scholarly journals The Co-Existential Educational Community and Culture

Author(s):  
S. S Voznyak ◽  
V. V Limonchenko

Purpose. The article aims to comprehend the concept that has a serious anthropological meaning, – a "co-existential educational community" – which points at the real subject and object in the development of the educational reality, as well as to explicate its importance towards understanding the real way of addressing actually to the culture and its acquisition in the pedagogical process. Theoretical basis. To achieve this purpose, the method of categorical-reflexive analysis of texts and problems of real educational realities is used; this allows to involve of such philosophical concepts as "sobornost", "all-unity", "culture" and distinguish their anthropological meaning. Under this approach, philosophical categories are able to appear as internal dimensions of the essence in the educational process, rather than a certain matrix, for which one or another theoretical or practical construction is adjusted. Originality. The originality of the article lies in the actualization of philosophical content in "sobornost" and "all-unity" concepts for philosophical-educational discourse and in solving the question on the real way of entering culture (precisely in its potential that generates its own human in man) in the context of pedagogical communication. Conclusions. Addressing the idea of a co-existential educational community is able to oppose the widespread superficial notions of the so-called "educational environment" in the pedagogical and psychological literature and orient pedagogical theory and pedagogical practices on the real way of entering the individual into truly human forms of life. It is argued that the co-existential educational community can and should unfold not only "horizontally" (in space), but also "vertically" (in historical time), consciously integrating the high culture in itself as a culture of high. The authors emphasized the role of imagination in this process. Education can and should build co-existence with the culture of participants in pedagogical communication. It is with this approach that the education sector can emerge from the systemic crisis and actively oppose those trends in modern social life that increase alienation and depopulation.

2017 ◽  
Vol 3 (2) ◽  
pp. 79
Author(s):  
Matteo Stocchetti

<p>If reality is socially established through practices that, directly or indirectly, depend on communication and therefore on some notion of truth, the idea of a post-truth communicative regime or “age” may seem not only bizarre but also worrying. The dissolution of the real announced by the prophets of postmodernism in the form of either a “perfect crime” or a “liquid reality”, has been interpreted as the effect of the crisis of truth and legitimation that Jean-Françoise Lyotard referred to with his notions of ”performativity” and ”legitimation by force”. In this perspective, reality depends on truth and the possibility of truth depends in turn, by configurations of power that seem too elusive and ephemeral to be effectively engaged with in either theory or practice. In this paper, I mobilize the notions of parrhesia and persona in an effort to establish an alternative standpoint to discuss the epistemological and ontological implications of the postmodern condition and the crisis of truth associated to it. The main point can perhaps be summarized in the idea that, if the new regime of truth (or post-truth) relies on persona expressing the roles/characters compatible with it, the notion of parrhesia may gain a critical relevance for the normative evaluation of these personas and the social implications of their truth. Famously re-introduced by Michel Foucault in his analysis of truth and its discursive conditions, the notion of parrhesia has a heuristic potential that is not fully exploited. While challenging in fundamental ways the social construction of reality on practical grounds, the digitalization of social life presents also theoretical challenges some of which can be addressed by the reconceptualization of parrhesia in relation to the social role of the persona rather than the individual. In my paper, I present some preliminary research notes in this direction.</p>


2019 ◽  
pp. 22-29
Author(s):  
Н. В. Фрадкіна

The purpose and tasks of the work are to analyze the contemporary Ukrainian mass culture in terms of its value and humanistic components, as well as the importance of cultural studies and Ukrainian studies in educational disciplines for the formation of a holistic worldview of modern youth.Analysis of research and publications. Scientists repeatedly turned to the problems of the role of spirituality in the formation of society and its culture. This problem is highlighted in the publications by O. Losev, V. Lytvyn, D. Likhachev, S. Avierintsev, M. Zakovych, I. Stepanenko and E. Kostyshyn.Experts see the main negative impact of mass culture on the quality approach, which determines mass culture through the market, because mass culture, from our point of view, is everything that is sold and used in mass demand.One of the most interesting studies on this issue was the work by the representatives of Frankfurt School M. Horkheimer and T. Adorno «Dialectics of Enlightenment» (1947), devoted to a detailed analysis of mass culture. Propaganda at all socio-cultural levels in the form is similar in both totalitarian and democratic countries. It is connected, according to the authors, with the direction of European enlightenment. The tendency to unify people is a manifestation of the influence of mass culture, from cinema to pop. Mass culture is a phenomenon whose existence is associated with commerce (accumulation in any form – this is the main feature of education), in general, the fact that it exists in this form is related to the direction of the history of civilization.Modern mass culture, with its externally attractive and easily assimilated ideas and symbols, appealing to the trends of modern fashion, becomes a standard of prestigious consumption, does not require intense reflection, allows you to relax, distract, not teach, but entertains, preaches hedonism as the main spiritual value. And as a consequence, there are socio-cultural risks: an active rejection of other people, which leads to the formation of indifference; cruelty as a character trait; increase of violent and mercenary crime; increase in the number of alcohol and drug addicts; anti-patriotism; indifference to the values of the family and as a result of social orphanhood and prostitution.Conclusions, perspectives of research. Thus, we can conclude that modern Ukrainian education is predominantly formed by the values of mass culture. Namely, according to the «Dialectic» by Horkheimer and Adorno, «semi-enlightenment becomes an objective spirit» of our modern society.It is concluded that only high-quality education can create the opposite of the onset of mass culture and the destruction of spirituality in our society. It is proved that only by realizing the importance of cultivating disciplines in the educational process and the spiritual upbringing of the nation, through educational reforms, humanitarian knowledge will gradually return to student audiences.Formation of youth occurs under the influence of social environment, culture, education and self-education. The optimal combination of these factors determines both the process of socialization itself and how successful it will be. In this context, one can see the leading role of education and upbringing. It turns out that the main task of modern education is to spread its influence on the development of spiritual culture of the individual, which eventually becomes a solid foundation for the formation of the individual. Such a subject requires both philosophical and humanitarian approaches in further integrated interdisciplinary research, since the availability of such research will provide the theoretical foundation for truly modern educational and personal development.


