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Cultural-Historical Psychology
2006. Vol. 2, no. 2, 82–88
ISSN: 1816-5435 / 2224-8935 (online)

On the phenomenology of setting and solving the educational task in developmental learning: an attempt to integrate the ideas of V.V. Davydov and J. Dewey

 
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Abstract

The article addresses the problem of setting and solving the educational task in V.V. Davydov's (1930— 1999) theory of developmental learning. The author makes an attempt to analyze the phenomenology of the act of thinking in solving the educational task basing on the ideas of J. Dewey (1859—1952). The article describes the substantial specificity of the educational task as an object of thinking analysis and gives detailed definitions of such educational actions, as solving a system of practical tasks of a certain type, assessment, and control. The author raises the question of broadening the methodological foundation of developmental learning.

General Information

Keywords: developmental learning, mental action, theoretical thinking, learning activity, learning task

Journal rubric: Discussions and Discourses

Article type: scientific article

Published

For citation: Guruzhapov, V.A. (2006). On the phenomenology of setting and solving the educational task in developmental learning: an attempt to integrate the ideas of V.V. Davydov and J. Dewey. Cultural-Historical Psychology, 2(2), 82–88. (In Russ.). URL: https://psyjournals.ru/en/journals/chp/archive/2006_n2/Gurujapov (viewed: 05.12.2025)

© Guruzhapov V.A., 2006

License: CC BY-NC 4.0

References

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  4. Davydov V.V., Gorbov S.F., Mikulina G.G., Savel'eva O.V. Obuchenie matematike. 1 klass: Metodicheskoe posobie dlya uchitelei trehletnei nachal'noi shkoly. M., 1995.
  5. D'yui Dzh. Psihologiya i pedagogika myshleniya. M., 1999.
  6. D'yui Dzh. Demokratiya i obrazovanie. M., 2000.
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  8. Zinchenko V.P. Pedagogika razvitiya. M., 2002.
  9. Il'enkov E.V. Shkola dolzhna uchit' myslit'. M., 2002.
  10. Mamardashvili M.K. Strela poznaniya. M., 1998.
  11. Mihailov F.T. Izbrannoe. M., 2001.

Information About the Authors

Victor A. Guruzhapov, Doctor of Psychology, Professor, Head of the Chair of Pedagogical Psychology, Department of Educational Psychology, Moscow State University of Psychology & Education, Senior Researcher, Tretyakov Gallery, Moscow, Russian Federation

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