Despite early 1980’s publications mentioning the problem of solving
contradictory situations, the establishment year of the school should be considered 1985, when Nikolay Veraksa began
lecturing “Likening principle in psychology” course at Lenin Moscow Pedagogical State University,
which was the first work to consistently use and regard dialectic as a method for content analysis.
This time also brought the school’s first following – a group
of second year students fascinated by the ideas: Bagdasarova N.A., (presently PhD in Psychology, director of Invisible
College, Kyrgyzstan), Bayanova L.F. (presently PhD in Psychology,
Dean of Birsk State social-pedagogic University’s Social Pedagogic and Psychology faculty), Krasheninnikov
E.E. (presently PhD in Psychology, assistant professor at Moscow State Psychological-Pedagogic University’s
Department of Social Psychology of Development), Shiyan
O.A. (presently PhD in Pedagogy, assistant professor at Moscow State Psychological-Pedagogic University’s
Department of Social Psychology of Development), Shiyan
I.B. (presently PhD in Psychology, assistant professor at Moscow State Psychological-Pedagogic University’s
Department of Social Psychology of Development, professor of Central Arkansas University). For more than 15 years these scientists
have been working on and evolving the ideas of structural-dialectic approach. Presently, Nikolay Veraksa’s scientific
school attracts the third generation of its following.
In 1991 Nikolay Veraksa successfully defended a doctoral thesis “Origin
and development of preschoolers’ dialectic cognition” and the year after theses in this field of psychology
began to be defended with professor Veraksa as a scientific adviser.
Early 90’s brings ideas of dialectic education to kindergarten
#1602 in Moscow (Head of kindergarten – Sokol I.V.). Later on, in mid 90’s great efforts were made to introduce
and perfection the program, namely at kindergarten #140 in Krasnoyarsk, Russia (Head of kindergarten –
“Learn to Think” (“Uchimsa dumat”)
experimental project of preschoolers’ dialectic education is being put into effort in kindergartens of Lvov, Ukraine:
teaching and educational kindergarten-school establishment “One, Two, Three” (Head – Kozak L.F.),
kindergarten #69 (head – Sindega G.M.), kindergarten-school “Little Bell” (“Dzvinochok”)
(head – Yurchenko B.G.). The dialectic education program ideas are also in use in “Shining Eyes and Busy Mind”
child center in London (directors – Dolya-Higgins G.N., Higgins D.)
Presently, at the instance of Moscow city department of education professor
Veraksa conducts experimental work in 35 city kindergartens. From 2007 professor Veraksa is a research director of Resource
Center for intellectual development of preschoolers "The Ingenious Little Ones" (Joint Pilot Project "From Infancy to School"
- UNESCO and Moscow Goverment, Moscow City Department of Education).
Main experimental site, where researches are underway and “Dialectic”
(“Dialektica”) program for schoolchildren is still on trial is Moscow
school #1716 “Evrika – Ogonek” - federal and city’s experimental site School “Dialectic”.
Experimenting work in that school had started in 1992, at the instance of its first director L.A. Adamskaya and under supervision
of Nikolay Veraksa. Dialectic education of schoolchildren is still on in “Evrika – Ogonek” in cooperation
with its present director O.V. Kerzhner.
In 1994 an article on position education was published in “Questions
of Psychology” (“Voprosy Psikhologii”) magazine, originating the development of position education concept
for adults. The system of position education for students and teachers is being realized generally by means of exit seminars,
except for Krasnoyarsk Regional Pedagogical College #2, where it is a primary
teaching method of pedagogic-psychological disciplines (director of the college – Prokoporskaya T.I., Head of student’s
position education laboratory – Nepomnashaya T.I.).
Mathematical modeling of dialectic structures holds its special
place within the approach and since early 90’s mathematical models were created and developed by S.A.
Zadadaev – PhD in physical and mathematical sciences, associate professor of Russian FederationGovernment
Finance Academy’s Department of Mathematics and Financial Applications.
In 2003 under the direction of professor Veraksa Department of Social
Developmental Psychology was established at Moscow City University of Psychology and Education,
having intensified the school’s scientific life, which incited new publications and experimental programs to be introduced
and doctoral theses to be defended by the disciples who joined the school in late 90’s. Up to present day, over 30 theses
were defended, over 20 monographs were written and over 150 articles were published in leading scientific prints on development
of dialectic cognition, application of structural-dialectic analysis method, constructing of normative space and analysis
of normative situation, all of which accomplished under guidance of professor Veraksa as a scientific adviser.
Apart from their scientific work, personnel of Social Psychology of Development
Department is engaged in various other activities, like organization of Young Researcher exit trainings and regular theoretical
seminars on the approach, conducting online debates at the department’s official web site and publishing their own magazine
“Shift Alternatives” (“Smena Alternativi”). More about the department is available at its official
web site at www.inpsy.com.
Nikolay Veraksa, his work and work of his following have established a
new branch in the science of psychology - Structural-Dialectic Psychology (Structural-Dialectic Psychology of Development
section was established within Moscow division of Russian Psychological Society). The core of the direction is a structural-dialectic
analysis of different mental phenomena, based on distinction of the antithetical elements of the phenomenon in study, ascertainment
of their interrelations and construction of different variants of such interrelations, ultimately arranging them in an integral
structure. This method gives an opportunity to analyze not merely mental activity of children and adults, but also social
interrelations and processes of development in general.