This document discusses search activity, which refers to an individual's tendency to explore, take initiative, and tolerate uncertainty and controversy. It posits search activity plays an important role in education, personal development, and social progress. The document outlines four types of behavioral attitudes - search activity, stereotyped behavior, chaotic behavior, and renunciation of search - and provides recommendations for developing education based on a student's predominant attitude. These include optimizing tasks, autonomy, and support to strengthen search activity and address stereotyped, chaotic, or passive behaviors. Overall, the document argues measuring search activity can help evaluate education quality and optimize learning for sustainable development goals.

1. Search Activity and
Education
Denis Davydov
Head of Laboratory of Behavioral Attitudes
Modern University for the Humanities (Moscow),
PhD, EARLI and BBCC member

2. Education for Sustainable
Development
Envisioning
Critical thinking and
Reflection
Tolerance for
controversy
Systems thinking
Search
Activity

3. Four types of behavior
Search
Activity
Stereotyped
Behavior
Chaotic
Behavior
Renunciation
of Search

4. Search Activity
N.Bogdanov-Bel’skiy
“Calculations without
notes”
- No a definite forecast of results.
- Constant monitoring of these
results.
Fantasizing
Fight
Escape
Rethinking
Planning

5. Search activity role:
• body's protect from deteriorative factors;
• determines the progress of civilization;
• foundation enterprise and civic activity;
• can be used for forecasting educational difficulties and for
optimization of education;
• appropriate for developing individual educational project
planning;
• unrealized SA leads to aggression and destructive social
processes, like a revolution or terrorism.

6. Education must develop the search activity, and
at the same time, provide the means for its
implementation.

7. Stereotyped Behavior –definite forecast of the
results
Chaotic Behavior (panic) – behavior without
feedback between activity and its outcome

8. Renunciation of Search
• learned
helplessness
(M.Seligman

9. Fedor Reshetnikov
“The bad mark again”

10. Education
Why Search Activity Concept?
• Individual educational project planning.
• Optimization of education in general.
Test Retest
We can measure the education quality!

12. Compare behavioral attitudes according to the gender
The Russian sample (2009-2012; D.Davydov).

14. Difference in behavioral attitudes between in groups of various training types.

15. Balance of logical and imaginative thinking
Showing the relativity of the truthand controversial approaches
Elimination of the generality of failures
Experience of errors, elimination of generality of achievements.
Encourage spontaneity and initiative
Learning tasks that have more than one true solution
Learning tasks when the student himself have to find the methods of
solution
Emotional contact and supporting self-esteem
Having interests outside of school

16. If the search activity attitude predominant
Self-dependent choice of form and content of education.
Learning tasks that require transformation assimilated ways to solve problems in
unfamiliar situations ("problem teaching").
Presentation of training tasks in a tight "form of competition", as a challenge.
The high level of complexity of tasks that students might not solve from the very
first time.
Creative tasks with fuzzy goals, Hands-Off or Delegating Management style.
Prevent the perception of achievement as a "final", show the perspective and
motivation to further overcome the difficulties.
Preventing antisocial behavior by engaging in outside school activities.

17. If the SB is the predominant attitude
In the initial stages of learning not to use the training tasks requiring a high
autonomy.
The first stage learning - tasks with intended clear result and with familiar
methods.
Begin with low uncertainty in the training tasks (situations), then the
uncertainty should increases.
The constant reliance on the successful results obtained.
The second stage - the choice of methods for achieve the intended in advance
result.
Gradual implementation problem-based learning, developmental tasks
requiring creativity and self-development methods of operation.

18. If the CB is the predominant attitude
Providing less freedom to choose their own educational paths.
In the initial stages of learning not to use the training tasks requiring a high
autonomy.
Limited use of problem-based learning.
In the case of failures and trouble in learning - to give clear instructions to
implement the of training tasks and to overcome the problems.
The development of reflexivity. The emphasis in training on introspection
activities and the ability to substantiate the choice of tools and methods of
activity.

19. If the passive is the predominant attitude
Support for self-esteem, make training task forms which reduces the risk of fall self-esteem
in case of failure.
Convincing that the errors in solving educational problems - it's OK.
The constant reliance on the any successful results obtained.
In the initial stages of learning not to use the training tasks requiring a high autonomy.
Elongation period of study for reducing academic load.
Stimulation of activity outside of school. It is important to create a positive experience in
solving difficulties.
Gradually apply the exercises to strengthen right hemispheric (or imaginative) thinking.
Stimulation hobbies of an art.
Development of emotional relationships with other pupils and teacher.

20. Next goals
1. Development toolkit
2. Intercultural study
3. Test differences: first and last year students, gender,
regions and subjects group, academic advancements
group etc.
3. Testing BASE questionary in learning practice

21. Our other areas:
- subjective well-being of students;
- Social factors of intelligence (n= 9 000);
- healthy behavior attitudes of students.

22. The Search Activity Concept
It makes Education for Sustainable
Development goals more clear
It suggests a clear paths to achieve
these goals
It gives to evaluate compliance
education with the goals of ESD

23. Thank you for your attention!
Any questions?
Denis Davydov
ddavydov@hotmal.co.uk