Abstract Several well-known concepts in contemporary psychology and education are scrutinized from the standpoint of Developmental Teaching and Learning (DTL) framework grounded in Piotr Galperin's research. In particular, DTL reveals the need to take a fresh look at and radically revise the key suppositions that underlie the currently influential Bloom's Taxonomy of educational objectives. From the DTL perspective, the Taxonomy has multiple conceptual problems – it reflects a number of deeply entrenched and widely spread misconceptions about how the human mind works, how students learn, and therefore, how teachers need to teach. The major issue is that the Taxonomy is implicitly based on outdated mentalist assumptions and on the mechanistic model of human cognition as “information processing.” By contrast, DTL argues that knowledge is not “information” but rather a set of activities; activities cannot be “stored and retrieved” but can only be developed, enacted, and re-enacted. Thinking about the mind and students' cognitive abilities in terms of activities that are inseparable from the acting person, rather than in misleading terms of stages and levels of “objective information processing,” changes the entire discourse about educational goals, learning, and teaching.

中文翻译：

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发展性教与学的愿景与布鲁姆教育目标分类法

摘要 从以 Piotr Galperin 的研究为基础的发展性教学 (DTL) 框架的角度审视了当代心理学和教育中的几个著名概念。特别是，DTL 揭示了需要重新审视并从根本上修改构成当前有影响力的 Bloom 教育目标分类法基础的关键假设。从 DTL 的角度来看，分类法有多个概念性问题——它反映了许多根深蒂固且广泛传播的关于人类思维如何运作、学生如何学习以及教师需要如何教学的误解。主要问题是分类法隐含地基于过时的心智假设和作为“信息处理”的人类认知机制模型。相比之下，DTL 认为知识不是“信息”，而是一系列活动；活动不能被“存储和检索”，而只能被开发、制定和重新制定。从与行动者密不可分的活动的角度来思考心理和学生的认知能力，而不是从“客观信息处理”的阶段和层次的误导性角度来思考，改变了关于教育目标、学习和教学的整个话语。