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Allakhverdov V.M. (2016). Moscow and St. Petersburgpsychological schools: from opposition to friendship. National Psychological Journal. 3, 36-44.

Abstract

The paper is an attempt to summarize the interaction of the two largest schools of psychology in Russia: the psychological schools of Moscow and St. Petersburg. The paper is a sketch dedicated to the 50th anniversary of the psychological faculties of Moscow and St. Petersburg, and should not be appreciated as a historical treatise. Tense ties between the psychological schools, that originate in the distant past, have gone through different historical stages. Slavophilevs Westernizer traditions affected the initial difference in these schoolsemerging into the opposition: either the human being is studied entirety with his/her vast subjective experience, but losing the reliability of our statements (peculiarity of Moscow school), or we study the human being accurately using objective methods, but losing the integrity of our ideas (peculiarity of St.-Petersburg school). Both psychological schools, having gone through the ups and downs, have retained their identity and their emphasis on research. Moscow scholars in their studies are aimed to larger issues and still rely on large-scale Vygotsky-Leontiev approach. Scholars of St.-Petersburgtouch upon more specific issues using empirical methods, but still continue with nostalgia and hope making plans about creating a common concept of human individual according to Ananiev. Nowadays between the two schools there is no opposition, but only one mutual love.

Received: 09/16/2016
Accepted: 09/27/2016
Pages: 36-44
DOI: 10.11621/npj.2016.0305

Sections: History of Psychology;

PDF: /pdf/npj-no23-2016/npj_no23_2016_036-044.pdf

Keywords: history of psychology; psychological schools; psychological organization; personality in Russian psychology;

Available Online 30.10.2016

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For citing this article:

Allakhverdov V.M. (2016). Moscow and St. Petersburgpsychological schools: from opposition to friendship. National Psychological Journal. 3, 36-44.

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