V.V. Davydov’s Ideas in Education: The Past and the Present



The article presents an analysis of the main conceptual ideas of the scientific school of V.V. Davydov. One of the main vectors of ideas is devoted to the formation of theoretical thinking and consciousness in children, which are the basis of a person’s cultural orientation in contemporary reality. The article outlines some examples of implementation of these ideas in primary school. The key theme is the promotion of V.V. Davydov’s ideas by his student, professor V.A. Guruzhapov. The article presents his ‘didactic assumptions’ about how education should be organized. The first shows that everything that has ever been created by people as a result of a creative impulse, a discovery about the essence of the phenomena of the surrounding world, can then be understood by other people as well. The second is that it is possible to construct artificial conditions in which a person begins to understand what people once discovered about the essence of the surrounding reality. The article also analyzes the process of setting the learning task. The second vector focuses on the issue of training teachers for modern school who would be able to implement the ideas of developmental teaching.

General Information

Keywords: developmental teaching, education, theoretical thinking, theory of learning actvity, activity approach, teacher training

Journal rubric: Psychology at School

DOI: https://doi.org/10.17759/pse.2020250510

For citation: Egorenko T.A., Sanina S.P. V.V. Davydov’s Ideas in Education: The Past and the Present. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2020. Vol. 25, no. 5, pp. 120–126. DOI: 10.17759/pse.2020250510. (In Russ., аbstr. in Engl.)


  1. Guruzhapov V.A. Idei V.V. Davydova o edinstve praktiki i teorii obucheniya detei [The ideas of V.V. Davydov on the unity of practice and theory of teaching children]. Vestnik prakticheskoi psikhologii obrazovaniya, Vol. 4, no. 3, pp. 19—21. Available at: https://psyjournals.ru/vestnik_psyobr/2007/ n3/28852.shtml (Accessed 02.08.2020) (In Russ.).
  2. Guruzhapov V.A. Uchebnaya deyatel’nost’ v razvivayushchem obuchenii (sistema D.B. El’konina— V.V. Davydova) [Educational activity in developing education (system of D.B. Elkonin—V.V. Davydov)]. Chast’ I: Metodicheskoe posobie k distsipline «Psikhologicheskaya teoriya uchebnoi deyatel’nosti», 2008, p. 80. Available at: http://psychlib.ru/inc/absid. php?absid=78035 (Accessed 02.08.2020) (In Russ.).
  3. Guruzhapov V.A. O novoj obshhej psikhologii obrazovaniya [On the new general psychology of education]. Voprosy` obrazovaniya, 2014, no. 1, pp. 271—280. (In Russ.).
  4. Guruzhapov V.A., Margolis A.A. Proektirovanie modeli praktiko-orientirovannoi podgotovki pedagogicheskikh kadrov po programmam bakalavriata po napravleniyu podgotovki «Psikhologo-pedagogicheskoe obrazovanie» (Uchitel’ nachal’nykh klassov) na osnove setevogo vzaimodeistviya obrazovatel’nykh organizatsii, realizuyushchikh programmy vysshego obrazovaniya i nachal’nogo obshchego obrazovaniya [Elektronnyi resurs] [Designing a model of practice-oriented teacher training for undergraduate programs in the direction of training «Psychological and pedagogical education» (Primary school teacher) based on the network interaction of educational organizations implementing higher education programs and primary general education]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2014. Vol. 19, no. 3, pp. 143—159. Available at: http://psyjournals.ru/files/71596/pno_3_2014_ gurujapov.pdf (Accessed 02.08.2020). (In Russ.)
  5. Rubtsov V.V., Margolis A.A., Guruzhapov V.A. O deyatel’nostnom soderzhanii psikhologo-pedagogicheskoi podgotovki sovremennogo uchitelya dlya novoi shkoly [Elektronnyi resurs] [On the Activity Content of Psycho-Pedagogical Training of the Modern Teacher for the New School]. Kul’turno-istoricheskaya psikhologiya = Cultural-historical psychology, 2010, no. 4, pp. 62—68. Available at: http://psyjournals. ru/files/32897/kip_2010_4_Rubtsov.pdf (Accessed 02.08.2020). (In Russ.).

Information About the Authors

Tatiana A. Egorenko, PhD in Psychology, Associate Professor, Associate Professor, Head of the Chair of Pedagogical Psychology named after Professor V.A. Guruzhapov, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-2934-5657, e-mail: egorenkota@mgppu.ru

Svetlana P. Sanina, PhD in Education, Associate Professor, Chair of Pedagogical Psychology named after Professor V. A. Guruzhapov, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-4033-3913, e-mail: saninasp@mgppu.ru



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