Перре-Клермон А.Н. доктор психологических наук, Заслуженный профессор психологии и образования Института психологии и образования, Университет Невшателя, Нёвшатель, Швейцария e-mail: anne-nelly.perret-clermont@unine.ch
Верч Дж.В. доктор психологических наук, профессор отделения антропологии факультета искусств и наук, Вашингтонского университет Сент-Луис, Вашингтон, США e-mail: jwertsch@artsci.wustl.edu
Фрэнсис Д. кандидат психологических наук, председатель департамента, директор оценки и статистики, Хьюстонский университет, Хьюстон, США e-mail: dfrancis@uh.edu
Дафермос М. кандидат философских наук, преподаватель эпистемологии психологии на факультете психологии колледжа гуманитарных наук, Университет Крита, Крит, Греция ORCID: https://orcid.org/0000-0002-7321-8145 e-mail: mdafermo@uoc.gr
Дэниелс Г. PhD, профессор, научный сотрудник, факультет образования, колледж Грин Темплтон, Оксфорд, Великобритания e-mail: harry.daniels@education.ox.ac.uk
Василев В.К. доктор психологических наук, профессор кафедры психологии, Пловдивский университет им. Паисия Хилендарского, Пловдив, Болгария ORCID: https://orcid.org/0000-0003-4822-5754 e-mail: veselin_vasilev@abv.bg
Веджетти С.М. кандидат психологических наук, профессор общей психологии, академик РАО, Римский университет Сапиенцы, Рим, Италия ORCID: https://orcid.org/0000-0002-3247-7650 e-mail: serena.veggetti@uniroma1.it
Dear Vitaly, the celebration of your 70th birthday is a
wonderful opportunity to thank you for many reasons. First, for your remarkable
contributions to educational theory and practice. Standing on the shoulders of
your important predecessors, aware of the role of social interactions for
cognitive development, you have drawn attention to the need to consider not
only adult-child but also child-child interactions. This has led you to invite
educators and researchers to investigate with care the organization of the
relationships in which students get involved in group work. You have found that
cooperation is not sufficient. Reflection on the joint activity should be built
into the pedagogical tasks to foster second-level understanding and facilitate
the transition to a more efficient activity and to a further development of
students' skills. This is an important inspiration for my on-going research
work.
Литература
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Moscow: Akademija, 2004.
Davydov V.V., Rubtsov V.V. Development of
the bases of reflexive thinking of schoolchildren in the process of activity.
Novosibirsk, 1995.
Rubtsov V.V. Psychological features of the
organization of educational activities in the formation of the theoretical
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younger schoolboy. Yerevan: 1975.
Rubtsov V.V. Communicatively-oriented images of the
environment.Psychology of design, RAO. Moscow, 1996.
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88—137.
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Rubtsov V.V., Margolis A.A., Guruzhapov V.A.
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Veggetti M.S. La Comunicazione.Psicologia
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Tomsk: Peleng, 1993.