K. D. Ushinsky’s contribution to the development of psychological science

Abstract

Traditionally, the scientific heritage of K. D. Ushinsky is considered in connection with his role in the development of pedagogical science. He is deservedly recognized for his outstanding contribution to the study and solution of general pedagogical problems (didactics, individualization of education, educational pedagogy, comparative pedagogy, etc.). He is also renowned for the substantiation of the principle of national education and the role of labor in human development, for solving problems of methodology of teaching school subjects, and for many other achievements. This makes it fair to describe Ushinsky as Russia’s outstanding teacher. At the same time, Ushinsky also made a significant contribution to the development of psychological science in the 19th and 20th centuries, even though he did not create a complete psychological conception. Ushinsky’s psychological ideas were highly appreciated by the psychological community (B. G. Ananyev, K. N. Kornilov, K. A. Ramul, V. S. Filatov and others). He studied problems of general psychology and the history of psychology of the 19th century, the psychological foundations of moral education, motivation and success in learning, the formation of personality and character in educational activities, the psychology of teaching diligence, independence and responsibility, health psychology, etc. More importantly, Ushinsky’s ideas about the role of labor in the development and character education of a person underlain the implementation of the main research vector of the Yaroslavl psychological school, which is the study of labor psychology, labor training and character education. In conclusion, it is argued that Ushinsky’s contribution to psychological science is underestimated: his ideas should become the subject of special historical and psychological analysis, and the modern psychological community should pay closer attention to Ushinsky’s psychological ideas.