About two years ago, on a cool Southern California day, Vasili Davydov addressed a group of social scientists at the University of California, San Diego. He began his talk with a paradox. He had come, he said, to tell us about educational activity. He promised to exhibit principles that promote educational activity, and applied programs deriving from those principles. Then he laughed. "But you'll never see educational activity in the school," he said, and laughed again.
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Давыдов et al. (1982) studied this question.
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