Pedology in Russia began to develop at the beginning of the last century. The founder of Russian pedology is considered to be A.P. Nechaev.
Later, V.M. joined him. Bekhterev and other scientists, and by 1920 this science was at the top of its development. Pedology is commonly understood as a scientific trend that combines different sciences in the study of child development - biology, psychology, medicine, etc.
From the history
Pedology is the science of children, this is the literal translation of this name. It consists of several main components, which include the study of the mental and physiological development of the child, taking into account the characteristics of his body (constitution) and age. The founder of pedology was S. Hall. He created the first pedology laboratory in the late 1880s.
It should be noted that a number of scientists connect the beginning of the science we are considering with the works of a doctor from Germany, D. Tiedemann, who studied the development of mental abilities in children. Later, a representative of the same country, the physiologist G. Preyer, also began to investigate the development of spiritual qualities in children. But all the same, the generally recognized pioneer of pedology is Hall, thanks to whose efforts about 30 laboratories were created in America in a few years, comprehensively studying the development of children.
V different regions several pedological institutes were created. But after 1920, with the advent of Soviet power, the principles of pedology became objectionable to the policy of the party, which proclaimed a departure from experiments and a return to traditional teaching methods. Among the main reasons why pedology did not suit the ruling elite were the following:
- According to the results of testing, children born in "hostile" families were most often recognized as gifted - the children of priests, White Guards, etc., and peasant children were usually classified as defective students.
- Overestimation of the natural abilities of students and underestimation of the cultural and historical components in the upbringing of children.
The Soviet government eventually made a categorical conclusion that pedological practice for our public education is inappropriate. Even a special resolution was created, which spoke of the "perversions" of pedology and which completely eliminated this movement. Tests were ordered to be banned, and all pedologists were retrained as teachers.
At the same time, the textbooks of such well-known pedologists as Blonsky, Sokolov and others were categorically banned and removed from libraries. But the Soviet government did not stop there: many scientists were repressed or even executed.
However, we note that the party leaders failed to completely exterminate pedology. She had a new trend, which became known as pedagogical anthropology. Later, it was divided into several separate scientific currents: developmental psychology, educational psychology and developmental physiology, which together constitute pedology.
It turns out that it cannot be called a full-fledged science, but it cannot be attributed to the category of “pseudoscience”. At that stage, it was only a certain kind of scientific trend, which was artificially prevented from developing and forming into a full-fledged science with its own subject, object, methods, goals and objectives.
Criticism and reality
After pedology began to develop in America, its appearance also occurred in Europe, where it "went deep" and began to develop methodology for pedagogy. It is noteworthy that the term "pedology" was perceived by many and is currently perceived as a synonym for the hygiene of education, educational psychology, pedagogy and other scientific branches.
Pedology has been criticized on several points.
- Firstly, at one time she did not have highly qualified practitioners who could prove the validity of their views and applied methods.
- Secondly, the goal - to comprehensively study the child - cannot always be achieved.
- Thirdly, mass testing of children with poor adaptation of methods can show unreliable, and sometimes directly opposite, results.
One can argue for a long time about whether the leaders of the party elite, who in our country decided to call pedology a perversion, were right or not, but this, perhaps, is pointless. History cannot be changed.
Meanwhile, a number of scientists believe that at the time of the collapse of pedology in Russia, there was no future as such, so the Soviet government only served as an impetus for the inevitable process. Pedologists failed to form an integrated approach to the study of the child.
The reason is simple: pedology was based on those sciences that at the beginning of the last century in Russia did not reach their maturity, or even formation. These are, for example, pedagogy and psychology. And another important science - sociology - did not exist in Russia then at all, therefore there was no opportunity to build good interdisciplinary ties.
New life
But in fairness, it should be noted that the subject of pedology then, at the time of its appearance in Russia, was not precisely formulated. Scientists simply sought to comprehensively study children, taking into account all possible factors. If we take the provisions of this science in a broad sense, then all the basic pedological principles are reduced to four main ones:
- Each child is an integral system, and it cannot be considered separately as a psychological or physiological object.
