(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
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
- A Theory Of Scientific Knowledge (enderanimate.wordpress.com)