Kravtsov, G.G.

Background. The article covers the problem of psychological content of theatrical pedagogy. The authors note that as theatrical pedagogy is widely used as a method, it is important to clarify the goals it can be aimed at.

Objective. The purpose of the article is a scientific discussion of the psychological effects that can be achieved with the help of theatrical pedagogy. The authors highlight at least six blocks of analysis.

Results. The article analyzes the results of using theatrical pedagogy in practical activities when working with children, as well as some studies devoted to the evaluation of this method of work. The authors consider the discussed results from the point of view of the cultural-historical approach proposed by L.S. Vygotsky.

Conclusions. As a result of the analysis, the authors come to the conclusion that theatrical pedagogy has enormous potential for the general mental and personal development of a person. Theatre pedagogy allows developing the cognitive sphere of the student, emotional processes, influencing the behavioral sphere, influencing the development of communication. In addition, theatre pedagogy allows developing skills of joint activity and reflection. Moreover, all these pedagogical results do not contradict each other, but can be achieved in parallel and simultaneously. At the same time, theatre pedagogy as a way of work has a very wide variability and flexibility. Depending on the goals set, this pedagogy can be implemented in different ways. However, with an incorrect goal setting and use of the method, theatrical pedagogy can be not only useless, but even harmful.

Background. The article discusses the current problem of the methodological foundations of psychological science. The article argues that the dangerous crisis for psychology, which was analysed by L.S. Vygotsky has not gone away, but moved from an acute form to a chronic one. “Methodological pluralism” in modern psychology is the triumph of blatant eclecticism. The authors see the main reason for the impasse which psychology has reached as the desire of this science to become like positive sciences from the field of natural science.

Objective. The purpose of the article is to substantiate the point of view according to which L.S. Vygotsky created the only possible scientific psychology of the future, which will rightfully be classical.

Method. The article discusses the fundamental principles and postulates of the cultural-historical approach, and outlines ways of research conceptualising the idea of a systemic and semantic structure of consciousness.

Results. The authors analysed the methodological and philosophical foundations of psychological science. Based on the analysis carried out, the article highlights the approach proposed by L.S. Vygotsky. Comparison of the scientific fate of Galileo with the scientific fate of L.S. Vygotsky allowed the authors to assert that neither one nor the other discoverer of a fundamentally new method of comprehending reality had like-minded people during their lifetime. Their theoretical and methodological bar was raised too high, which made their work inaccessible to understanding by their contemporaries. The article concludes that the legacy of L.S. Vygotsky is not the historical past of psychological science, but its only possible and most promising future.