Thinking as a process and as an activity: Analysis of philosophical and psychological research of thinking
This article describes and analyzes essential philosophical and psychological approaches to define thinking. Also, this paper considers views and opinions of Russian and Western researchers on thinking in the context of psychological and educational issues. There is an attempt here to describe main ways of studying thinking. Basic ideas of researchers are considered in the field of philosophy of education, psychology, dialectics, as well as the ideas of the scientific school of V.V. Davydov, associated with the activity-based approach to the development of thinking in learning, there is discussion of the possibility of implementing these ideas in the conditions of informatization of education. Based on the analysis of sources and approaches, a conclusion was drawn about the general features of the consideration of thinking by researchers of different directions, about the wide integration of the views of A.N. Leontiev, D.B. Elkonin and V.V. Davydov in the field of practice by creating appropriate training and information tools. The article also raises a question of the need for effective organization of the educational process in the era of global informatization, when the quantity goes into quality and the information environment is formed.