2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 70-74
Author(s):  
Mariana Aparecida Grillo ◽  
Joel Augusto Oliveira Sanchez

The research developed aims to present the school as a place of promotion to knowledge, where the educating will have the opportunity to take ownership of the necessary contents to develop and to have a social life. However, the student may experience difficulty in learning because of the lack of school inclusion, or for family and personal problems. In this sense comes the action of the Psychoeducator in the search for answers for each particularity. With investigative work, it is possible to create working methods with this student so that their difficulty is remedied. In the face of the new school paradigms, the work of the psychoeducator is essential as an intermediator in the educational process. In this context this professional gains the role of renewing the concepts of teaching and of adapting the methodologies and practices, so that in this computerized era where the information is transmitted in real time, the student is achieved in its difficulties, yearnings and fears. Thus, this work presents within the analytical, bibliographic and exploratory research a reflection on such facts, consolidating the role of the Psychoeducator, and concluding through this study the purpose of this professional that will develop its Work favoring and guiding the process of teaching and learning and human development.


2021 ◽  
Vol 91 (1) ◽  
pp. 88-97
Author(s):  
Victoria V. Romanova ◽  

The article examines some aspects of the socialization of foreign students in the Russian education. In particular, the transformation of foreign students' perception of the culture of Russia from a state of culture shock to “entering” the Russian-speaking society is seen not so much as a process, but as a significant result of using a set of methods of pedagogical support of social formation. The methods of pedagogical support in the social formation of foreign students are understood as a set of pedagogical practices based on the joint activities of the teacher and students. In the process of these avtivities they identify and content the key points of the individual trajectory of the social formation of students in relation to the study and perception of the Russian culture. The article highlights the following methods of pedagogical support of social development: cultural immersion, empathy, building an individual trajectory. The concept of "the key point of the individual trajectory of social formation" is interpreted as a situation of choice, awareness of the significance and value of this or that knowledge, skill, action on their basis. It is noted that pedagogical support from a teacher involves subject-subject interaction, understanding, motivation and support of students in the educational process, the ability of a more experienced person to correlate his opinion with another and to respect the opinion of a less experienced student.


2015 ◽  
Vol 7 (4) ◽  
pp. 42-50 ◽  
Author(s):  
V.M. Postavnev ◽  
I.V. Postavneva

The article presents the main characteristics of the module "Individualization and differentiation of educational work with students of different categories of" innovative educational program of professional (teaching) graduate. It provides an educational discipline module focused on two target groups of students who have significant differences in psycho-pedagogical training. It offers the option of building the interdisciplinary evaluation of students upon completion of the module and uncovered testing peculiarities of the module in terms of networking. We presented the role of the teacher-supervisor, the content and organization of advanced professional practice, of the potentialities of the individual blocks of practice in enriching the content and forms of the educational process in the magistracy. Based on the analysis results of the module there are conclusions about the capabilities of the module being tested in preparation of masters of pedagogical and psycho-pedagogical directions.


2020 ◽  
pp. 58-65
Author(s):  
Dmitrii Horin

The article deals with the phenomena of lifestyle and educational environment of confessional educational organizations. The methodological basis of the research is based on general scientific methodological approaches (system, comparative, historical, ontological) and special scientific methodological approaches: a system-activity approach, which assumes a motivated solution of problems in the educational process determined by problem situations; a cultural approach that allows us to correlate general, individual and special cultural phenomena, in particular religion and education; an anthropological approach that allowed the interpretation of knowledge from various spheres of life from the point of view of pedagogy. The article contains definitions of the following concepts: «Lifestyle of a confessional educational organization» and «Educational environment of a confessional educational organization». The role of religious worship in the development and functioning of the confessional educational environment is noted. The main factors of the external environment that have a determining influence on the confessional educational environment are highlighted. The author emphasizes the open nature of the modern confessional educational process, which unfolds in the context of a dialogue between all its parties: the religious denomination, the state and the individual.


