Two Developmental Contexts: Potential and Realized

Abstract

Abstract

Background. The problem of development, dating back to ancient philosophy (Plato, Aristotle) and continued in the works of medieval authors (Acts Augustine) and German classical philosophy (primarily G.W.F. Hegel), has long been explored through the prism of questions about the relationship between part and whole, matter and form, as well as the idea of causality and the hierarchy of forms. An analysis of the works of Russian authors such as L.S. Vygotsky, A.N. Leontiev, and D.B. Elkonin, who continued research in this area, revealed that they understood development as a process of formation, conditioned by the assimilation of cultural achievements.

Objective. An analysis of the emergence of the concept of "development" and the associated limitations in its modern interpretation in relation to the currently established educational practice.

Results. It has been shown that the key flaw in understanding development as a process of formation in childhood is its reproductive and predetermined nature. The acquisition of ideal models through adult guidance sets not only the direction but also the limits of development. The consequence of this position is a focus on educational efforts on mastering the cultural plane and a lack of targeted interaction with the natural plane. Drawing on Aristotle's ideas, this article provides a theoretical justification for understanding development as the realization of a child's own potential, i.e., self-development.

Conclusions. The provided theoretical foundations for a shift from the study of development as an interaction of natural and cultural forms of the psyche to its understanding as a complex system of processes of formation and self-development open up new possibilities for the organization of educational practices in childhood. These practices should be aimed at supporting not only children's creativity, but also forms of interaction that allow them to explore existing possibilities and search for new ones.

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