From the history of teaching psychology: the first soviet textbooks of the 1920 1930s

Natalya Y. Stoyukhina, Lobachevsky state university of Nizhny Novgorod, Artem A. Kostrigin, Institute of philosophy of the Russian academy of sciences
2022 Yaroslavl Pedagogical Bulletin  
The article analyzes soviet textbooks on psychology in the 1920 1930s till the Decree «On pedological perversions in the system of the People's Commissariat of Education» of July 4, 1936. The works of K. N. Kornilov, V. A. Artemov, N. A. Bernshtein, L. S. Vygotsky, N. F. Dobrynin, A. R. Luria, P. S. Lyubimov, S. M. Vasileisky, A. A. Gayvorovsky, S. M. Verzhbolovich, A. P. Boltunov and G. E. Shumkov are examined. Their textbooks, practicums, anthologies and manuals are discussed. The main core
more » ... educational publications were works written by employees of Moscow state institute of experimental psychology under the guidance of K. N. Kornilov. This was reflected in the theoretical and methodological principles on which the authors stood when developing their textbooks: in many of them the concept of reaction was central, and the interpretation of various mental phenomena was carried out from the standpoint of reactology. The second group of educational works used other psychological approaches common at that time — foreign Gestalt psychology, pre-revolutionary Russian empirical and experimental psychology, Soviet reflexology. However, since the early 1930s and after the reactological discussion in 1931, educational developments within the framework of reactology and other original psychological trends were practically curtailed. The last textbook of the period under study, published by K. N. Kornilov in 1934, became a kind of transition from the period of theoretical and methodological pluralism in Soviet psychology to a homogeneous field of psychological science and education based on Marxism. Consideration of Soviet textbooks on psychology in the 1920 1930s allows analyzing not only the characteristics of psychological education of this period, but also determining their theoretical and methodological foundations, on which the teaching course or educational-methodological publication was built.
doi:10.20323/1813-145x-2022-2-125-115-125 fatcat:v5zcowo7nvdspiif6n2xgfz5bq