2020 ◽  
Vol 8 (5) ◽  
pp. 59-66
Author(s):  
Dmitrii Horin

The article deals with the phenomena of lifestyle and educational environment of confessional educational organizations. The methodological basis of the research is based on general scientific methodological approaches (system, comparative, historical, ontological) and special scientific methodological approaches: a system-activity approach, which assumes a motivated solution of problems in the educational process determined by problem situations; a cultural approach that allows us to correlate general, individual and special cultural phenomena, in particular religion and education; an anthropological approach that allowed the interpretation of knowledge from various spheres of life from the point of view of pedagogy. The article contains definitions of the following concepts: «Lifestyle of a confessional educational organization» and «Educational environment of a confessional educational organization». The role of religious worship in the development and functioning of the confessional educational environment is noted. The main factors of the external environment that have a determining influence on the confessional educational environment are highlighted. The author emphasizes the open nature of the modern confessional educational process, which unfolds in the context of a dialogue between all its parties: the religious denomination, the state and the individual.


2020 ◽  
Vol 5 (1) ◽  
pp. 47-57
Author(s):  
Tat'yana Tancura

The article examines the impact of the digitalization process on the creation and use of modern electronic tools and technologies for teaching a foreign language in higher education. The article presents the main electronic tools and technologies that are used in the Financial University during the educational process of teaching a foreign language. The author notes the effectiveness of the implementation of the personality-oriented approach, which is provided by individualization and differentiation of training using the Bank of test tasks created by university teachers, and the electronic educational platform Rosetta Stone Advanced. The use of electronic learning tools and digital technologies allows to develop self-organization of the student. Changing the role of the teacher to the role of the manager of educational activities contributes to the formation of the ability to constant self-studying the student throughout his professional and social life. The effectiveness of the electronic learning tools use is proved by the high level of students’ foreign language competence and their assessment of the foreign language teachers’ pedagogical activity with the results of the survey "Students’ view on teachers".


2019 ◽  
Vol 24 (1) ◽  
pp. 24-31
Author(s):  
Theodor W. Adorno

The article “The Note on the Humanities and Education” by the german social philosopher Theodor Adorno, a representative of the critical theory of society, was published in 1962. In this philosophical-educational work Theodor Adorno continued the preliminary theme of his critical consideration of the unity of the elements of the culture of the industrial-mass society, which contribute to establishment in social life of industrial-mass ideology as completely dominant. In his philosophical-educational works Theodor Adorno also carried out a critical attack on the school and university education of post-war West Germany. According to the philosopher, this education remains traditionally unchanged, which makes it impossible for any serious anti-ideological transformation in its system. Such changes because of updated educational process could have contributed to the upbringing of a young citizen, a conscious and active participant in democratic transformations in the post-totalitarian society. However, according to Theodor Adorno, the educational process in the unreformed university remains controlled primarily of the agents of the scholarly consciousness, which in no way contributes to the anti-ideological upbringing of students.  In this work Theodore Adorno noted the special significance of the humanities, which in German are translated as “sciences about the spirit”, which traditionally present in German university education. In his opinion, the humanities, as the sciences about the spirit, because of the prevalence in the educational process of the “dictates of the scientific ideal” lost the presence in itself of a factor of the individual human spirit. Theodor Adorno called of the signs of the presence of such a phenomenon in university education: the absolute priority of scientific research among humanities study, the lack of personal pedagogical work of a university teacher with a student of humanities, the tendency of struggle of the agent of the reified scientific consciousness against any different knowledge, the unity of the social and theoretical conformism of the agent of that conceptual consciousness. As in his other philosophical works, Theodore Adorno proposed to perceive of personal activity of a human, what is due to the strength of his individual spirit, the natural factor that is capable of conducting a continuous personal struggle with negative phenomena in education, which ideologically influence to the educational process at the university and in education in general.


Osvitolohiya ◽  
2021 ◽  
pp. 37-44
Author(s):  
Olena Lyubovets

The article describes the concept of «value», «value orientations»; a generalized classification of values is given. Based on the results of national opinion polls, the priority basic values of Ukrainian youth have been identified. The article shows their attitude to the current political and socio-economic situation in the country, the acute problems of society. Besides, the level of their public activity is outlined. The role of education as one of the dominant factors in the formation of universal and civic values of the individual ir revealed. Moreover, the article shows the problem of education of students as a component of the educational process in higher education institutions. Furthermore, it sheds the light on the decisive role of social and humanitarian disciplines in education of active civil position of students. Finally, the main teaching methods that contribute to the moral, ethical and civic development of students are identified. It is concluded that on the basis of knowledge acquired in higher education and acquired competencies, a young person develops his values of the world, a conscious perception of the processes of state formation, an adequate attitude to current socio- political events.


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