- Children can only be understood by considering the fact that they are constantly in the process of development.
- Any child needs to be studied taking into account the environment in which he grows and is brought up, because it has a huge impact on his psyche.
- The science of children should be not only theoretical, but also have practical methods.
Pedology as a science in our country established itself and in the 1960s began to be widely used in children's institutions: schools, kindergartens, teenage clubs. And in the capitals of Russia - Moscow and Leningrad - even entire institutes of pedology appeared, whose employees studied children from birth to adolescence.
Modern Russian pedology develops primarily within the framework of the so-called children's research. Scientists are considering the anthropology of childhood, taking child psychology and pedagogy as a basis.
There is a special research group that works in Moscow on the basis of the Russian State humanitarian university. At its core, the main purpose of their research is an interdisciplinary approach to the study of the personality of the child. By the way, most of these researchers are not teachers or psychologists, but historians. Author: Elena Ragozina
from the Greek pais - child + logos - word, science) - a trend in psychology and pedagogy that arose at the turn of the 19th-20th centuries, due to the penetration of evolutionary ideas into pedagogy and psychology, the development of applied branches of psychology and experimental pedagogy.
Amer. is recognized as the founder of P. psychologist S. Hall, who created the 1st pedological laboratory in 1889; the term was coined by his student. - O. Crisment. But back in 1867, K. D. Ushinsky in his work “Man as an Object of Education” anticipated the appearance of P.: “If pedagogy wants to educate a person in all respects, then it must first recognize him in all respects.”
In the West, P. was engaged in S. Hall, J. Baldwin, E. Meiman, V. Preyer, and others. P. was a brilliant scientist and organizer A. P. Nechaev. A great contribution was made by V. M. Bekhterev, who in 1907 organized the Pedological Institute in St. Petersburg. The first 15 post-revolutionary years were favorable: there was a normal scientific life with stormy discussions, in which approaches were developed and the growing pains inevitable for young science were overcome.
The subject of P., despite numerous discussions and theoretical developments of its leaders (A. B. Zalkind, P. P. Blonsky, M. Ya. Basov, L. S. Vygotsky, S. S. Molozhaviy, etc.), is clearly defined was not, and attempts to find the specifics of P., not reducible to the content of the sciences adjacent to it, were not successful.
P. sought to study the child, while studying it comprehensively, in all its manifestations and taking into account all the influencing factors. Blonsky defined child development as the science of the age-related development of a child in a particular sociohistorical environment. The fact that P. was still far from ideal is explained not by the fallacy of the approach, but by the enormous complexity of creating an interdisciplinary science. Of course, there was no absolute unity of views among pedologists. However, there are 4 main principles.
1. The child is an integral system. It should not be studied only "in parts" (something by physiology, something by psychology, something by neurology).
2. A child can be understood only by considering that he is in constant development. The genetic principle meant taking into account the dynamics and trends of development. An example is Vygotsky's understanding of a child's egocentric speech as a preparatory phase of an adult's inner speech.
3. A child can be studied only taking into account his social environment, which affects not only the psyche, but often also the morphophysiological parameters of development. Pedologists worked a lot and quite successfully with difficult teenagers, which in those years of long social upheaval was especially relevant.
4. The science of the child should be not only theoretical, but also practical.
Pedologists worked in schools, kindergartens, various teenage associations. Psychological and pedological counseling was actively carried out; work was carried out with parents; developed the theory and practice of psychodiagnostics. In L. and M. there were in-you P., where representatives of different sciences tried to trace the development of the child from birth to adolescence. Pedologists were trained very thoroughly: they received knowledge in pedagogy, psychology, physiology, child psychiatry, neuropathology, anthropology, sociology, and theoretical classes were combined with everyday practical work.
