REFLECTION IN RUSSIAN EDUCATIONAL PSYCHOLOGY

Abstract

The present article explores the theoretical underpinnings upon which Russian psychologists base their analysis of reflection. The intention is to arrive at a clearer understanding of their research aims and research methods, and to explore the relevance of their research to educational practice. The discussion is largely restricted to those studies which are significant for education and educational psychology. The reader will no doubt notice that most of the sources cited in the article date form the 1970s and 1980s. That is because after 1990, scarcely any articles on the subject in question appeared in the most authoritative journals (such as Voprosy Psichologii), with the exception of a publication by Slobodcikov and Cukerman (1990).