Abstract
This article is linked to research data from a master’s programme and investigates the students’ position regarding the social and pedagogical conditions for the process of acquiring scientific knowledge. It adopts the assumption that the aforementioned conditions are essential, for the peculiarity of the study activity, for the development of students’ full capacities through the acquisition of scientific theoretical knowledge. The object of this study is examined following the principles of historical and dialectical materialism seen through the foundations of the historical-cultural theory based on Davídov, Leontiev and Vygotski. These authors offer arguments for the development of the idea that social and pedagogical conditions are inseparable when the perspective of an omnilateral human formation is sought, which necessarily involves the appropriation of scientific knowledge.
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