In the 1930s criticism of many provisions of P. began (problems of the subject of P., bio- and sociogenesis, tests, etc.), 2 resolutions of the Central Committee of the All-Union Communist Party of Bolsheviks were adopted. In 1936, P. was defeated, many scientists were repressed, and the fate of others was crippled. All pedological institutes and laboratories were closed; P. was excluded from the curricula of all universities. Labels were lavishly pasted: Vygotsky was declared an "eclecticist", Basov and Blonsky were declared "propagandists of fascist ideas."
The rulings and the ensuing landslide "criticism" barbarously but skillfully distorted the very essence of P., accusing her of adherence to the biogenetic law, the theory of 2 factors (see Convergence theory), fatally predetermining the fate of the child by a frozen social environment and heredity (this word should have sounded abusively). In fact, V.P. Zinchenko believes, pedologists were ruined by their system of values: "Intellect occupied one of the leading places in it. They valued, first of all, work, conscience, intelligence, initiative, nobility."
A number of works by Blonsky (for example: The development of schoolchildren's thinking. - M., 1935), the works of Vygotsky and his collaborators on child psychology laid the foundation for modern scientific knowledge about the mental development of the child. The works of N. M. Shchelovanov, M. P. Denisova, and N. L. Figurin (see Resuscitation Complex), which were created in pedological institutions by name, contained valuable factual material that was included in the fund of modern knowledge about the child and its development. These works formed the basis of the current system of education in infancy and early childhood, and the psychological research of Blonsky Vygotsky provided opportunities for the development of theoretical and applied problems of developmental and educational psychology in our country. At the same time, the real psychological meaning of the studies and their pedological design did not allow for a long time to separate one from the other and to appreciate their contribution to psychological science. (I. A. Meshcheryakova.)
Addendum: Undoubtedly, Mr. arbitrariness in relation to domestic P. played a decisive role in its tragic end, but attention is drawn to the fact that in other countries P. eventually ceased to exist. The fate of P. as an instructive example of a short-lived project of complex science deserves a deep methodological analysis. (B. M.)
PEDOLOGY
a trend in psychology and pedagogy that arose at the turn of the 19th-20th centuries, due to the spread of evolutionary ideas and the development of applied branches of psychology and experimental pedagogy. It is associated primarily with the name of S. Hall, who in 1889 created the first pedological laboratory. The founders of pedology are S. Hall, J. M. Baldwin, E. Kirkpatrick, E. Meiman, V. Preyer, and others. In Russia, pedology was widely spread even in the pre-October period. By the end of the 20s. a significant corps of psychologists, physiologists, defectologists worked in pedological institutions.
In pedology, the child was considered comprehensively, in all its manifestations, in constant development and in various, including social, conditions; the goal was to help develop all its potentialities. The content of pedology was a combination of psychological, anatomical-physiological, biological and sociological approaches to the development of the child, although these approaches were interconnected purely mechanically.
However, the subject of pedology, despite numerous discussions and theoretical developments, was not defined, and attempts to find the specifics of pedology were unsuccessful, although a large empirical material on the development of children's behavior was accumulated in the studies of domestic pedologists. Valuable in pedology was the desire to study the development of the child in an integrated approach, a practical focus on diagnosis. mental development.
In 1936, pedology in the USSR was declared a "pseudo-science" and ceased to exist. The result of the defeat of pedology was the inhibition of the development of pedagogical and developmental psychology, the lag in the field of psychodiagnostics, the weakening of attention to the personality of the child in the processes of education and upbringing (the so-called "childlessness" of pedagogy).
Pedology
Word formation. Comes from the Greek. pais - child and logos - word, science.
Specificity. It emerged at the end of the nineteenth century. under the influence of evolutionary ideas. It is associated primarily with the name of S. Hall, who in 1889 created the first pedological laboratory. In pedology, the child was considered comprehensively, in all its manifestations, in constant development and in various, including social, conditions, and the goal was to help develop all its potentialities.
