "Ernst Boesch’s cultural psychology of education." Culture & Psychology 26, no. 2 (July 7, 2019): 159–72. http://dx.doi.org/10.1177/1354067x19861049.
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Ernst Boesch (1916–2014) is well known for his symbolic action theory and distinctive approach to cultural psychology. In contrast, his numerous contributions as an educational psychologist have remained nearly unnoticed up to now. Against this backdrop, this article highlights some crucial phases in Boesch’s biography that demonstrate his strong involvement in educational psychology in general. It then reconstructs and discusses the main constituents of what one could call Boesch’s cultural psychology of education, which he developed in the context of his work as director of the Forschungsstelle für Entwicklungshilfe, insbesondere Erziehungshilfe (Institute for Research on Developmental Aid – specifically educational aid) – which was later renamed Sozialpsychologische Forschungsstelle für Entwicklungsplanung (Institute for Social Psychological Research on Developmental Planning) – during the years from 1962 to 1986. Finally, some conclusions are presented.
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Guskov, Nikolai. "A Chevalier Of A Sentimemtal Epoch: The Biography Of A Little Aristocrat." Children's Readings: Studies in Children's Literature 20, no. 2 (2021): 201–29. http://dx.doi.org/10.31860/2304-5817-2021-2-20-201-229.
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The article presents the forgotten book “The Model of Children, or the Life of the Little Count Platon Zubov” (1801), written in French by A. S. Vsevolozhskaya and translated into Russian by S. Sokovnin. The son of General Valerian Zubov (a favorite of Catherine II) died in 1800 at the age of 4 and a half years and is presented in the book as an ideal child. The text is examined in the context of literature about children of the 18th — early 19th centuries. We can see here the influence of A.-F.-J. Freville’s “Life of the famouses children”. Compared with most of the texts, “Model of Children”, although it contains canonical features of hagiographic and didactic works, demonstrates an attempt to introduce elements of psychologism and reality, to capture a specific image of a little aristocrat of his time. It combines elements of a sensitive nature as a result of female upbringing and the traits inherited from little count’s father as a courtesan with class prejudices. This image anticipates the characters of Nokolai Karamzin’s later prose.
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Guskov, Nikolai. "A Chevalier Of A Sentimemtal Epoch: The Biography Of A Little Aristocrat." Children's Readings: Studies in Children's Literature 20, no. 2 (2021): 201–29. http://dx.doi.org/10.31860/2304-5817-2021-2-20-201-229.
Full textAbstract:
The article presents the forgotten book “The Model of Children, or the Life of the Little Count Platon Zubov” (1801), written in French by A. S. Vsevolozhskaya and translated into Russian by S. Sokovnin. The son of General Valerian Zubov (a favorite of Catherine II) died in 1800 at the age of 4 and a half years and is presented in the book as an ideal child. The text is examined in the context of literature about children of the 18th — early 19th centuries. We can see here the influence of A.-F.-J. Freville’s “Life of the famouses children”. Compared with most of the texts, “Model of Children”, although it contains canonical features of hagiographic and didactic works, demonstrates an attempt to introduce elements of psychologism and reality, to capture a specific image of a little aristocrat of his time. It combines elements of a sensitive nature as a result of female upbringing and the traits inherited from little count’s father as a courtesan with class prejudices. This image anticipates the characters of Nokolai Karamzin’s later prose.
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Kostrigin, A. A. "Eugenia Hanfmann (1905—1983) as a Follower of L.S. Vygotsky." Cultural-Historical Psychology 15, no. 2 (2019): 114–24. http://dx.doi.org/10.17759/chp.2019150214.
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The article examines the biography and scientific legacy of Eugenia Moiseevna Hanfmann (1905—1983), a Russian—American emigrant psychologist, specialist in the field of psychology of cognitive processes, psychopathology of thinking and psychological counseling. The article outlines her scientific activity in Germany and the USA and collaborations with K. Koffka, T. Dembo, D. Shakov, K. Goldstein, M. Rickers- Ovsiankina, J. Kasanin, H. Murray. It is argued that in her works Hanfmann further developed the ideas of L.S. Vygotsky: modified the method for concept formation (together with J. Kasanin), applied it to the study of conceptual thinking in patients with schizophrenia as well as to the study of personal patterns of intellectual performance, translated the work "Thinking and Speech" for the first time into English (1962), wrote a sketch on Vygotsky’s scientific activity, found the generality of both Vygotsky’s and K. Goldstein’s results of studies of conceptual thinking violations in patients with schizophrenia. Hanfmann was one of the few Vygotsky's followers in the Russian psychological community abroad.
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Zukerman, Galina A. "What our word may evoke." National Psychological Journal 47, no. 3 (2023): 126–30. http://dx.doi.org/10.11621/npj.2022.0315.
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Background. Ye question of the relation between means and purposes of scientiZc work is rather more topical from the moral perspective than from the academic one. Both the successful study of child development as well as the elaboration of appropriate means to promote this development are possible without considering what our ‘word’ may evoke. Objective. Ye purpose of this biographical sketch on the professional life of the outstanding researcher and protector of childhood Elena Olegovna Smirnova is to reveal an organic compound of values, aims and means of work for a child psychologist. Elena Olegovna Smirnova managed not only to make a signiZcant contribution to world psychological science, but also to make the world a better place, where children are better protected. Results. In the context of interpersonal professional relations, the article considers the features of the activity and creativity of an outstanding researcher and protector of childhood, Professor Elena Olegovna Smirnova. She is a recognized expert in the Zeld of children’s communication with adults and peers, the psychology of play and toys in Russia and all over the world. An innovative comprehensive programme for upbringing and development of young children was developed under her leadership. Elena Olegovna was gi[ed both in professional activity and in life. Conclusion. Being a classic in child psychology, she was profoundly involved in the problems of preschool education. E.O. Smirnova protected the value of child’s personality, initiative, independence, role-playing game — an activity leading the development of preschoolers — and persistently searched for ways to overcome the negative trends in education. Professor Smirnova also had an amazing ability to change the world for the better. Ye article is devoted to the biography of a child psychologist who is a true professional and knows how to carry the professional gi[ with a reverent love for children and faith in goodness.
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Vyatkin, B. A. "The Life and Scientific Efficiency of Volf Solomonovich Merlin." Psikhologicheskii zhurnal 44, no. 1 (2023): 91. http://dx.doi.org/10.31857/s020595920024364-6.
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In 2023, the 125th anniversary of the birth of Volf Solomonovich Merlin was celebrated. He is a well-known Russian psychologist, author of the theory of integral individuality, and founder of the Perm Scientific School of Psychology. The purpose of this article is to present the main milestones of Merlin's life and scientific work. The biography of the scientist is briefly under consideration, and the periodization of his scientific path takes into account. Four periods highlight his scientific efficiency, namely, 1924–1939 (pedology); 1940–1955 (differential psychology); 1956–1971 (personality psychology); 1972–1982 (system and integral approach to the study of human individuality). Further, the theory of integral individuality reveals its main features. The aim of the theory is to show a holistic fashion of a human's individuality. The integral means the study of individuality according to the criteria of hierarchy, teleological and causal determination, and polymorphism. The estimation of Merlin's scientific heritage points out its perspective nowadays. The Russian scientific community appreciates the contribution of Merlin’s scientific achievement due to which Russian psychology develops.
