Papers by Svetlana Mylnikova
Pakistan Social Sciences Review
Lev Semyonovich Vygotsky, a renowned Russian psychologist, whose immediate family, academic surro... more Lev Semyonovich Vygotsky, a renowned Russian psychologist, whose immediate family, academic surrounding, and scientific findings are typically scrutinized by scholars of past and present (Feingenberg, 1996, Kotik-Friedgut, 2008, 2011, Kuzmich, 2006, Vygodskaya & Lifanova, 1999, Yasnitsky, 2011, 2012) was the first to emphasize the holistic multidisciplinary approach to child development of pedology (child pedagogy) and distinguish two equally meaningful components of child education: obuchenie (teaching/learning process) and vospitanie (fostering). Even though Vygotskian theories are extensively employed in modern educational practices the intricacy of a complex unity of obuchenie and vospitanie in the process of education was overlooked as both were unified under an overarching English translation of education which distinctly demonstrated the existing issues in academic translation as well as cultural adaptation of the content (Nord, 2005, Smith, 2011, Snell-Hornby, 2000). To eluc...
В статье рассматривается проблема корпоративного обучения преподавателей вузов в контексте их про... more В статье рассматривается проблема корпоративного обучения преподавателей вузов в контексте их профессиональной мобильности. Рассмотрено содержание понятия «корпоративное обучение» в рамках непрерывного образования взрослых. Исследованы понятие и факторы профессиональной мобильности. Выявлен фактор повышения профессиональной мобильности преподавателя вуза – корпоративное обучение.
In the rapidly changing internationalized world the concepts of being a native (NS) and nonnative... more In the rapidly changing internationalized world the concepts of being a native (NS) and nonnative speaker (NNS) are considered overarching and are studied with great scrutiny. This scrutiny particularly assists in the attempt to identify a perfect English as a Second Language (ESL)/ English as a Foreign Language (EFL) instructor. Existent studies of such scholars as Davies, Medgyes, Phillipson and others in the field of second and foreign language acquisition shed light on these generic concepts in English language education unfolding pros and cons. The purpose of this article is not only to explore the essence of being a native and nonnative speaker in the teaching English as a second or a foreign language but as well to suggest modus operandi for recognizing the right professional for the educational establishment.
Thesis Chapters by Svetlana Mylnikova
University of New Mexico UNM Digital Repository, 2017
ABSTRACT
Lev Semyonovich Vygotsky, a renowned Russian psychologist, whose immediate family, acade... more ABSTRACT
Lev Semyonovich Vygotsky, a renowned Russian psychologist, whose immediate family, academic surrounding, and scientific findings are typically scrutinized by scholars of past and present (Feingenberg, 1996, Kotik-Friedgut, 2008, 2011, Kuzmich, 2006, Vygodskaya & Lifanova, 1999, Yasnitsky, 2011, 2012) was the first to emphasize the holistic multidisciplinary approach to child development of pedology (child pedagogy) and distinguish two equally meaningful components of child education: obuchenie (teaching/learning process) and vospitanie (fostering). Even though Vygotskian theories are extensively employed in modern educational practices the intricacy of a complex unity of obuchenie and vospitanie in the process of education was overlooked as both were unified under an overarching English translation of education which distinctly demonstrated the existing issues in academic translation as well as cultural adaptation of the content (Nord, 2005, Smith, 2011, Snell-Hornby, 2000). To elucidate
iii
on the under-recognized principle of vospitanie which lies at the essence of Vygotsky’s educational philosophy, the given research delves into the difference between development, education, obuchenie, and vospitanie to rationalize previous confusion as well as to promote acknowledgment of the concepts’ heterogeneity. Additionally, the outlined concepts are central constituents of the Zone of Proximal Development (Mahn, 2000, 2015, Vygotsky, 1987, 1997), therefore, their understanding is critical to comprehensive conceptualization of ZPD.
