Productive Action

Author:

Elkonin B.D.1

Affiliation:

1. Psychological Institute of the Russian Academy of Education

Abstract

The key issue of the paper is the question of the means of Existence of human action and, therefore, of the actor himself/herself. The concept of ‘action’ refers to different types of action performance: effective action, play action, learning action and, finally, productive action. The paper focuses on the configuration of the Productive Action since it is the production that is considered a complete form of action performance. The Productive Action is represented as a binding of two Occurrences: the occurrence of overcoming the resistance of the past experience and the occurrence of affirmation of new opportunities — the new field of action — by other people. Only in this affirmation can the productive action be performed and completed. The Productive Action, understood as the binding of the Occurrences, appears as the Act of Development. In its essence, the Productive Action is a try-out: though it the meanings of action are tested, constructed and affirmed. Affirmation of meanings is the affirmation of the author’s journey. This is how action becomes Activity.

Publisher

Federal State-Financed Educational Institution of Higher Education Moscow State University of Psychology and Education

Subject

Psychology (miscellaneous),Social Psychology,Developmental and Educational Psychology,Cultural Studies,Applied Psychology

Reference26 articles.

1. Bernshtein N.A. Ocherki po fiziologii dvizhenii i fiziologii aktivnosti [Essay on the physiology of activity and physiology of movement]. Moscow: Meditsina, 1966. 349 p.

2. Vygotskii L.S. Psikhologiya iskusstva [Psychology of Art]. Moscow: Iskusstvo, 1965. 379 p.

3. Vygotskii L.S. Sobranie sochinenii [Collected works]: V 6 t. T 1, 2, 5. Moscow: Pedagogika, 1982—1983.

4. Gal’perin P.Ya. Vvedenie v psikhologiyu [Introduction in psychology]. Moscow: Publ. MGU, 1976. 150 p.

5. Davydov V.V. Teoriya razvivayushchego obucheniya [The theory of developmental education]. Moscow: INTOR, 544 p.

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