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Boršić, Luka, and Ivana Skuhala Karasman. "Some Philosophical Aspects of Elza Kučera." Disputatio philosophica 24, no. 1 (January 31, 2023): 93–106. http://dx.doi.org/10.32701/dp.24.1.6.
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The focus of this work are two aspects of the philosophy of Elza Kučera (1883 — 1972). Kučera received her doctorate in philosophy from the University of Zurich in 1909, becoming the first Croatian woman born in Croatia to receive a PhD in philosophy. Her main interest was psychology, and later library science, and, apart from her PhD theses, almost all her published works are within these disciplines. However, among her handwritten and unpublished works that are preserved in the archives of the National and University Library in Zagreb a certain number of “purely” philosophical texts can be found. In order to present her philosophical approach, we analyze two particular questions she dealt with. The first is the problem of causality that she discussed in her overview of Thomas Brown’s epistemology in her dissertation entitled The Epistemology of Thomas Brown: A Historical Study (Die Erkenntnislehre von Thomas Brown: eine historische Studie, Zagreb, 1909). The second is the question of national philosophy, which she developed in a short unpublished text from 1918 or 1919. Given that Elza Kučera, as the first woman philosopher, experimental psychologist, and woman librarian in Croatia, has not received due attention to this day, we also present her biography.
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Rubtsov, V. V. "V.V. Davydov – the founder of significant scientific school and director of the Psychological Institute." Психологическая наука и образование 20, no. 3 (2015): 182–96. http://dx.doi.org/10.17759/pse.2015200320.
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The article presents the stages of biography of the famous Russian psychologist Davydov, who was a brilliant leader of a large scientific group, director of the Psychological Institute of the RAE. The content of the work of Davydov’s scientific schools is based upon the three proverbial whales that define its theoretical, methodological and didactical boundaries: the theory of content generalization and con cept formation, psychological theory of learning activity and the system of developmental teaching. The article also outlines the results of researches conducted by V.V. Davydov’s scientific group. It is demon strated that for evaluating the effectivity of learning activity, the systems of assessment of theoretical thinking and its components (such as analysis, reflection, planning, systemic characteristics of thinking) were elaborated for different object matter. Also the scientific group elaborated the criteria for assessing the levels of learning activity development, as a whole as well as its separate components. The scientific school of V.V. Davydov is a living and evolving organism. The disciples and followers of Davydov conduct empirical research that bring his ideas to life. The article analyzes the philosophical, methodological and psychological foundations of Davydov’s scientific school. The content of Davydov’s debates with Vygotsky concerning the mechanisms of theo retical generalization is outlined. Davydov’s point of view is illustrated by large empirical evidence.
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Michielsen, P., L. De Jonge, S. Petrykiv, and M. Arts. "From theory to practice: The contribution of John Farquhar Fulton (1899–1960) to psychosurgery." European Psychiatry 41, S1 (April 2017): S374—S375. http://dx.doi.org/10.1016/j.eurpsy.2017.02.393.
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IntroductionJohn Farquhar Fulton was an American neurophysiologist and historian, who pioneered psychosurgery based on animal experiments. Together with psychologist Carlyle Jacobsen, Fulton presented the results of bilateral frontal lobe ablation in chimpanzees. This study prompted neurologist Egas Moniz and neurologist Walter Freeman to perform similar brain surgery on human subjects.ObjectivesTo present the scientific papers of John Farquhar Fulton on psychosurgery.AimsTo review available literature and to show evidence that John Farquhar Fulton made a significant contribution to the development of psychosurgery.MethodsA biography and research papers are presented and discussed.ResultsFulton and Jacobsen experimented with ‘delayed response tasks’ in chimpanzees. The aim was to test the animal's capability to memorize the correct location of the food. They found that after sequential ablations of the left and right frontal association cortices these memory tasks became significantly difficult for the monkeys to perform. The researchers saw parallel conclusions in clinical cases of human frontal lobe damage.ConclusionsAn investigation into the role of the limbic system is one of the crowning achievements of John Farquhar Fulton, as this has influenced even today's thinking about the role of the limbic system. We should thank Fulton for his pioneering work as modern psychosurgery has gradually evolved from irreversible ablation to reversible stimulation techniques, including deep brain stimulation.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Chauhan, Niyati. "Contemporary Critical Theories." International Journal of English Literature and Social Sciences 9, no. 3 (2024): 221–25. http://dx.doi.org/10.22161/ijels.93.26.
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A brief introduction to literary criticism and literary theory are given at the start. In any genre, the critic must be, in a sense, a political thinker, sociologist, and psychologist, as well as a literary historian and aesthetician. Additionally, this paper examines various critical, literary concepts and finally the conclusion is drawn by means of the review of literature indicated. Literary theory is the systematic study of the nature of literature and of the methods for literary analysis. It is the body of ideas and methods we use in the practical reading of literature. By literary theory we refer not to the meaning of a work of literature but to the theories that reveal what literature can mean. Literary theory is a description of the underlying principles, one might say the tools, by which we attempt to understand literature. All literary interpretation draws on a basis in theory but can serve as a justification for very different kinds of critical activity. It is literary theory that formulates the relationship between author and work; literary theory develops the significance of race, class, and gender for literary study, both from the standpoint of the biography of the author and an analysis of their thematic presence within texts. In simple words, it is a perspective with which we look at and interpret a text.
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Melnikova, L. "The Conception of the Formation of the Personality of the Heroes in the Novel by H. Böll ‘The Clown’ and the Novel by F. M. Dostoevsky ‘The Adolescent’: Creative Parallels." Bulletin of Science and Practice 7, no. 11 (November 15, 2021): 415–23. http://dx.doi.org/10.33619/2414-2948/72/52.
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Through a comparative analysis of the images and conceptions of the formation of the personality of Hans Schnier and Arkady Dolgoruky, the paper reveals the signs of a literary dialogue between H. Böll and F. M. Dostoevsky in terms of disclosing the theme of upbringing in the novels ‘The Clown’ and ‘The Adolescent’. It was found that in both works the process of the formation of the characters and world views of the central characters is shown unevenly through the representation of the key moments of their biography which evoked a strong emotional response from the characters. In the above-mentioned novels, similar methods of psychologism are used: confession, recollection. At the same time, H. Böll endows his text with more acute social problems than F. M. Dostoevsky. His hero is categorical in his assessments and polemic in relation to the society around him, the morality of the majority of whose representatives he not only finds unacceptable, but also castigates. Based on this, we can conclude that H. Böll reconstructs the model of the hero’s personal development in the novel ‘The Clown’ by not only taking into account the traditions of the Russian classic author, but also in the context of sharp criticism of the realities of his contemporary society.
