The School as Ecosystem of Developing Child-Adult Communities: Activity Approach to Designing the School of the Future

Gromyko, Yu. V.; Рубцов, В В; Марголис, А А

doi:10.17759/chp.2020160106

Cited by 23 publications

(2 citation statements)

References 4 publications

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“…Schools cannot remain isolated from contradictions and challenges in the society. Thus, interventionist and developmental studies of school instruction need to be embedded in broader transformations, such as the design of "schools of the future" (Gromyko, Margolis & Rubtsov, 2020). At the same time, schools need to search partnerships and coalitions with progressive social movements (Tarlau, 2019).…”

Section: Resultsmentioning

confidence: 99%

Ascending from the Abstract to the Concrete as a Principle of Expansive Learning

Engeström

2020

Psychological Science and Education

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The article examines the potential of the dialectical principle of ascending from the abstract to the concrete for transforming practices of learning. It is shown that V.V. Davydov’s work has created a foundation for such transformation. The theory of expansive learning builds on Davydov’s legacy and brings the principle of ascending from the abstract to the concrete into learning and concept formation outside schools, “in the wild.” Three studies investigating different scales of expansive learning are discussed, focusing on the internally contradictory germ cells discovered and used in those studies. The article concludes by emphasizing the need to integrate Davydov’s revolutionary pedagogy and the broader agenda of school transformation as part of societal transformation.

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Section: Resultsmentioning

confidence: 99%

Ascending from the Abstract to the Concrete as a Principle of Expansive Learning

Engeström

2020

Psychological Science and Education

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“…The following principle is important, i.e., the mode of action that students have mastered at one stage of education is necessarily used at another stage of education already as a means of new activity. When designing a school based on the activity approach, it is necessary to take into account the "age" and "activity" dimensions (Gromyko et al, 2020). At each age stage, the child development is determined by the mastering of the leading type of activity for a given age, and the types of activity being mastered in the age logic presuppose a connection between various child-adult communities.…”

Section: Development In the Context Of Cultural-historical Psychology And The Activity Approachmentioning

confidence: 99%

Theoretical and Methodological Bases of a New School Model in Russia: Cultural-Historical Psychology and the Activity Approach as the Foundation of Educational Practice

Zaretsky

Karyagina

et al. 2021

Vestn. Ross. univ. družby nar., Ser. Psihol. pedagog.

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To overcome the crisis of the modern school institution, it is necessary to qualitatively rethink its foundations and to design fundamentally new approaches to implementing the educational program. The theoretical and methodological bases of the concept of a new type of school as a development practice, based on the provisions of Russian cultural-historical psychology and the activity approach are presented. The purpose of the work is to consider in the modern context the key theoretical provisions of Russian psychology and to formulate the methodological principles arising from them, which set the conditions for organizing the educational process, thus ensuring the transition from theory to practice. The key concepts of the school model are development, agency and collaboration: infinite development is formulated as the supreme goal and value of the school, the development of the position of agency is considered as the main productive process, and collaboration is the main professional principle. Eight basic principles are formulated as follows: intent - implementation - reflection as a methodological scheme for organizing school processes, the principle of multidimensional development, the principle of equal importance of school activities, the principle of congruence, the principle of organizing the educational space as a space for growing up, the principle of fellowship of practices and the development-oriented approach to evaluation. Thus, the article presents the authors view of the school as a scientifically grounded anthropological practice. The implementation of the concept, which has already begun in Russia, is an experiment that will make it possible to verify these theoretical and methodological provisions.

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Diagnostics of School Involvement of Learners Included in the Practice of Participatory Budgeting

Kupriyanov

2023

IntegrEdu

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Introduction. The research problem is to determine the measurable results of using a separate educational practice (school initiative budgeting). The purpose of the article is to reveal the relationship between the level of school involvement of students and the intensity of their participation in the practice of school initiative budgeting. Materials and Methods. In 2021–2022 An empirical study was conducted in seven educational institutions of the Khanty-Mansi Autonomous Okrug – Yugra, in which 182 schoolchildren took part. The study included measurements of school involvement in 11 parameters (activities, communication and relationships) of learners who, to varying degrees of activity, participate in school initiative budgeting. Engagement study methodology was used ‒ a modified Gallup Q12 questionnaire, an interview, a questionnaire for schoolchildren and a questionnaire for teachers. Results. An authorʼs model of school involvement, a program for diagnosing school involvement and active participation in school initiative budgeting have been developed. Statistical processing of the measurements made it possible to assert that the intensity of participation in school initiative budgeting correlates with the level of school involvement of students, the more actively a student participates in school initiative budgeting, the higher the degree of his school involvement. Discussion and Conclusion. The presented results testify to the prospects of using the model and scheme for diagnosing school involvement. The materials of the article are of interest in the context of determining the results of the implementation of school initiative budgeting in the practice of Russian educational organizations and school participatory budgeting abroad.

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The School as Ecosystem of Developing Child-Adult Communities: Activity Approach to Designing the School of the Future

Cited by 23 publications

References 4 publications

Ascending from the Abstract to the Concrete as a Principle of Expansive Learning

Ascending from the Abstract to the Concrete as a Principle of Expansive Learning

Theoretical and Methodological Bases of a New School Model in Russia: Cultural-Historical Psychology and the Activity Approach as the Foundation of Educational Practice

Diagnostics of School Involvement of Learners Included in the Practice of Participatory Budgeting

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