On the concept of Reflection in L.S. Vygotsky’s cultural-historical psychology: from the origins to the present day

Relevance. Today, the question of whether the concept of "reflection" is incorporated into the conceptual apparatus of L.S. Vygotsky's cultural-historical psychology (CHP) remains quite debateable. There are differing viewpoints, including diametrically opposite: from opinions that L.S. Vygotsky did not consider reflection a problem, to assumptions that this concept fits quite organically into CHP, and that the founder of CHP was one of the first domestic psychologists to begin developing the issue of reflection. Aim of the article. The authors aim to demonstrate that L.S. Vygotsky seriously posed the problem of reflection, considered it in connection with human development, but was forced to abandon it due to "cultural-historical circumstances," events that took place at the turn of 1931–1932 in our country and abroad. They also seek to show what significance the concept of "reflection" has, using examples of modern psychological practices developed within CHP. Results. An analysis is provided of Vygotsky's understanding of reflection and the importance he attributed to it as a crucial new formation during adolescence (based on the works of A. Buzeman). Arguments are presented to support the idea that the rejection of the concept was forced and determined by historical circumstances. The shift in psychology at the end of the 20th century toward psychological practices allowed the heuristic potential of CHP to be harnessed for practical application (Vygotsky himself saw the mission of psychology in transforming into practice). Reflection is regarded by the authors as a central mechanism of self-development and self-regulation, which has fundamental significance for educational practice, psychosocial rehabilitation, and psychotherapy.