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Nunzairina, Nunzairina. "Sejarah Pemikiran Psikologi Islam Zakiah Daradjat." JUSPI (Jurnal Sejarah Peradaban Islam) 2, no. 1 (July 31, 2018): 99. http://dx.doi.org/10.30829/j.v2i1.1793.
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<p><em>Speaking of Islamic Psychology in Indonesia, it can not be separated from Zakiah Daradjat's contribution. He is an early figure who brought and developed Islamic Psychology in Indonesia. In addition to being an outstanding lecturer at several universities, his contribution is also reflected through his works. Scientists from Bukittinggi argue that Islamic psychology is closely related to Islamic education and mental health. and piety. Based on the uniqueness, this research will discuss related biography Zakiah Daradjat and his thinking about Islamic psychology. This study uses historical research methods with heuristic stages, verification, interpretation, and historiography. The results of this study is Zakiah Daradjat who was born on 6 November 1926 is the first Muslim psychologist in Indonesia who contribute greatly in the world of psychology and Islamic education. His contribution can be seen from his efforts and his work in these two fields. he argues that Islamic education has a close relationship with religious psiology and mental health. Bad phenomena that occur in the world of education today, will be overcome by using religious psychology as an approach in Islamic education. Thus, students will create mental health based on religion.</em></p><p><strong><em>Keywords:</em></strong><em> Thought, Zakiah Daradjat, Islamic Psychology.</em></p>
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Veselkova, Natalia V. "AUTHORSHIP / SUBJECTIVITY IN THE EXPERIENCE OF RUSSIAN BIOGRAPHICAL PROJECTS OF THE FIRST HALF OF THE 20th CENTURY." Ural Historical Journal 69, no. 4 (2020): 84–92. http://dx.doi.org/10.30759/1728-9718-2020-4(69)-84-92.
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In the first half of the 20th century a number of projects with a historical and biographical “stuffing” were carried out in our country, from psychologist N. Rybnikov’s activity to establish Biographical Institute up to Gorky’s “History of the Civil War”, “History of Factories and Plants” and the Mintz Commission on the History of the Great Patriotic War. The affiliation of these projects to the first stage of the development of the biographical method, better known from the studies of the Chicago school, is asserted. The article attempts to analyze Russian projects on the subject of authorship / subjectivity constructions arising in them in an interdisciplinary way of the biographical method, as well as using a multiscalar approach to the study of social memory. It has been shown that “mass character” in these constructions has several aspects: a) involvement of the “masses”, b) key to verification and consensus in describing the past through the recollections of many participants, c) performativity. The democratization of biography-writing is considered in the context of the ‘Halbwachs Theorem’. In order for people unaccustomed to producing memories to be included in biographical practices, as well as to ensure the completeness and comparability of information obtained not only for political, but also for research purposes, semi-formalized methods were developed. Nevertheless, with all the declarations that the workers are now writing history, for the most part they were only suppliers of raw material, and the complex constructions of distributed authorship actually acted.
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Freis, David. "Ecstatic expeditions: Fischl Schneersohn’s “science of man” between modern psychology and Jewish mysticism." Transcultural Psychiatry 57, no. 6 (September 20, 2020): 775–85. http://dx.doi.org/10.1177/1363461520952625.
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This article examines Fischl Schneersohn’s (1887–1958) “science of man” as a psychotherapeutic approach situated between modern psychology and Chassidic mysticism. While almost forgotten today, Schneersohn was a prolific writer, well-known in Yiddish-speaking circles as a psychologist, educationalist, novelist, and psychotherapist. As a descendant of an important dynasty of Chassidic rebbes, he grew up inside the Chabad movement, but followed a secular career. The first part of this article traces Schneersohn’s biography from the outskirts of the Russian empire to Germany, Poland, the United States, and Palestine, and shows how his upbringing and historical experiences shaped his psychological works and his self-understanding as educationalist and psychotherapist. The second part examines Schneersohn’s main work, Studies in Psycho-Expedition, which blended Chassidic mysticism and contemporary psychology in a way that was both idiosyncratic and unique. The psycho-sociological “science of man” was a modern psychological and psychotherapeutic approach, using specific methods to gain knowledge about the human mind, and to counteract and treat mental disorders, neuroses, and nervousness. At the same time, however, it was deeply influenced by Chassidic mysticism; revolving around the assumption of a universal human need for spiritual ecstasy. Schneersohn universalised, secularised, and reframed elements of the Kabbalah as a modern psychotherapy. By examining an almost forgotten psychotherapeutic approach outside the mainstream in its specific historical context, this article contributes to the history of the connection between religion and the psy-disciplines, as well as to ongoing debates about the role of spirituality and ecstasy in psychology and psychotherapy.
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Zeer, E. F., and L. N. Stepanova. "Acmeological technology of forecasting individual professional-oriented trajectories of students’ personality development." Education and science journal 25, no. 6 (June 16, 2023): 69–98. http://dx.doi.org/10.17853/1994-5639-2023-6-69-99.
