Igor Arievitch joined the Department of Education at CSI as full professor in 2001. Before that, for a number of years he was doing research and teaching at the universities of Moscow (Russia), Leiden (The Netherlands), and Bern (Switzerland).
Dr. Arievitch is a developmental and educational psychologist working within the framework of cultural-historical activity theory. His studies focus on the role of teaching and learning in students’ cognitive development and on methods of developmental teaching. In his works he argues that the regularities of cognitive development can be discovered not in the brain processes but in children’s gradual mastery of culturally evolved cognitive tools within socially shared learning activities. Accordingly, at the core of his educational philosophy is the belief that teaching and learning -- if they are properly structured and provide advanced cognitive tools for students’ problem solving -- can affect and even generate students’ cognitive development. This leads to the critical role of the teacher as someone whose mission is not to “stuff” students’ heads with new information but to help them develop their minds. Dr. Arievitch published a number of theoretical works on these issues and delivered several invited key-note addresses at international congresses.
Ph.D. Moscow State University
Scholarship / Publications
Stetsenko, A. & Arievitch, I. M. (2010). Cultural-historical activity theory: Foundational worldview, major principles, and the relevance of sociocultural context. In J. Martin and S. Kirschner (Eds.), The sociocultural turn in psychology: The contextual emergence of mind and self (pp. 231-252). New York: Columbia University Press.
Arievitch, I. M. (2008). Exploring the links between external and internal activity from the cultural-historical perspective. In B. van Oers et al. (Eds.), The Transformation of learning: Advances in cultural-historical activity theory (pp. 38-58). Cambridge University Press.
Arievitch, I. M. (2007). An activity theory perspective on educational technology and learning. In D. Kritt & L. T. Winegar (Eds.), Educational technology: Critical perspectives and possible futures (pp. 49-72). Lanham, MD and New York: Lexington Books.
Arievitch, I. M. & Haenen, J. P. P. (2005). Connecting sociocultural theory and educational practice. Educational Psychologist, 40 (3), 155-165.
Arievitch, I. M. & Van der Veer, R. (2004). The role of non-automatic processes in activity regulation: From Lipps to Galperin. History of Psychology, 7 (2), 154-182.
Arievitch, I. M., &; Stetsenko, A. (2000). The quality of cultural tools and cognitive development: Galperin’s perspective and its implications. Human Development, 43 (3), 69-92.