Interiorization and exteriorization: conceptual understanding

The subject of this article is the interplay between interiorization and exteriorization in their comparison. The author juxtaposes L.S. Vygotsky's theory of interiorization with A.V. Khutorskoy's theory of exteriorization. The author describes the processes of interiorization, transformation, and exteriorization in the concept proposed by A.K. Tutunjan, A.A. Tutunjan, and V.V. Grigorieva. The author considers interiorization and exteriorization as instances of the realization of the mental scheme "transfer – receipt – possession," or "to give – to take – to carry." This mental scheme is described by N.V. Pyataeva based on the material of Indo-European languages and is rooted in the lexico-semantic paradigm "to give – to take – to receive – to have – to carry." Furthermore, the mental scheme "transfer – receipt – possession," or "to give – to take – to carry," is complemented by the concept of A.K. Tutunjan, A.A. Tutunjan, and V.V. Grigorieva. The research methodology is comprehensive and includes general scientific methods: comparative method, method of abstraction, method of reflexive understanding. The novelty of the research lies in the interpretation of interiorization and exteriorization through the mental scheme of "transfer – receipt – possession." In addition, the novelty consists in the understanding of interiorization and exteriorization through the theory of meta-paradigms. The author concludes that interiorization and exteriorization are dialectically interconnected. In pure form, neither interiorization nor exteriorization is realized. From the perspective of the mental scheme of "transfer – receipt – possession," interiorization and exteriorization differ only in direction: interiorization is the movement from the world to the person, while exteriorization is the movement from the person to the world. The author concludes that traditional education is a manifestation of systemic structuralism, while developmental education is a manifestation of bio-essential determinism. Interiorization and exteriorization are manifestations of bio-essential determinism. The author concludes that systemic-structural and bio-essential-deterministic meta-paradigms manifest themselves in various ways in pedagogy.