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Introduction. In the conditions of deep transformations of modern society and labour market, the problem of revising qualification requirements for the content and level of training of professional personnel is being actualised. The main task of university education is to modernise curricula in order to form an independent subject of the educational process. The formation of such a specialist is possible through the use of individual scenarios for the educational and professional development of the student’s personality, both in basic and additional, including distance education throughout his/herprofessional biography. Only, in this case, the graduate will be ready to meet with the social and professional innovations of the future. Aim. The aim of the study is to theoretically substantiate, develop and test the acmeological technology of forecasting the individual professional-oriented trajectory of student personality development in the educational process of the university. Methodology and research methods. At the theoretical level, the article substantiates the concept of “individual professional-oriented trajectory of personality development”, develops the authors’ acmeological technology for predicting individual scenarios of educational and professional development of a student’s personality. The following tools and methods were applied: analysis, comparison, generalisation, authors’ interpretation of psychological and pedagogical literary sources in the field of individualisation and personalisation of education, construction of individual trajectories of educational and professional development of the student’s personality, and technological approach in education. The method of structural and functional modelling of acmeological technology was applied. The essence of the abovementioned method is to identify and describe the fundamental structural components and stages of technology that ensure the achievement of the desired result, identify the relationships between them and establish their functional characteristics. The experimental work included the initial diagnosis of a total sample of 180 first-year students of the Faculty of Psychology. The initial diagnosis was conducted before the implementation of the elective programme. As diagnostic tools for studying individual educational and professional trajectories, the following were used: the authors’ questionnaire “Individual Trajectories of Educational and ProfessionalDevelopment of Students” by E. F. Zeer, L. N. Stepanova; “Modified Questionnaire for the Diagnosis of Self-Actualisation of Personality” by A. V. Lazukin in the adaptation of N. F. Kalin; methodology “Investigation the Motivation of Studying at a University” by T. I. Ilyina; methodology “Meaning-Life Orientations” by D. A. Leontiev. To diagnose soft skills of students, a set of techniques was employed: “Coping Behaviour in Stressful Situations CISS” by S. Norman in adaptation by T. L. Kryukova; the test “Ability to Predict” by L. A. Regush; the methodology “Research of the Attitude of Personality to Innovation” by N. M. Lebedeva, A. N. Tatarenko; test “My Information Culture” by N. I. Gendin; self-test “Readiness for Self-Development” by V. V. Pavlov, T. A. Ratanova, N. F. Flakhta. Statistical data processing was carried out using the standardised IBM SPSS Statistics 17.0 software package. Results and scientific novelty. The concept of “individual professional-oriented trajectory of student’s personality development” is clarified; its structural components are highlighted: value-motivational cognitive, operational-activity and reflexive. The logical-evolutionary, system-dynamic, project-based and personal approaches of individual scenarios forecasting of educational and professional development of students developed by E. F. Zeer are presented. The following principles of forecasting the academic and professional development of the individual are substantiated: the principle of personal co-development, education and professional development; the principle of interaction of individual, personal and professional development; the principle of socio-professional mobility; the principle of alternative and multivariate forecasting of the professional future. The intrapersonal and environmental predictors of forecasting the individual educational and professional trajectory of student development during the period of professional training are determined, among which special importance is given to the educational environment of the university and its characteristics such as intensity, psychological comfort, democracy and openness. The acmeological technology of individual scenarios forecasting of educational and professional development of students has been scientifically substantiated, developed and tested. The results of testing confirm its effectiveness and the possibility of use in secondary and higher educational institutions. At the same time, the presented technology can be considered as a tool for improving students’ soft skills: innovative potential of the individual, willingness to solve problems and self-development, meaningfulness of life, development of a personal goal-setting system and time management. The obtained results expand the ideas existing in psychological science about the ways of individualisation of educational and professional personality development. Practical significance. The research results can be used in educational institutions of higher and secondary vocational education by psychologists, tutors, teachers who provide psychological and pedagogical support to students. Forecasting individual scenarios of educational and professional development promotes conscious entry into the profession and awareness of the personal meanings of the education received, which is of particular value as a prevention of negative scenarios of professional development of the individual in the future.
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Keba, Oleksandr. "GENRE AND STYLE INNOVATION OF THE NOVEL "SOLARIS" BY STANISLAVA LEMA." Fìlologìčnì traktati 14, no. 2 (2022): 56–64. http://dx.doi.org/10.21272/ftrk.2022.14(2)-6.
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The novel "Solaris" occupies a key place in the creative biography of S. Lem. Starting with this work, the writer decisively departs from the utopian projects of the future, which at that time were spread in the most diverse versions. He also resolutely rejects the "adventure" and "technological" variants of the SF fiction. His attention is focused on the classic form of the novel with the minimum necessary technical conventions of depicting life in the future. Among other things, a new vector of literary searches required close attention to the development of various forms and means of psychologism, which revealed additional facets of Lem's talent. At the same time, it was not an ordinary return to the classics. Lem does not simply move from an impersonal form of narrative to an "I-narrative" delving into the character's self-reflection, – he forms the strategy of an «unreliable» narrator with numerous fields of uncertainty and inexplicability. So he actually anticipates the concepts of narrative discourse (J.F. Lyotard, P. Ricœur) and the ideas of receptive poetics and aesthetics (W. Iser, H. R. Jauss). The strategies presented in «Solaris» were not completely new to world literature, but for the science fiction it was a truly innovative phenomenon. From today’s height «Solaris» looks like an «untimely» novel that did not fit into the main trends in the development of modern science fiction. The dominants of the content and poetics of «Solaris» give reasons to consider the work is a futuristic existential novel.
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Repenkova, Maria M. "The Character of the “Unreliable Narrator” in Ahmet Ümit’s Novel “To Kill the Sultan”." Oriental Courier, no. 2 (2024): 111. http://dx.doi.org/10.18254/s268684310031318-7.
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Using the example of the novelistic work of the famous modern Turkish writer Ahmet Ümit, the paper examines one of the most common literary characters of detective literature — the character of an “unreliable narrator”. The purpose of the work is to study this character in compositional and plot terms using the example of Ahmet Ümit’s novel “Kill the Sultan” (2012). The goal is determined by the following tasks: To show the milestones in the development of the Turkish detective story, of which the 1990s stand out as determining in the formation of the main paradigmatic features of the genre; trace the creative biography of Ahmet Ümit; show the place of reception of the “unreliable narrator” and the associated image in the writer’s novelism; study the plot of the novel “Kill the Sultan” to prove that the central character of the novel is the character of the “unreliable narrator” Mushtaq Bey, described with psychological depth. In conclusion, it is surmised that the image of the “unreliable narrator,” which, according to the writer’s plan, is constantly “stratified” into a criminal-victim and a criminal-detective, performs an innovative function in Ahmet Ümit’s work. He does not trivialize, but problematizes the novel’s action, filling the detective intrigue with deep psychologism. For the first time, the Turkish mass reader is presented with the image of a reflective intellectual trying to self-determinate, that is, to answer the question “Who am I really?”
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Stepanova, Marina A. "Psychological Aspects of Pedagogical Practice. To the 100th Anniversary of Nina F. Talyzina." Moscow University Psychology Bulletin 47, no. 2 (2024): 80–115. http://dx.doi.org/10.11621/lpj-24-16.
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Background. The article is dedicated to the 100th anniversary of the birth of Nina Fedorovna Talyzina (1923–2018) — a famous Russian (Soviet) psychologist, specialist in the field of didactics and psychology of teaching and learning, one of the students and followers of P.Y. Galperin, author of the activity theory of learning, creator of the Department of Pedagogy and Educational Psychology at the Faculty of Psychology of Lomonosov Moscow State University Objectives. The focus of the article is on the restoration of the scientific biography of N.F. Talyzina as well as on the identification of the main directions of research carried out under her leadership and with her direct participation. Methods. In this historical and psychological research, the oral and written speeches of N.F. Talyzina, as well as biographical and archival materials were analysed. Results. The article presents the main stages of the scientific biography of N.F. Talyzina. N.F. Talyzina completed her Cand. Sci. (Psychology) thesis on the topic “Inferences in solving geometric problems” under the supervision of P.A. Shevarev at the graduate school of the Research Institute of Psychology of the Academy of Pedagogical Sciences of the RSFSR (now PI RAO). After defending the thesis in 1950 she began working at Moscow University. At Lomonosov Moscow State University N.F. Talyzina made her way from assistant (1950-1952), senior lecturer (1952–1960), associate professor (1960–1963) of the Department of Psychology of the Faculty of Philosophy to the head of the Department of Pedagogy of Humanities Faculties (1963–1966), and then head of the Department of Pedagogy and Educational Psychology (1966–1995) of the Faculty of Psychology created in 1966. In 1970, N.F. Talyzina defended her doctoral dissertation on the topic “Psychological foundations of managing knowledge acquisition.” In 1989, on the initiative of N.F. Talyzina a Training Center for retraining university employees in the field of psychological and pedagogical foundations of the educational process in higher education at the Faculty of Psychology of Lomonosov Moscow State University was created. In 1995 N.F. Talyzina left the post of the head of the department and for 20 years until 2015 she remained a professor at the above-mentioned Training Center. From 2015 until the end of her life N.F. Talyzina was a leading researcher at the Laboratory of Educational Psychology at the Department of Psychology of Education and Pedagogy. Conclusions. The ideas about the controlled formation of concepts developed by N.F. Talyzina not only received experimental testing, but were also used in organizing school and vocational instruction.
