When this classic book was first published in 1926, L.S. Vygotsky was well on his way to becoming one of the leading intellectuals in Russia. His study of the psychology of education led him to believe that the child should be the main figure in the educational process - and the efforts of the teacher should be directed toward organizing, not dicta
Table of Contents
Editors Note -- Preface -- Introduction -- Chapter 1 Pedagogics and Psychology -- Pedagogics -- Psychology -- Educational Psychology -- Chapter 2 The Concept of Behavior and Reaction -- Behavior and Reaction -- The Three Components of a Reaction -- Reaction and Reflex -- The Inherited Reactions and the Acquired Reactions -- Inherited or lJnconditional Reflexes -- Instincts -- Origin of Inherited Reactions -- Conditional Reflexes -- Super-reflexes -- Complex Forms of Conditional Reflexes -- Chapter 3 The Most Important Laws of Higher Nervous Activity in Man -- The Laws of Inhibition and Disinhibition -- Psyche and Reaction -- Animal Behavior and Human Behavior -- The Build-up of Reactions into Behavior -- The Principle of the Dominant in Behavior -- Human Constitution and Human Behavior -- Chapter 4 Biological and Social Factors in Education Activity of the Educational Process and its -- Participants On the Goals of Education from the -- Psychological Standpoint Education as Social Selection -- Chapter 5 The Instincts as the Subject, Nkclianism, and Means of Education -- Origin of the Instincts -- Relationship Between the Instincts, Reflexes, and Reason -- Instincts and the Biogenetic Law -- Two Extreme Views of the Instincts -- Instincts as a Mechanism of Education -- The Concept of Sublimination -- Education of the Sex Instinct -- Psychological Preconditions of Co-education -- Pedagogical Application of the Interest -- The Child’s Interest -- The Pattern of the Child’s Interest -- The Psychological Value of Games -- Chapter 6 Education of Emotional Behavior -- The Concept of Emotion -- Biological Nature of Emotions -- Psychological Nature of the Emotions -- Educations of the Feelings -- Chapter 7 Psychology and Pedagogics of Attention -- Psychological Nature of Attention -- Description of Orientation -- Internal and External Orientation -- Attention and Distraction -- Biological Value of Orientation -- Educational Value of the Orientations -- Development of Attention -- Psychological Value of Anticipation -- Pedagogical Conclusions -- Atterit ion and Habit -- Physiological Counterparts of Attention -- The Overall Function of Attention -- Attention and Apperception -- Chapter 8 Reinforcement and Recollection of Reaction -- Concept of the Plasticity of Matter -- Psychological Nature of Memory -- Structure of the Process of Memory -- Typcs of Memory -- Individual Features of Memory -- Limits of Memory Training -- Interest and Emotional Tinge -- Forgetting and Incorrect Recall -- Psychological Functions of Memory -- Memory Techniques -- Recollections of Reactions: Two Types of -- Reality of Fantasy -- Functions of Imagination -- Education of Imaginative Behavior -- Chapter 9 Thinking as an Especially Complex Forr Behavior -- The Motor Nature of Mental Processes -- Conscious Behavior and Will -- Psychology of Language -- Id and Ego -- Pedagogical Conclusions -- Analysis and Synthesis -- Value of Thinking for Inner Education -- Chapter 10 Psychological Understanding of Occupational Education -- Types of Trade Schools -- Cognition of Nature Through Labor -- Coordinations of Labor Efforts -- Value of Effort in Labor -- Synthetic Knowledge -- Praxis -- Vocational and Polytechnism -- Chapter 11 Social Behavior and the Child’sDevelopmcnt -- The Concept of Adaptation -- The Child and the Environment -- The Contemporary Environment and -- Education -- Genuine Forms of Social Behavior Variations in the Development of Children -- Chapter 12 Ethical Behavior The Nature of Ethics from the Psychological -- Point of View Principles of Moral Education Moral Transgressions in Childhood -- Chapter 13 Esthetic Education -- Esthetics in the Service of Pedagogics -- Morality and Art -- Art and the Study of Reality -- Art as an End in Itself -- Passivity and Activity in Esthetic Experience -- Biological Value of Esthetic Activity -- Psychological Description of Esthetic -- Reactions Education of Creativity, Esthetic Reasoning, -- and Technical Skills Fables Esthetic Education and Natural Talent -- Chapter 14 Exercise and Fatigue -- On Habit -- Pedagogical Value of Exercise -- The Study of Fatigue -- Chapter 15 Abnormal Behavior -- The Concept of Abnormal Behavior -- Physically Disabled Children -- Mental Disability and Psychopathology -- Psychopathology of Everyday Life -- Hypnosis -- Chapter 16 Temperament and Character -- The Importance of Terms -- Temperament -- Structure of the Body and Character -- Four Types of Temperament -- The Problem of Career and Vocational Psychology -- Endogenic and Exogentic Features of -- Character -- Chapter 17 The Problem of Giftedness Individual Goals of Education -- Personality and Education -- Chapter 18 Basic Forms of Investigations of the Personality of the Child Experimental Psychological Investigation of the Personality Binet-Simon Method -- Chapter 19 Psychology and the Teacher -- The Psychological Nature of the Work of The Teacher -- Life as Creation -- Historical Notes -- Bibliography -- Index.