Pedology
from the Greek pais, paidos - child and... logos - teaching, knowledge; letters. science of children), a direction in psychology and pedagogy, which aimed to combine biological, sociological, psychological and other approaches to the development of the child. Arose in con. 19th century The spread of pedology in Russia in the 1920s and 30s. was accompanied by heated discussions about its subject, tasks and methods. Many works carried out in line with pedology contained valuable material on the problems of childhood. Valuable in P. was the desire to study the development of the child in an integrated approach, a practical focus on the diagnosis of mental development. By a decree of the Central Committee of the All-Union Communist Party of Bolsheviks (1936), pedology was declared a "pseudo-science" and ceased to exist. The result of the defeat of pedology was the inhibition of the development of pedagogical and developmental psychology, the lag in the field of psychodiagnostics, the weakening of attention to the personality of the child in the processes of education and upbringing (the so-called "childlessness" of pedagogy).
Pedology
Greek pais (paidos) - child + logos - science, teaching) - a trend in psychology and pedagogy that arose at the turn of the 19th - 20th centuries, due to the spread of evolutionary ideas and the development of applied branches of psychology and experimental pedagogy. The founders of P. - S. Hall, J.M. Baldwin, E. Kirkpatrick, E. Meiman, V. Preyer, and others. The content of P. was a combination of psychological, anatomical, physiological, biological, and sociological approaches to the development of the child, but these approaches turned out to be purely mechanically related. In Russia, P. became widespread as early as the beginning of the 20th century. By the end of the 1920s, a significant body of psychologists, physiologists, defectologists (P.P. Blonsky, L.S. Vygotsky and others) worked in pedological institutions. The subject of P., despite numerous discussions and theoretical developments of its representatives, was not defined. Attempts to find the specifics of P., irreducible to the content of the sciences adjacent to it, were not successful, although in the studies of scientists working in the field of P., a large amount of empirical material was accumulated on the development of children's behavior. Valuable in P. was the desire to study the development of the child in an integrated approach, a practical focus on the diagnosis of mental development. By a resolution of the Central Committee of the All-Union Communist Party of Bolsheviks (1936), P. was declared a “pseudo-science” and ceased to exist. The result of the defeat of P. was the inhibition of the development of pedagogical and developmental psychology, the lag in the field of psychodiagnostics, and the weakening of attention to the personality of the child in the processes of education and upbringing (the so-called “childlessness” of pedagogy). A.V. Petrovsky
Pedology
A trend in pedagogy and psychology of the late 19th - early 20th centuries that used the psychological, anatomical, physiological, biological and social characteristics of the child in his education and upbringing. In the USSR, it was banned as a "bourgeois" science, which to a certain extent slowed down the development of pedagogical and psychological sciences.
Started in 1907 This stage is associated with the development of psychodiagnostics, testology, and the emergence of pedology. This stage is characterized by the development of various diagnostic tools: tests, questionnaires, questionnaires. Under the law of the Ministry of Education of France, in the suburbs of Paris, a laboratory was created for the mass examination of children. Binet and Simon (Great Britain) proposed the concept of intellectual age and the concept of biological age. Based on these 2 concepts, the IQ was introduced. Iq=M age (intellectual age)/Ch age (biological). This is a fairly simple method that teachers could use. The use of these tests became a tool of social selection, since children from wealthy families could prepare for testing. In the classes for mentally retarded children were children from dysfunctional families. Binet and Simon believed that Iq is a constant, unchanging value. Their tests were quite popular.
At the same time, there pedology - a complex science of the child, including elements of pedagogy, psychology, pediatrics, psychiatry, anatomy, physiology, hygiene and others. At the end of the 19th century, this complex science arose as a result of the work of Maiman, Stanley, Baldwin. Their ideas found support in Russia (Kashchenko, Nechaev, Vygotsky). In 1901, the first laboratory of experimental pedagogical psychology was opened in Petrograd. The First All-Union Congress of Pedologists was welcomed by Nikolai Bukharin (Lenin's colleague). He believed that pedologists should supplant pedagogy. The main methods of pedology: testing, questioning, surveys, moreover, it was believed that school teachers could make tests. In 26 - 27 years. all schoolchildren of the USSR completed the tested tasks in all subjects (achievement tests). The main idea of pedology: children are different, each of them requires different methods, methods, means (and this contradicted the ideology of the party).