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Kosmeda, Tetyana, and Vitaliia Papish. "Інтерпретація авторського «Я» крізь призму епістолярного дискурсу Ольги Кобилянської." Theoria et Historia Scientiarum 20 (June 26, 2024): 197–215. http://dx.doi.org/10.12775/ths.2023.009.
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The paper highlights the postulates of personal discourse theories (egotext) designed for the aspectual clarification of Olha Kobylianska’s epistolary discourse originality. The strokes of the writer’s biography are analyzed via the prism of her self-awareness concerning individual preferences, passions, and aspirations, in particular with an indication of the incomplete life potential realization (loneliness is critically evaluated), the presentation of the philosopher’s key worldviews, primarily feminist (gender) beliefs, and the understanding of her own creative potential national-genetic basics. It is demonstrated how O. Kobylianska expresses her views on the environment, religion, mysticism, psychology, and shows her love for learning and mastering Polish and German as foreign languages; her artistic writing in general, the tendency to intuitive prediction reflections, and her interest in music and theater are also discussed in the piece of research. The artist sincerely admits that her emotions are not always controlled during the creative process, as well as in real-life situations. In the writer’s epistolary thesaurus, one can trace the vocabulary and phraseology frequency to indicate certain psychological states and emotions, which proves that in O. Kobylianska’s nature are high sensuality, emotionality, and expressiveness. The artist’s epistolary behavior features (politeness,self-irony, humorous tone, benevolence and emotionality) display her epistolary idiostyle originality, indicating a distinct soul sensitivity. The lexeme soul has a high frequency in the text of the considered letters and presents powerful semantic and pragmatic content. O. Kobylianska’s letters analysis makes it possible to claim that she is a talented writer, an introverted type of thinking individual, a born psychologist, as well as a connoisseur of Ukrainian and other linguistic cultures.
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Kleyman, N. I. "A Productive Trinity." Modern History of Russia 11, no. 1 (2021): 230–32. http://dx.doi.org/10.21638/11701/spbu24.2021.116.
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This Thing of Darkness by Joan Neuberger, about S. M. Eisenstein’s film “Ivan the Terrible”, is the result of enormous work by a professional historian, a serious art critic, and an experienced teacher. The most important features of this productive trinity were manifested in it: a deep knowledge of the history of Russia (equally in the 16th and 20th centuries); a subtle understanding of the specifics of art in general and cinema in particular; the ability to clearly and easily present one’s observations, hypotheses, and conclusions; and finally (last but not least), the successful penetration into the creative world of Sergey Eisenstein, a director and theoretician, draftsman and psychologist, connoisseur of classical world culture and courageous experimentalist-modernist, but at the same time an honest person and a politically minded citizen of his own country in the tragic period of its history, that of Stalin’s tyranny. The author was lucky enough to witness the long-term evolution of this work, from earliest experiments to the publication of a fundamental monograph. In the process of researching archival materials and as we penetrated into the film itself, the circle and type of questions changed. The author expresses confidence that from now on, not a single serious specialist in the history of Soviet cinema, not a single biographer or researcher of Eisenstein’s work can do without the wonderful work of Joan Neuberger.
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Костригин, А. А. "V.V. ZENKOVSKY’S FUNDAMENTAL PSYCHOLOGICAL IDEAS IN THE EARLY EMIGRATION." Институт психологии Российской академии наук. Социальная и экономическая психология, no. 2(18) (September 25, 2020): 461–85. http://dx.doi.org/10.38098/ipran.sep.2020.18.2.017.
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Изучалась биография и творчество выдающегося отечественного психолога, философа и представителя российского психологического зарубежья В.В. Зеньковского (1881-1962 гг.). Рассмотрены его ранний период эмиграции и работа в г. Белграде (Королевство сербов, хорватов и словенцев) и г. Праге (Чехословакия) (1920-1926 гг.). Проанализированы фундаментальные психологические идеи В.В. Зеньковского в общей, детской и педагогической психологии, сформулированные им в его монографии «Психология детства» (1924 г.) и курсах лекций «Педагогическая психология» (1924 г.) и «Курс общей психологии» (1925 г.) (на основе архивных материалов). Рассмотрены также его научные концепции в области теории и методологии психологии (структура психологической науки, строение душевной жизни, о ведущей роли эмоциональной сферы в психике человека), детской психологии (педологические основы психологии ребенка, задачи и методы детской психологии, проблемы понимания и самостоятельности феномена детства, роль игры в биологическом, психическом и социальном развитии ребенка) и педагогической психологии (социально-психологические основы педагогической психологии, социально-психологические феномены педагогического процесса, классификация социальных ролей ученика и учителя, психология поведения класса). В.В. Зеньковский представляется как оригинальный теоретик и методолог психологии, разработчик основ изучения психики ребенка, создатель социально-психологического подхода в педагогической психологии. Его концепции этого периода могут быть востребованы в настоящее время при решении методологических вопросов психологии, социально-психологических проблем педагогики, проблем социального воспитания личности, при изучении развития психических процессов и личности ребенка. The author refers to the biography and work of the outstanding Russian psychologist, philosopher and representative of the Russian psychological abroad community V.V. Zenkovsky (1881-1962 y.). The early emigration period of his life and work in Belgrade (the Kingdom of Serbs, Croats and Slovenes) and Prague (Czechoslovakia) (1920-1926 y.) is considered. The author discusses the fundamental psychological ideas of V.V. Zenkovsky regarding general psychology, child psychology and pedagogical psychology, which he formulated at that time in his monograph “Psychology of Childhood” (1924) and lecture courses “Pedagogical Psychology” (1924) and “The Course of General Psychology” (1925) (based on archival materials). There are significant scientific concepts of V.V. Zenkovsky in the field of theory and methodology of psychology (the structure of psychological science, the structure of mental life, the leading role of the emotional sphere in the human psyche), child psychology (pedological foundations of child psychology, tasks and methods of child psychology, the problem of understanding and independence of the childhood phenomenon, the role of the game in biological, mental and social development of the child) and pedagogical psychology (social-psychological foundations of pedagogical psychology, social-psychological phenomena of educational process, the classification of social roles of student and teacher, the psychology of class behavior). V.V. Zenkovsky is presented as an original theoretician and methodologist of psychology, pedologist, developer of the basics of studying the child’s psyche and creator of the social-psychological approach in pedagogical psychology. Nowadays the analyzed concepts of the Russian psychologist can be demanded when solving methodological issues of psychology, social-psychological problems of pedagogics, problems of social education of a person, when studying and designing the development of child’s mental processes and personality.
