抄録
In this paper the fundamental issue of the relation between child development and education is discussed, especially the internalization model of social influences. In general terms, internalization refers to the process by which external action and material are transmitted to internal plane. The views of internalization model usually presuppose an external-internal dualism, and are tied to an assumption that mental processes exist within the isolated individual. In a variety of theories using the notion of internalization child development through teaching-learning is viewed as wholly internal possession of external pieces of knowledge and skill, that is, internalization of ready-made standards of behaviour and cognition. To overcome the theory of teaching-learnig and development based on the views of internalization views, we need to shift to the expanded model of human mental development. This model is created in the idea of mediated action that serves as the starting category of analysis, and accounts the very specific and important role of mediating artifacts in the process of human activity. According to this idea, we can view human mental development as active and creative transformation of individual(s) operating with mediating artifacts in sociocultural activity. In connection with the idea of mediation, the semiotic version of activity theory rethinking L. S. Vygotsky's idea gives special attention to the way in which mental development emerges from the activity of a subject mediated by inter-subjective relations. This perspective provides an important correction to an assumption that the individual is a passive recipient of external social or cultural influences. Humans can change and transform their own subjective worlds through using and creating mediating artifacts of activity. An explicit analysis of the role of mediation makes it possible to conceptualize the creative character of teaching-learnig and development. From the new perspective, the telos of teaching-learnig activity can be appreciated as forming societally important new intellectual tools and patterns of collaboration rather than the acquisition of pieces of knowledge and skill. Child development through teaching-learning is creative transformation within culturally organized social (inter-subjective) environment. In this paper this conceptualizaion is proposed through an analysis of a classroom interaction in social studies.