Furthermore, to acquire a comprehensive perspective of the socio-cultural forces that orchestrated Vygotsky’s own formation through obuchenie and vospitanie, this research intends to examine historical scene of the turn of the XXth century, in other words, to extrapolate Vygotsky’s renowned socio-cultural theory onto his own development.
Keywords: Lev Vygotsky, Biography, History, Obuchenie, Vospitanie, ZPD, ZAD
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Papers by Svetlana Mylnikova
Thesis Chapters by Svetlana Mylnikova
Lev Semyonovich Vygotsky, a renowned Russian psychologist, whose immediate family, academic surrounding, and scientific findings are typically scrutinized by scholars of past and present (Feingenberg, 1996, Kotik-Friedgut, 2008, 2011, Kuzmich, 2006, Vygodskaya & Lifanova, 1999, Yasnitsky, 2011, 2012) was the first to emphasize the holistic multidisciplinary approach to child development of pedology (child pedagogy) and distinguish two equally meaningful components of child education: obuchenie (teaching/learning process) and vospitanie (fostering). Even though Vygotskian theories are extensively employed in modern educational practices the intricacy of a complex unity of obuchenie and vospitanie in the process of education was overlooked as both were unified under an overarching English translation of education which distinctly demonstrated the existing issues in academic translation as well as cultural adaptation of the content (Nord, 2005, Smith, 2011, Snell-Hornby, 2000). To elucidate
iii
on the under-recognized principle of vospitanie which lies at the essence of Vygotsky’s educational philosophy, the given research delves into the difference between development, education, obuchenie, and vospitanie to rationalize previous confusion as well as to promote acknowledgment of the concepts’ heterogeneity. Additionally, the outlined concepts are central constituents of the Zone of Proximal Development (Mahn, 2000, 2015, Vygotsky, 1987, 1997), therefore, their understanding is critical to comprehensive conceptualization of ZPD.
Furthermore, to acquire a comprehensive perspective of the socio-cultural forces that orchestrated Vygotsky’s own formation through obuchenie and vospitanie, this research intends to examine historical scene of the turn of the XXth century, in other words, to extrapolate Vygotsky’s renowned socio-cultural theory onto his own development.
Keywords: Lev Vygotsky, Biography, History, Obuchenie, Vospitanie, ZPD, ZAD
Lev Semyonovich Vygotsky, a renowned Russian psychologist, whose immediate family, academic surrounding, and scientific findings are typically scrutinized by scholars of past and present (Feingenberg, 1996, Kotik-Friedgut, 2008, 2011, Kuzmich, 2006, Vygodskaya & Lifanova, 1999, Yasnitsky, 2011, 2012) was the first to emphasize the holistic multidisciplinary approach to child development of pedology (child pedagogy) and distinguish two equally meaningful components of child education: obuchenie (teaching/learning process) and vospitanie (fostering). Even though Vygotskian theories are extensively employed in modern educational practices the intricacy of a complex unity of obuchenie and vospitanie in the process of education was overlooked as both were unified under an overarching English translation of education which distinctly demonstrated the existing issues in academic translation as well as cultural adaptation of the content (Nord, 2005, Smith, 2011, Snell-Hornby, 2000). To elucidate
iii
on the under-recognized principle of vospitanie which lies at the essence of Vygotsky’s educational philosophy, the given research delves into the difference between development, education, obuchenie, and vospitanie to rationalize previous confusion as well as to promote acknowledgment of the concepts’ heterogeneity. Additionally, the outlined concepts are central constituents of the Zone of Proximal Development (Mahn, 2000, 2015, Vygotsky, 1987, 1997), therefore, their understanding is critical to comprehensive conceptualization of ZPD.
Furthermore, to acquire a comprehensive perspective of the socio-cultural forces that orchestrated Vygotsky’s own formation through obuchenie and vospitanie, this research intends to examine historical scene of the turn of the XXth century, in other words, to extrapolate Vygotsky’s renowned socio-cultural theory onto his own development.
Keywords: Lev Vygotsky, Biography, History, Obuchenie, Vospitanie, ZPD, ZAD