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Zowisło, Maria. "ON THE PATHS OF THINKING AND THE WORLD – FRANCESCO PETRARCA AS A SPIRITUAL NOMAD AND THE FIRST MODERN TOURIST." Folia Turistica 62 (July 31, 2024): 11–26. http://dx.doi.org/10.5604/01.3001.0054.6871.
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Purpose. The aim of the article is to create a biographic and a philosophical interpretation of the wandering life of Francesco Petrarca, one of the greatest poets, writers and thinkers of the Italian trecento, who was nicknamed “the first modern tourist” and “the first modern mountaineer”. To justify the validity of these epithets, Petrarch’s numerous journeys around Europe and their various motifs and forms, which anticipate the attitudes of modern tourists, are recalled and analysed interpretively. Petrarch’s busy life developed on two planes, which are called “internal landscape” and “external landscape” in the article. The consequence of this interpretive approach is a view of Petrarch as a “spiritual nomad” and the progenitor of modern tourism.Method. The article is doxographic in nature, using desk research methods, interpretative method of understanding (Germ. Verstehen), focused on the study of existential meanings and values, as well as critical and literary analysis.Findings. Petrarch, both in his “spiritual” (internal) wanderings and real (external) journeys, as well as in their authorial, mainly epistolary, interpretation, revealed his deeply conflicted nature. He is presented here as homoduplex, in accordance with analyses of “split self” proposed by American philosopher and psychologist William James. As a Franciscan Tertian, a man of faith, the poet felt he was the heir of Christianitas, the Christian tradition, whose main representative for him was Saint Augustine. It was in the writings of this Father of the Church that Petrarch found spiritual and religious dilemmas similar to his own. At the same time, the poet felt like a proud successor of ancient Latin culture. Philosophy and ancient literature not only provided him with lasting solace, but also marked secular, humanistic paths of development in the spirit of complete formation of the soul (Gr. paideia and psychagogy) and Ciceronian meliorism (the pursuit of personal excellence). In Petrarch’s experiences and writing activity, spiritual man was united with earthly man, Christianitas was integrated with humanitas, and Petrarch himself, standing at the crossroads of two eras, can be considered a proto-Renaissance thinker. The “duality” of Petrarch’s personality was evident in his numerous travels. His Christian sensibility made him a “spiritual nomad”, while his comprehensive humanistic passion for exploring the world entitles one to treat Petrarch (as many of the scholars cited in the article do) as the “first modern tourist”. The latter term is, of course, not historical (for Petrarch was a “modern tourist” before the actual emergence of modernity and tourism itself), but purely eidetic, i.e. highlighting certain essential determinants that characterise the modern tourist in genere. These characteristics include cognitive intentionality, travelling for pleasure, relaxation, using local guides for better orientation in the area and access to direct knowledge of attractions, customs and the lifestyles of locals. Therefore, these are issues of both motivation and travel organisation. Added to this is the motif of athletic challenge, important in the case of climbing Mont Ventoux, as well as contemplation of the landscape. Also, modern is the new style of reporting on the trip, full of subjective and personal confessions that predate romanticised descriptions of the journey.Research and conclusions limitations. There are extremely rich literature items on so-called “petrarchism”, however, it was impossible to refer to the entirety of academic and literary research in the article. It was limited to selected Polish and foreign literature, which did not in any way disturb the image or understanding of the topic, and allowed for a more synthetic approach.Practical implications. The article supplements the critical literary analysis of Petrarch’s works with travel and tourism themes, and can be used by researchers and travel historians for further humanistic studies in the field of tourism science.Originality. In the work, analysis is concentrated on the theme of travel and wandering in Petrarch’s extremely active and creative life, creating an itinerant biography of one of Europe’s greatest writers.Type of paper. Monographic article.
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YANKOVSKA, Zanna, and Liudmyla SOROCHUK. "HOLODOMOR 1932–1933 IN UKRAINIAN VILLAGES AND CITIES: REAL AND LITERARY DIMENSIONS (BASED ON THE WORKS OF OLGA MAK AND LYUBOV BURAK)." Almanac of Ukrainian Studies, no. 33 (2023): 173–81. http://dx.doi.org/10.17721/2520-2626/2023.33.22.
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In the years since the declaration of Ukraine's independence, much has been done in the declassification of the alleged crime - the deliberate organization of the Holodomor of 1932-1933, as well as its research and publicity in our country and in the world, until the international community recognized this crime as genocide against the Ukrainian people . However, the terrible death of millions of our compatriots is still painfully recalled in many families, and new facts about which were previously kept silent are still being discovered, documents from which the "secret" seal has been removed. Fiction as a branch of culture and a special way of reflecting reality also contains works that perpetuate this tragedy, telling about it more emotionally, with the psychologism inherent in such works. Among them, the prose of T. Osmachka, I. Bagryany, V. Barka, U. Samchuk and many other well-known artists of the word has been analyzed more. In this article, the novel "Stones under the scythe" by Olga Mak (1913–1998), a Ukrainian writer who lived in the diaspora, although she experienced the Holodomor in Ukraine, and the short story " The Millstone" from the collection "Annunciation" of the modern Ukrainian poet and Lyubov Burak, a writer from Ternopil. It is noteworthy: these works are given for comparison also because the first depicts the events of the Holodomor in the city, although the history of the village is also present here through the biography of the main character, and in the second - purely in the village. The title of the first work is metaphorical, because the Ukrainians' humanism, innate dignity, endurance, self-sacrifice, ability to share the last, strength of spirit and faith even in critical situations were such "stones" for the Bolsheviks. Lyubov Burak's story is called "The Millstone" (they were made of stone), because this device for grinding grain became sacred for the described family, as it saved everyone's life together with the dying "grandmother". Through the prism of the described stories, the reader immerses himself in the pages of the contemporary life of individual families and, at the same time, of the entire nation.
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Rumyantseva, A. "Pedagogical and Performing Activities of R. P. Papkova in the Axiological Aspect." Culture of Ukraine, no. 73 (September 23, 2021): 98–103. http://dx.doi.org/10.31516/2410-5325.073.14.
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The purpose of the paper is to determine aspects of pedagogical and performing activity of R. P. Papkova, which testify to the uniqueness and significance of her creative practice.
The methodology. The article uses fundamental, general scientific methods and principles of scientific knowledge, in particular, dialectical, culturological ones, as well as methods of objectivity, analysis and synthesis, deduction and induction, methods of systemic analysis.
