(If you haven’t read the first part, it’s not OK.)

Effective teaching → cooperation + collaboration

Development of the scientific concept → spec. collaboration between learner and teacher that evokes maturation of higher-order mental functions

Continued interaction with the organized, hierarchical, systematic nature of the scientific concept → embedded in psyche → structuralizes immediate practical activity → provides access to recognition of structure in spontaneous concepts

Dev. of scientific concept: verbal def. → concrete definition → phenomenal def.

Weakness lies in insufficient saturation with concrete def.

Dev. of spontaneous concept: verbal def. → abstraction → generalization

Weakness lies in extra-sufficient with abstracts

Rel. between scientific & spontaneous → dependent on how they develop within that rel.

Verbalism vs. knowledge: instruction of concepts > instruction in concepts (instruction of intra-functional relationships > instruction of inter-functional relationships) → learning by thought (living knowledge) > learning by memory (verbal catechism)

Individual access to and control over acquired scientific concepts → awareness of conceptual form → fostering interaction between scientific reaction & spontaneous reaction

Second language acquisition: graduation from accessing knowledge of concrete instantiations to attainment of awareness of linguistic forms to enhanced conscious awareness

Language acquisition (this model of learning is applicable to the development of those skills required to solve numerical problems as well)

Pedagogic diversity (Davydov; Vygotsky): Pedagogic responsiveness catering to individual learner

Inculcation of ped. diversity → three-phase breakdown: logical (~ analysis of content), psychological (~ analysis of capabilities of learner), pedagogical (analysis of suitable techniques of instruction) (LPP)

Scientific concepts → mediators of thinking, problem solving → support of procedural knowledge

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