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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

Readiness for thinking

Zinchenko V.P., PhD in Psychology, Full member of the Russain Academy of Science (RAS), professor of the Institute of General Secondary Education of RAS, professor of the department of general and experimantal psychology of "Higher School of Economy" State University., Moscow, Russia, zinchRae@yandex.ru
Abstract
Analyzing the final work by V.V. Davuydiv, “Theory of developmental teaching”, V.P. Zinchenko rises questions about the content of developmental teaching. The contradiction within this term, mentioned by Vygotsky and Davydov, is considered more thoroughly: the learning activity is formed, but thinking develops. V.V. Davydov took direction from the activity projection of theoretical thinking and made it the subject matter of learning activity. Thus he found the way of forming readiness for conceptual thinking in schoolchildren, as well as for using several most important components of theoretical thinking: analysis, reflection, planning. The system of developmental teaching, elaborated by El’konin & Davydov does not supress, but promotes the child’s readiness for thinking, and upon this foundation forms readiness for conceptual thinking. Within the consciousness, each concept is presented as a figure against the background of corresponding relations of commonality. We choose from this background a pathway which is appropriate for the movement of our thought. Thus the level of commonality functionally determines all the totality of possible thinking operations with a given concept.

Keywords: teaching, learning, learning activity, theoretical thinking, dialectic, reflection, reasoning

Column: Memorable Dates

For Reference

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