The problem of the formation of students’ subjectivity in Russian educational studies at the end of the 20th and the beginning of the 21st century

the article is devoted to the analysis of the problem of developing student subjectivity in Russian educational science from the late 20th to the early 21st century. It examines the theoretical foundations of the concept of subjectivity as established in the works of S.L. Rubinstein, K.A. Abulkhanova-Slavskaya, A.V. Brushlinsky, A.N. Leontiev, V.A. Petrovsky, and others. Key terms that define the essence of subjectivity are identified: activity, initiative, responsibility, an active attitude toward oneself and the surrounding reality, reflexivity, among others. Special attention is given to the formation of subjectivity within educational activity. The article provides an overview of works by contemporary researchers focused on the development of students’ subjectivity in real educational practice (G.A. Zuckerman, A.L. Venger, K.N. Polivanova, A.A. Bochaver, A.S. Obukhov, and others). The analysis made it possible to identify a set of conditions in the educational environment necessary for the purposeful development of student subjectivity: creation of space for students’ exploratory activity; implementation of unregulated, game-based, and experimental forms of learning; organization of research-based learning activities; support for the development of reflexive skills; improvement of learning interaction formats, including polarization of the educational space and the introduction of diverse developmental situations during lessons; inclusion of pedagogical guidance; formation of event-based child-adult learning communities. The findings of the study can be applied in real educational practice when designing learning environments aimed at fostering student subjectivity.

subjectivity, subject, learning autonomy, educational environment, learning activity, reflection