The results. The article continues the series of publications (within the framework of the longterm study of the pianistic culture of Kharkiv in the 4080’s of the XX century), dedicated to the coverage of the creative activity of famous representatives of Kharkiv piano school. The source base of the article was the funds of the State Archives of Kharkiv region, memories of students and followers of R. P. Papkova, as well as personal impressions of the author from communication with the pianist. Based on the study of the creative path of R. P. Papkova the main aspects of her extraordinary pedagogical and performing talent were identified. It is documented that the performing and pedagogical abilities of R. P. Papkova were revealed during her studies at Kharkiv State Conservatory. It was determined that R. P. Papkova was an excellent performer, had an elegant musical taste and high culture of sound, that her playing was striking with special emotionality, depth of immersion in the figurative content of the work, the accuracy of displaying the stylistic features of music, graceful nuances and phrasing. The main aspects of extraordinary pedagogical talent of R. P. Papkova were determined, namely: individual approach to each student; abilities of a psychologist; talent of persuasion; demanding; meticulous attitude to the author’s text, sound quality, accuracy of strokes, pedaling; commitment to the deductive method of working on the work; the ability to have a holistic vision of the performance plan of the work, the desire to fully reveal the idea of the composer.
It is proved that the uniqueness of the pianist’s pedagogy influenced the number of her followers who represent Kharkiv Piano School around the world.
The topicality. The materials, highlighted in the article, from the funds of the State archive of the Kharkiv region allowed to reveal the unknown facts from the biography of R. P. Popkova.
The practical significance. The information contained in the article can be used in lessons of piano, as well as in courses of lectures “History of Music” and “Musical Interpretation”, “History of piano performance”.
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Шабанов, Л. В., and С. В. Лычагина. "BORIS MIKHAILOVICH TEPLOV: THE DIFFERENTIAL MOMENT OF GIFTEDNESS AND ABILITY." Russian military psychological journal, no. 1(3) (April 1, 2024): 79–87. http://dx.doi.org/10.25629/rmpj.2024.01.10.
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Представленная работа посвящена жизни и деятельности Бориса Михайловича Теплова – выдающегося психолога, педагога, психофизиолога, теоретика и практика в области психологии индивидуально-психологических различий, способностей и одарённости. В тексте представлены данные его биографии, этапы формирования области научных интересов, указаны основные труды. Отдельно отслеживается его заочный спор с фашисткой психофизиологической школой Третьего Рейха. Уделено внимание военно-профессиональной работе Б.М. Теплова в 1930-е гг. Разбираются основные подходы к методу индивидуальных психологических особенностей, а также работы, связанные с исследованиями способностей и одарённости. Рассмотрены взгляды Теплова на проблемы восприятие цвета и звука, его интерпретации понятия «дифференциальный момент», благодаря которому были заложены основы информационного воздействия на противника в годы Великой Отечественной войны. В научной работе послевоенного периода жизни рассматривается работа Теплова по обоснованию нового раздела в науке человекознания – дифференциальной психологии. Дана новая трактовка определения истории психологии как науки о развитии системы логики психологических наук. Отдельно рассмотрена проблема наличия общих свойств темперамента (природного дара), которые никак не гарантируют общей реализации способностей к деятельности (социального момента). В финале обсуждается наследие Б. М. Теплова и ценность его работ, оказавших сильнейшее влияние на развитие психологической науки в России и мире. The work is devoted to the life and work of Boris Mikhailovich Teplov, an outstanding psychologist, teacher, psychophysiologist, theorist and practitioner in the field of psychology of individual psychological differences, ability and giftedness. The text presents the dates of his biography, the stages of formation in the psychological science. His correspondence dispute with the fascist psychological school of the Third Reich. Describe of the military professional work of B.M. Teplov in the 1930s. The main approaches to the method of individual psychological characteristics, works related to the research of abilities and giftedness. Teplov's views on the problems of perception of color and sound, his interpretation of the concept of "differential moment", thanks to which the foundations of information influence on the enemy during the Great Patriotic War were laid, are considered. The scientific work of the post–war period of life examines his works on the substantiation of a new area in the science of human studies - differential psychology. A new interpretation of the definition of the history of psychology as the science of the development of the system of logic of psychological sciences is given. The problem of the presence of common properties of temperament (natural gift), which in no way guarantee the general realization of abilities for activity (social moment), is considered separately. In the final, the legacy of B. M. Teplov and the value of his works, which had a strong influence on the development of psychological science in Russia and the world.
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Sharapova, Olga V., Lydia I. Ilyenko, Julia G. Mukhina, Aleksey N. Gureev, Elena A. Zubareva, Tatyana A. Zhitova, and Svetlana V. Bogdanova. "Innovator from Novatorovs` street: the life of a scientist, the fate of a devotee." RUDN Journal of Medicine 27, no. 2 (June 29, 2023): 265–76. http://dx.doi.org/10.22363/2313-0245-2023-27-2-265-276.
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The article is dedicated to the memory of a Russian scientist, doctor, teacher, dean of the Faculty of Pediatrics, who stood at the origins of perinatal medicine from the standpoint of an innovative approach in diagnosis, therapy, prevention and training of future doctors. The aim of the article is to study the biography of the outstanding Russian scientist Maria Fedorovna Deshchekina, from the standpoint of a significant contribution to perinatal medicine. In the course of writing the article, comparative historical and analytical methods of historical and medical research were used using archival data from the 4th maternity hospital on Novatorov Street, house 3, Moscow, where Maria Fedorovna worked, memories of colleagues, students and relatives. The main results are the presentation of modern achievements in pediatrics on the foundations laid by Maria Fedorovna, who has high professionalism and innovative approaches. Medicine of the XXI century opens up wide opportunities in forecasting, prevention, therapy and rehabilitation. The modern stage of medical science development is based on powerful technological progress, advanced pharmacological research, breakthroughs in the field of genetics and nanotechnology. But behind the high achievements of the present are our dear Teachers, who laid the foundation for the future of medicine with their high professionalism. We should not lose these classical views, works, and approaches. The life and fate of the outstanding Russian doctor Maria Fedorovna Deshchekina is a vivid example of loyalty to the profession and service to people. In 2022, on the centennial anniversary of her birth, a conference was held and a book dedicated to the memory of Maria Fedorovna, a unique doctor, scientist, teacher, organizer, was published at the Federal State Educational Institution of the Russian Ministry of Health named after N.I. Pirogov. The founder of the conference is a student of Maria Fedorovna - Ilyenko Lidiya Ivanovna. Maria Fyodorovna’s life is closely connected with the 2nd MOLGMI (the Federal State Educational Institution of the Russian Ministry of Health named after N.I. Pirogov), the Department of Hospital Pediatrics and Maternity hospital No. 4. Moscow. She went from student to professor, head of the department, dean of the Pediatric Faculty. The results of her activities have developed into a certain concept, which we still adhere to. As Dean, Maria Fedorovna proved herself to be a talented teacher, psychologist and organizer, paying great attention to improving the pedagogical skills of teachers. It was during this period that methodological work was elevated to the rank of scientific and methodological, which led to a series of articles written in collaboration with the Department of Pedagogy. Neonatologists, obstetricians-gynecologists, neurologists and pediatricians know the name of Maria Fedorovna well, since she first described somatic manifestations of birth trauma and presented them in the form of syndromes. This classification is still in effect today and greatly facilitates the diagnosis. Based on the analysis, it can be concluded that the name of Maria Fedorovna Deshchekina is associated with many innovations that later became traditional for Russian pediatrics.
