The article is devoted to the consideration of the concept of activity approach in education. This phrase is used everywhere, and as a rule, each author puts a different meaning into its content. Obviously, when considering this problem professionally, the term should have clear boundaries and a relatively strict, preferably unambiguous understanding. To find these boundaries, the authors used not the method of listing the positions of different authors, but the method of using alternative concepts, usually not used in scientific and pedagogical texts. Therefore, if there is an activity-based approach to education, then there must also be an “inactivity” approach, which would be more correct to call the “theoretical” approach. Even a little immersion in pedagogical anthropology and the history of our civilization allows us to see that the age of the activity approach in education should not be counted from the 20s of the twentieth century, as it is claimed by many supporters of the reasoning about the activity approach, its life expectancy is measured for millennia. More precisely, with an activity-based approach to education, all education once began - initially, people learned anything in the process of performing the activity itself. The development of the sphere of production and the complication of social processes have led to the need for a strict separation of learning from activity. Learning by inclusion in the activity turned out to be neither effective nor rational, and the attempt of a number of modern researchers to develop an active approach to education turns out to be not productive.

The article is devoted to the consideration of the concept of activity approach in education. This phrase is used everywhere, and as a rule, each author puts a different meaning into its content. Obviously, when considering this problem professionally, the term should have clear boundaries and a relatively strict, preferably unambiguous understanding. To find these boundaries, the authors used not the method of listing the positions of different authors, but the method of using alternative concepts, usually not used in scientific and pedagogical texts. Therefore, if there is an activity-based approach to education, then there must also be an “inactivity” approach, which would be more correct to call the “theoretical” approach. Even a little immersion in pedagogical anthropology and the history of our civilization allows us to see that the age of the activity approach in education should not be counted from the 20s of the twentieth century, as it is claimed by many supporters of the reasoning about the activity approach, its life expectancy is measured for millennia. More precisely, with an activity-based approach to education, all education once began - initially, people learned anything in the process of performing the activity itself. The development of the sphere of production and the complication of social processes have led to the need for a strict separation of learning from activity. Learning by inclusion in the activity turned out to be neither effective nor rational, and the attempt of a number of modern researchers to develop an active approach to education turns out to be not productive.