Pedology sought to study the child, while studying it comprehensively, in all its manifestations and taking into account all influencing factors. Blonsky defined pedology as the science of the age-related development of a child in a certain socio-historical environment. The fact that Pedology was still far from ideal is explained not by the fallacy of the approach, but by the enormous complexity of creating an interdisciplinary science. Of course, there was no absolute unity of views among pedologists.
However, there are 4 main principles:
1. The child is an integral system. It should not be studied only "in parts" (something by physiology, something by psychology, something by neurology).
2. A child can be understood only by considering that he is in constant development. The genetic principle meant taking into account the dynamics and trends of development. An example is Vygotsky's understanding of a child's egocentric speech as a preparatory phase of an adult's inner speech.
3. A child can be studied only taking into account his social environment, which affects not only the psyche, but often also the morphophysiological parameters of development. Pedologists worked a lot and quite successfully with difficult teenagers, which was especially important in those years of prolonged social upheavals.
4. The science of the child should be not only theoretical, but also practical.
Pedologists worked in schools, kindergartens, various teenage associations. Psychological and pedological counseling was actively carried out; work was carried out with parents; developed the theory and practice of psychodiagnostics. In L. and M. there were in-you P., where representatives of different sciences tried to trace the development of the child from birth to adolescence. Pedologists were trained very thoroughly: they received knowledge in pedagogy, psychology, physiology, child psychiatry, neuropathology, anthropology, sociology, and theoretical classes were combined with everyday practical work.
In 1936 pedology was crushed. Textbooks, research results were burned. The pedologists were destroyed. The Iq of the children of the intelligentsia was higher (and according to the ideology of the party, the workers should have). In 1936, the word test was banned altogether. The coming to power of the Nazi regimes in a number of European countries led to the fact that the authorities were not interested in pedological research. Aryans are above all and individuality is not needed. Testology, psychodiagnostics began to develop in line with experimental psychology, and pedology ceased to exist.
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION
STATE EDUCATIONAL INSTITUTION
HIGHER PROFESSIONAL EDUCATION
SAKHALIN STATE UNIVERSITY
INSTITUTE OF PEDAGOGY
Department of Psychology
Reshedko Elena Nikolaevna
The emergence and development of pedology. The fate of domestic pedology.
Test work on the history of psychology
5th year students absentee form learning
specialty 050706.65 Pedagogy and psychology
Checked: st. teacher
Repnikova A.R.
Yuzhno-Sakhalinsk
2011
Content
Introduction………………………………………………………………………………...3
1. The formation of pedology as a science……….………………………………………….4
2. The activities of domestic scientists in the field of pedology and the fate of domestic pedology……………………………………….…………… ….……7
2.1. A.P. Nechaev…………………………………………………………………….….7
2.2. V.M. Bekhterev……………………………………………………………………..8
2.3. L.S. Vygotsky………………………………………………………………….10
2.4. P.P. Blonsky…………………………………………………………………...11
2.5. Decline of Russian pedology…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Conclusion……………………………………………………………………………..15
Bibliography…………..…………………………………. ….sixteen
Introduction
Pedology is the science of an integrated approach to the study of the physical and mental development of a child in connection with its constitution and behavioral characteristics. I would not like, following many historians, to look for the roots of this science far in the West, and even more so overseas. After all, pedology did not arise from scratch. Its distribution in Russia was prepared by the ideas and works of K.D. Ushinsky (1824 - 1870) and P.F. Lesgaft (1837 - 1909) on pedagogical anthropology, and the book by K.D. Ushinsky "Man as an object of education. The experience of pedagogical anthropology" absorbed all the main things that were later revealed in pedology. Yes, and the sound of the very name of this science is quite revealing: the word "pedology" is a "truncated" version of the term "pedagogical anthropology".
