Being one of the few people to have the Karelian National Anthem on my computer does not, unfortunately, qualify me to discuss at length the two Russian psychologists in the title.
Neither of them probably even went to Karelia.
However it is refreshing in my latest piece of work from MAST to be reminded of their work in relation to what is currently going on in my school. Refreshing because it was a long time ago that was introduced to them and their theories. It is good to go back sometimes. It is also disappointing that in many schools we do not talk about the nature of education enough. We get on and do it, quite often without thinking it through. It is also ironic that it was only yesterday that I wrote the word Vygostky for the first time in ten years, on my previous blog entry.
Vygotsky is the chap who, at teacher training college, you get introduced to right after Piaget. Without them there could be no education. Between the two of them they have fathered something called constructivism or cognitive learning. Piaget seemed to have developed the idea that you can't learn some things until you're ready for them - he had 4 stages going up to about 11 years old which is about when a child has developed the ability to hypothesise and think logically. For him a child was a lone explorer in a world of learning. I think.
Vygotsky had this idea of a zone of proximal learning, which is where a child can best learn something when it's near enough to the current understanding to be challenging, but not so far that the child is scared to take the risk. His approach was much more about appropriate scaffolding and relationships.
Pavlov, on the other hand, was the bad behaviorist man who made dogs salivate.
Of the three, I like to think that my approach is more of the Vygostky. I came across the zone of proximal learning when I studied the ALPS (accelerated learning in primary schools) approach a few years ago - the one thing that has most affected the way I teach. I like the way it merges with so much other good stuff, like the multiple intelligences from Howard Gardner and the 12 aspects of learning from the Excellence and Enjoyment document. I do however resort to behaviourism to manage behaviour. I guess that's an obvious connection. I do use a lot of rewards and sanctions in training the children to be motivated learners as doing so provides a framework for everyone within the group to learn safely.
Sitting at home right now I can theorise and postulate, but it will be interesting over the next week to see how I think each lesson has been - more constructivist or more behaviourist. My prediction is that it will vary from day to day, but on Friday when we take the kids to a theme park there will be an awful lot of behaviourism going on...