On the formation of educational content of joint action in pedagogy

According to the concept of pedagogy of cooperative activity developed by G.N. Prozumentova, different content of education is caused by different quality of interaction between the teacher and the student. From these positions it is possible to allocate three types of cooperative activity as the parameters of different content of education. Comparison of the concept of educational act developed by V.V. Davydov (pedagogy of DE), and skilled act (traditional pedagogy) shows they are different types of interaction between the adult and the child. In one case the teacher normalizes the interaction with children by using cultural standards. In another case, the teacher would organize this activity by using different educational problems (problem situations). This simple alteration of the teacher's position causes qualitative change of the content of education, which shows in the changing of the subject position connected with independence in realization of action; in mastering cultural ways of activity; in formation of a special quality of knowledge - theoretical knowledge. In pedagogy of DE there are two more concepts that claim to the special quality of education. In the 246concept of significant action developed by B.D. Elkonin the action is considered as a unit of subject development. In this context, the cooperation starts to enter into the structure of action as a necessary element, and the content of education includes transition from independence to initiative, mastering communicative competences besides cultural ways of activity, taking the subject knowledge as a special view on the world around. In the concept of cooperative action V.V. Rubtsov proposes to consider educational environment, not the educational problem, as the main characteristic of the position of the teacher. In this case the child has an opportunity to influence on the content of his/her own actions and their character through the interaction with other children. In spite of the specified distinctions in the three concepts, the teacher is only in the position of the organizer. The educational problem and the educational environment are effective means of transition from the position of the norm setter to the position of its organizer. Contrariwise these means do not allow being the partner in interaction with students. It is the basic condition of qualitative alterations of the content of education from the positions of pedagogy of cooperative activity. It is possible to assume that besides educational (traditional practice) and cognitive learning (pedagogy of DE) processes, there is one more type of interaction of the adult and the child in which the teacher would not only organize cooperation, but also would become its participant. Such educational interaction is projected at the expense of creation of educational situations. Revision of the content of education at such interaction is characterized by the special nature of participation in cooperative activity and mastering different ways and forms of cooperative activity, special type of subject knowledge understanding

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