Pedology included information about the child's constitution, his biological age, behavioral characteristics, and a system of tests that assessed the level of development and professional orientation (profile) of abilities.
Each science has its own cycles of development and does not tolerate voluntaristic shouting or nudges in the back. The official ban on pedology in the USSR had a number of negative consequences in the fate of not only individuals, but also pedagogy, child psychology, as areas of theoretical knowledge in general. If democratic freedoms were granted to pedology, it would undoubtedly find a new path for its development, overcome the difficulties that arose, and join the integrative anthropological sciences.
1. Formation of pedology as a science.
Pedology had a comparatively long prehistory, a swift and complete history. There are conflicting views on the starting date in the history of pedology. It is attributed either to the 18th century. and are associated with the name of D. Tiedemann, or by the 19th century. in connection with the works of L.A. Quetelet and coincide with the publication of the works of the great teachers J.J. Rousseau, J.A. "Emil" in 1762 - what is important for an adult to know, not taking into account what children are able to learn. They are constantly looking for a person in a child, without thinking about what he is before becoming a person.
The primary sources of pedology, therefore, are in a rather distant past, and if we take them into account as the basis for pedagogical theory and practice, then they are in a very distant past.
We note the fact that by the time pedology was formed as an independent scientific direction, the stock of knowledge was too poor both in experimental pedagogical psychology, and in the psychology of childhood, and in those biological sciences that could underlie ideas about human individuality. This applies, first of all, to the state of only the emerging human genetics.
The American psychologist S. Hall, who in 1889 created the 1st pedological laboratory, is recognized as the founder of pedology; the term itself was coined by his student - O. Crisment. But back in 1867, K. D. Ushinsky in his work “Man as an Object of Education” anticipated the emergence of pedology: “If pedagogy wants to educate a person in all respects, then it must first recognize him in all respects.”
In the West, pedology was practiced by S. Hall, J. Baldwin, E. Meiman, V. Preyer, and others.
The founder of Russian pedology was the brilliant scientist and organizer A.P. Nechaev. A great contribution was made by V.M. Bekhterev, who in 1907 organized the Pedological Institute in St. Petersburg. The first 15 post-revolutionary years were favorable: there was a normal scientific life with stormy discussions, in which approaches were developed and the growing pains inevitable for young science were overcome.
Subject Pedology., despite numerous discussions and theoretical developments of its leaders (A. B. Zalkind, P. P. Blonsky, M. I AM . Basov, L.S. Vygotsky, S.S. Molozhaviy, etc.), was not clearly defined, and attempts to find the specifics of pedology, not reducible to the content of related sciences, were not successful.
Pedology sought to study the child, while studying it comprehensively, in all its manifestations and taking into account all influencing factors. Blonsky defined pedology as the science of the age development of a child in a certain socio-historical environment. The fact that pedology was still far from ideal is explained not by the fallacy of the approach, but by the enormous complexity of creating an interdisciplinary science. Of course, there was no absolute unity of views among pedologists. However, there are four main principles:
- The child is an integral system. It should not be studied only “in parts” (something by physiology, something by psychology, something by neurology).
A child can be understood only by considering that he is in constant development. The genetic principle meant taking into account the dynamics and trends of development. An example is Vygotsky's understanding of a child's egocentric speech as a preparatory phase of an adult's inner speech.
A child can be studied only taking into account his social environment, which affects not only the psyche, but often also the morphophysiological parameters of development. Pedologists worked a lot and quite successfully with difficult teenagers, which was especially important in those years of prolonged social upheavals.
The science of the child should be not only theoretical, but also practical.
