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Significance of the Theoretical Thinking for the Issues of Conteporary Education and Human Self-Knowlege

Abstract
The article analyses methodological sources of significance of the learning concept articulated by V. V. Davydov. The article describes its meaning for understanding education as a form of education of the future world citizens. This researcher’s and his followers’ psychological and educational investigations contain theoretical prerequisites for projecting education and upbringing of the future generations. The critical analysis of “objectivist” paradigm as an attempt to describe psychological phenomena analogous to natural sciences is provided. It hypothesized that such an apporach is one of the reason for low efficiency of educational systems. Activity and cultural-historical approaches to human consciousness investigation in the works by L. S. Vygotsky, A. N. Leontyev, V. V. Davydov, V. V. Rubtsov et al. are analyzed comprehensively. Their significance for development of the international psychological science is shown. Special attention is paid to the role of language and theoretical thinking in educational programmes. The issue of psychological patterns of self-consciousness development in children through acquisition of social meanings in the process of subjective comprehension of knowledge is raised. The article provides an outlook of the history and development of scientific and educational collaboration between the representatives of V. V. Davydov’s scientific school and faculty staff of the First Rome University.

Keywords: education and its tasks in the XXI century, self-knowledge as an upbringing goal, developing education, formation of theoretical thinking, educational programmes

Column: Plenary reports at the conference "V. V. Davydov's scientific school: issues in theory and practice"

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