saturs - rpiva

The approach of the development of the system of external and internal perspectives is
considered to be applicable to the present research on teaching content for the students’
development as highlighted in Figure 1 (Ahrens, Zaščerinska, 2010, 181).
Figure 1. Development of the system of external and internal
Theoretical framework
Defining content
Content in pedagogy is regarded within the concept of knowledge (Niemi, 2008, 12).
Knowledge and, consequently, content is the body of facts, principles, theories, practices
(Commission of the European Communities, 2006, 16) and concepts (Ţogla, 2001a, 4). The
dimensions of content in education comprise content of education (Beļickis, Blūma, Koķe,
Markus, Skujiņa, Šalme, 2000, 74), content of teaching/learning (Ţogla, 2001b, 96; Andersone,
2007, 127) and subject/discipline content (Beļickis, Blūma, Koķe, Markus, Skujiņa, Šalme,
2000, 96). Content is dynamic. The nature of content changes from static transmitted content to
knowledge that is ever renewable and often construed jointly with other learners (Niemi, 2008,
12). Knowledge creation is socially shared, and emerges from participation in socio-cultural
activities (Niemi, 2008, 12).
Conditions for content development
Content development based on the methodology of the development of the system of
external and internal perspectives is formed within concept development (Vigotskis, 2002, 208):
the level of individual actual development is determined by the level of spontaneous concept
acquiring whereas the level of scientific concept gaining reveals the zone of individual proximal
development (Леонтьев, 1982, 36). The methodological approach of the development of the
system of external and internal perspectives considers that the external perspective comprises the
development of scientific concepts, and the internal perspective includes the formation of
spontaneous concepts. Hence, the external perspective and internal perspective are parts of the
single system. Moreover, the unifying phase of the external and internal perspectives for the
process of the content as well as concept development is emphasized. Moreover, a total system
of concepts is of great importance in the course of development: “scientific and spontaneous
concepts start from different points but eventually meet” (Vygotsky, 1934/1962, 84).
The term psychological system considers the change in the relationship between
functions for the individual development to be significant, and not the development of each
function (Vygotsky by Леонтьев, 1982, 38) as well as the relationship between scientific
concepts and professional concepts (Mylett, Gluck, 2004, 6) and allows understanding of quasiconcept
that is asymmetrical, in flux at various stages and can be interpreted differently at
different points in time (Robbins, 2007, 49) as depicted in Figure 2 (see Figure 2).
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