On scientific status and practical significance of one psychologycal theory

Abstract

Since the late 1950s, a significant number of authors tried to use Galperin’s approach (which is well-known as the “Theory of planned stage-by-stage formation of mental actions”, or the PSFMA Theory) to improve schooling processes and results. Looking back at the more than fifty-year history of Galperin’s approach, one may note that the 1960s and the early 1970s were the periods of the great optimism concerning effectiveness and efficiency of its practical application. It seemed possible to transform radically the way and the traditional results of learning/teaching process. To compare the 60s-70s and the 80s-90s publications one could easily discover a significant decrease of a wave of optimism concerning the PSFMA’s application. Besides the obvious social-economic and social-psychological reasons there exists a methodological reason concerning the ways and means of the Galperin’s approach use. Historically, the substantial pedagogical results of planned stage-by-stage formation of mental actions first came to the fore. However, the proponents’ enthusiasm about really unusual and hopeful results had a reverse side: it led to the serious misunderstanding of the status of Galperin’s approach and transformed the last to some absolute knowledge like a sort of “philosophers’ stone”. The successful application of the statements of PSFMA does not mean a literal reproduction of some abstract general procedure, but a creative design of a system of necessary and sufficient psychological conditions adapted to a concrete schooling situation. The elaboration of such a procedure occupies an intermediate position between the fundamental psychological knowledge and the real process of schooling. The three-model system is considered to bridge a gap between the fundamental knowledge introduced by Galperin and the real circumstances of learning/teaching situation.