2. Activities of domestic scientists in the field of pedology and the fate of domestic pedology.
2.1. A.P. Nechaev
One of the first domestic pedological works is the study of A.P. Nechaev, and then his school. In his "Experimental Psychology in its Relation to Questions of School Education" possible ways of experimental psychological investigation of didactic problems were outlined. A.P. Nechaev and his students studied individual mental functions (memory, attention, judgment, etc.). Under the guidance of Professor Nechaev, in 1901 a laboratory of experimental pedagogical psychology was organized in St. Petersburg, in the fall of 1904 the first pedological courses in Russia were opened, and in 1906 the First All-Russian Congress on Educational Psychology was convened with a special exhibition and short-term pedological courses.
In Moscow, work in this area also began to develop. G.I. Rossolimo in 1911 founded and at his own expense maintained a clinic for nervous diseases of childhood, transformed into a special Institute of Child Psychology and Neurology. The result of the work of his school was the original method of "psychological profiles", in which G.I. Rossolimo went further than A.P. Nechaev along the path of splitting the psyche into separate functions: to compile a complete "psychological profile" it is proposed to investigate 38 separate mental functions, up to ten experiments for each psychological function. G.I. Rossolimo quickly took root, was used in the form of a "mass psychological profile". But his works were also limited only to the psyche, without touching upon the biological features of the child's ontogeny. The dominant research method of the Rossolimo school was experiment, which was criticized by contemporaries for the "artificiality of the laboratory environment." The characterization of the child given by G.I. Rossolimo, with differentiation of children only by sex and age, without taking into account their social and class affiliation
2.2. V.M. Bekhterev
V.M. Bekhterev is also called the founder and creator of pedology in the USSR, who back in 1903 expressed the idea of the need to create a special institution for the study of children - Pedagogical Institute in connection with the creation of the Psychoneurological Institute in St. Petersburg. The Institute's project was submitted to the Russian Society for Normal and Pathological Psychology. In addition to the psychological department, the pedological department was included for experimental and other research, and a scientific center for the study of personality was created. In connection with the founding of the Department of Pedology, V.M. Bekhterev had the idea of creating the Pedological Institute, which existed at first as a private institution (with funds donated by V.T. Zimin). The director of the institute was K.I. Povarnin. The Institute was financially poorly supported, and V.M. Bekhterev had to submit a number of notes and applications to government authorities. On this occasion, he wrote: "The purpose of the institution was so important and tangible that it was not necessary to think about creating it even with modest funds. We were only interested in the tasks underlying this institution."
Bekhterev's students note that he considered the following problems urgent for pedology: the study of the laws of a developing personality, the use of school age for education, the use of a number of measures to prevent abnormal development, protection from the decline of intelligence and morality, and the development of self-activity of the individual.
Thanks to the indefatigability of V.M. Bekhterev, a number of institutions were created to implement these ideas: pedological and research institutes, an auxiliary school for the handicapped, an otophonetic institute, an educational and clinical institute for nervously ill children, an institute for moral education, and a children's psychiatric clinic. He united all these institutions with a scientific and laboratory department - the Institute for the Study of the Brain, as well as a scientific and clinical - Pathoreflexological Institute.
The general scheme of the biosocial study of the child according to Bekhterev is as follows:
1) the introduction of reflexological methods in the field of study of the child;
2) the study of the autonomic nervous system and the connection between the central nervous system and the endocrine glands;
3) comparative study of the ontogeny of human and animal behavior;
4) study of the full development of brain regions;
5) study of the environment;
6) the impact of the social environment on development;
7) children's handicap;
8) child psychopathy;
9) childhood neuroses;
10) labor reflexology;
11) reflexological pedagogy;
12) the reflexological method in teaching literacy.
The work in the children's institutions listed above was carried out under the guidance of professors A.S. Griboedova, P.G. Belsky, D.V. Felderg. The closest collaborators in the field of pedology were at first K.I. Povarin, and then N.M. Shchelovanov. For 9 years of existence of the first Pedological Institute with a very small number of employees, 48 scientific papers were published.
etc.................
