Readiness for thinking



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.

General Information

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

Journal rubric: Theory and Methodology

Article type: scientific article

For citation: Zinchenko V.P. Readiness for thinking. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2005. Vol. 1, no. 2, pp. 4–16. (In Russ., аbstr. in Engl.)


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Information About the Authors

Vladimir P. Zinchenko, Doctor of Psychology, Russian Academy of Sciences (PI RAS), Moscow, Russia



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