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Eisenberg, Zena, and Rosália Duarte. "Entrevista com Michael Cole: cognição, tecnologias digitais e aprendizagens na perspectiva da psicologia histórico-cultural (A interview with Michael Cole: cognition, digital technologies and learning in a cultural-historical perspective)." Revista Eletrônica de Educação 14 (January 15, 2020): 3835018. http://dx.doi.org/10.14244/198271993835.
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The invention of touch screen technology has made digital technologies increasingly accessible to different populations in the world and to different social classes. However, the motivation for the interview reported here is in the growing access by children ages between 0 and 6 years to that technology. Even if not knowing how to read or write, those children navigate with mastery through the literate world with the devices endowed with this specific technology - smartphones and the tablets. The dissemination and increasing use of this technology has fueled polarized opinions about the advantages and disadvantages of its daily use. National and international pediatrics associations have brought recommendations for care, monitoring and/or restriction in use. They present research that suggests possible speech delay, motor development impairment and attention deficit, among others. On the other hand, there are researchers analyzing the use of technologies in a positive way, for example, seeing their contribution to the literacy process (Neumann & Neumann, 2014). In the face of these differences, we sought to hear the opinion of the emeritus psychologist of the University of California-San Diego, Michael Cole. Cole was one of the researchers responsible for the introduction and publication of Vigotski in the Americas and has a vast list of publications on the mediation of instruments in cognition and learning (e.g. Cole & Engeström, 1993). Here we present an interview video recorded in Skype, and later transcribed, in which we sought to understand if and how digital media, and more specifically that with touch screen technology, can influence children's cognitive development. First, we outline a brief biography of Cole, and then we present the transcript of the interview in its entirety.ResumoA invenção da tela sensível ao toque (touch screen) vem tornando as tecnologias digitais cada vez mais acessíveis a diferentes populações no mundo e a diferentes classes sociais. No entanto, a motivação para a entrevista aqui relatada está no crescente acesso por crianças de 0 a 6 anos, aquelas que, mesmo ainda não sabendo ler ou escrever, navegam com maestria pelo mundo letrado por meio dos aparelhos portadores desta tecnologia específica – os smartphones e os tablets. A disseminação e o crescente uso dessa tecnologia vêm acendendo opiniões polarizadas a respeito das vantagens e desvantagens do seu uso diário. Associações nacionais e internacionais de Pediatria têm trazido recomendações de cuidado, de monitoramento e/ou de restrição no uso. Apresentam pesquisas que sugerem possível atraso na fala, prejuízo no desenvolvimento motor e déficit de atenção, entre outros. Por outra parte, há pesquisadores analisando o uso das tecnologias de forma positiva, como por exemplo, vendo sua contribuição para o processo de letramento (NEUMANN; NEUMANN, 2014). Em face a essas divergências, buscou-se ouvir a opinião do psicólogo emérito da Universidade de Califórnia-São Diego, Michael Cole. Cole foi um dos maiores responsáveis pela introdução e publicação de Vigotski nas Américas e tem uma vasta lista de publicações sobre a mediação de instrumentos na cognição e na aprendizagem (por exemplo, COLE; ENGESTRÖM, 1993). Apresenta-se aqui uma entrevista videogravada por Skype e posteriormente transcrita em que se buscou compreender se e como as mídias digitais e, mais especificamente as com tecnologia touch screen, podem impactar no desenvolvimento cognitivo das crianças. Primeiro, traça-se uma breve biografia de Cole e, em seguida, apresenta-se a transcrição da entrevista na sua íntegra.ResumenLa invención de la pantalla táctil viene convirtiendo las tecnologías digitales cada vez más accesibles a diferentes poblaciones en el mundo ya diferentes clases sociales. Sin embargo, el objetivo de la entrevista aquí relatada está en el creciente acceso por niños de 0 a 6 años, aquellos que, aun no sabiendo leer o escribir, navegan con maestría por el mundo letrado por medio de los aparatos portadores de esta tecnología específica - los smartphones y las tabletas. La diseminación y el creciente uso de esta tecnología vienen encendiendo opiniones polarizadas acerca de las ventajas y desventajas de su uso diario. Las asociaciones nacionales e internacionales de Pediatría han traído recomendaciones de cuidado, de monitoreo y/o de restricción en el uso. Se presentan investigaciones que sugieren posible retraso en el habla, perjuicio en el desarrollo motor y déficit de atención, entre otros. Por otra parte, hay investigadores analizando el uso de las tecnologías de forma positiva, como por ejemplo, viendo su contribución al proceso de alfabetismo (Neumann & Neumann, 2014). En vista de estas divergencias, se buscó escuchar la opinión del psicólogo emérito de la Universidad de California-San Diego, Michael Cole. Cole fue uno de los mayores responsables de la introducción y publicación de Vigotski en las Américas y tiene una amplia lista de publicaciones sobre la mediación de instrumentos en la cognición y el aprendizaje (por ejemplo, Cole & Engeström, 1993). Se presenta aquí una entrevista video grabada por Skype y posteriormente transcrita en que se buscó comprender si y cómo los medios digitales y, más específicamente las con tecnología touch screen, pueden impactar en el desarrollo cognitivo de los niños. En primer lugar, se traza una breve biografía de Cole y, a continuación, se presenta la transcripción de la entrevista en su totalidad.Palavras-chave: Michael Cole, Impacto das tecnologias digitais, Entrevista, Teoria histórico-cultural.Keywords: Michael Cole, The impact of digital technologies, Interview, Cultural-historical theory.Palabras clave: Michael Cole, Impacto de las tecnologías digitales, Entrevista, La teoría histórico-cultural.e3835018
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Woody, William Douglas. "Tracing the career arc of Joost A. M. Meerloo: Prominence, fading, and premonitions of menticide." History of the Human Sciences, December 20, 2022, 095269512211212. http://dx.doi.org/10.1177/09526951221121227.
Full textAbstract:
This article traces the career arc of Dutch psychoanalyst Joost A. M. Meerloo by examining his biography and his psychology of interrogation and confession. His life story, particularly his experiences during the German occupation of the Netherlands and his escape to England during World War II, shaped his views on these issues, as well as his rise to prominence as an expert on these topics in the United States. His psychoanalytic perspectives on interrogation and confession, including false confession, reflected the zeitgeist of the First Wave of Cold War interrogation tactics and related scholarship. His career as a scholar of interrogation faded with the study of distinct interrogation tactics used by communists during the Korean War, the emergence of experimental social psychology, and a growing cohort of scholars who rejected his psychoanalytic views in favor of more contemporary approaches. For these reasons, his work remains undervalued, increasing the risks that today’s scholars will fail to recognize his larger contributions and his warnings about vulnerability and psychologists’ roles in military interrogations. The article reviews the rise and fall of the career of Joost A. M. Meerloo as a scholar of Cold War interrogation, including his contributions and his unheeded warnings about vulnerability and psychologists’ roles in military interrogations.