Abstract
The purpose of this paper is to shed light the perspective to overcome the question which control one's emotions from outside about personality development in the classroom. From the viewpoint of personality development theory, this paper capture Vygotsky's the Zone of Proximal Development (ZPD), and confirm the parson concerned experiences "paradox of development", which the ZPD contains as "comprehend and un-comprehend" or "comprehend vaguely". Besides from the viewpoint of psychological system theory in the late Vygotsky's theory, we notice the dynamic relaition between cognition and emotional process, and try to capture the ZPD as whole child. Consequently, the present study reveals three matters. 1) The "paradox of development" is untied by functioning as the psychological system related to the dynamic relation between two different systems of cognition and emotional process. 2) The zone of proximal personality development begins from "comprehend vaguely" in the emotional experience after the recognition exceeds the comprehension mediated "sense". 3) This opening of the emotional experience becomes possible for the parson concerned acquires one's externality in the emotional and physical one's relations to others.
