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Psychological-Educational Studies
2020. Vol. 12, no. 4, 3–18
doi:10.17759/psyedu.2020120401
ISSN: 2587-6139 (online)

A Comparative Analysis of Conceptual Bases of Modern Educational Systems and Educational Practices (on the Example of Comparison of the System of Developmental Instruction and Reflective-Activity Approach)

363

V.K. Zaretsky, Y.V. Zaretsky, O.S. Ostroverkh, A.V. Tikhomirova, E.Y. Fedorenko

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Abstract

The article is written in the framework of the research project of the Moscow state university of psychology and education "Development of a conceptual model of a new school". In this article, the authors attempt to start a comparative analysis of conceptual educational systems and practices that have common value and theoretical and methodological foundations and can become the basis for building the educational process within the framework of the project being developed. It is important to enrich understanding of how the principles of subjectness, cooperation, and development can be implemented on a school-wide scale through a comparison of the system of developmental instruction training and the reflexive-activity approach. The article attempts to integrate these approaches in the process of designing a new school.

General Information

Keywords: system of developmental instruction, reflective-activity approach, subject position, collaboration, development, cultural-historical psychology, concept of new school

Journal rubric: Psychology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2020120401

For citation: Zaretsky V.K., Zaretsky Y.V., Ostroverkh O.S., Tikhomirova A.V., Fedorenko E.Y. A Comparative Analysis of Conceptual Bases of Modern Educational Systems and Educational Practices (on the Example of Comparison of the System of Developmental Instruction and Reflective-Activity Approach) [Elektronnyi resurs]. Psychological-Educational Studies, 2020. Vol. 12, no. 4, pp. 3–18. DOI: 10.17759/psyedu.2020120401. (In Russ., аbstr. in Engl.)

References

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Information About the Authors

Victor K. Zaretsky, PhD in Psychology, Professor, Chair of Individual and Group Psychotherapy, Faculty of Counseling and Clinical Psychology, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-8831-6127, e-mail: zaretskiyvk@mgppu.ru

Yuri V. Zaretsky, PhD in Psychology, Associate Professor, Chair of Clinical Psychology and Psychotherapy, Department of Clinical and Counseling Psychology, Moscow State University of Psychology and Education, Educational Psychologist GBOU Boarding School No. 8, Moscow, Russia, ORCID: https://orcid.org/0000-0002-8036-4431, e-mail: zaretskiyyuv@mgppu.ru

Oksana S. Ostroverkh, PhD in Psychology, Associate Professor of the Department of Psychology of Human Resource Management, Institute of Economics, Management and Environmental Studies, Siberian Federal University, Krasnoyarsk, Russia, ORCID: https://orcid.org/0000-0002-3411-8256, e-mail: ostrovoksana@mail.ru

Anna V. Tikhomirova, Lecturer of the Chair Individual and Group Psychotherapy, Faculty of Counseling and Clinical Psychology, a Leading Analyst of the Center for Evidence-Based Social Design, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-7647-5991, e-mail: tihomirovaav@mgppu.ru

Elena Y. Fedorenko, PhD in Psychology, Dean of the Faculty of Management in Education, Moscow Higher School of Social and Economic Sciences, Moscow, Russia, ORCID: https://orcid.org/0000-0001-5550-1353, e-mail: e.fedorenko@mail.ru

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