The idea of free education in the national pedagogical thought of the late 19th - early 20th centuries

2020 ◽  
Vol 29 ◽  
pp. 265-276
Author(s):  
Леонід Ваховський
Keyword(s):  
Educational Policy ◽  
School Education ◽  
Theory And Practice ◽  
Reform School ◽  
National School ◽  
Pedagogical Theory

The article considers the influence of the idea of free education on the development of pedagogical theory and practice in Ukraine in the late XIX - early XX centuries. The peculiarities of free education principles usage to substantiate the concept of the national school are shown, the connection of the educational policy of the 1920s and the attempts to reform school education in this period with the approaches of theorists of free education are revealed.

scholarly journals Criticism of the soviet educational policy by the Russian émigré educators

2020 ◽  
pp. 139-148
Author(s):  
Konstantin Yu. Milovanov
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
School Education ◽  
Soviet Government

This article discusses the issue of criticizing the Soviet educational policy by prominent Russian émigré educators. The features of the emergence and existence of a special supranational cultural and educational space – the Russian pedagogical émigré society – are revealed. A select circle of scientists, thinkers, philosophers, and religious figures dealing with issues of education and upbringing has been identified. The views of prominent representatives of the Russian emigrant world in relation to operating the school education policy by the Soviet government are described.

scholarly journals “School for Life “– Theoretical Background and Analyisis of Croatian Reform in School Education

2019 ◽  
Vol 6 (2) ◽  
pp. 39
Author(s):  
Rona Bušljeta ◽  
Marko Kardum
Keyword(s):  
Everyday Life ◽  
Work Experience ◽  
Theoretical Background ◽  
Educational Process ◽  
School Education ◽  
Theory And Practice ◽  
Developmental Age ◽  
Current Reform ◽  
The One ◽  
Contemporary Education

Objections to the fact that education is, on the one hand, overburdened by theory and separate from practice or, on the other hand, completely separate from theory can be found in contemporary researches and theory of education. These objections also imply the problem of selecting the content, as well as the way of teaching and formulating the desired outcomes arising from the education process. One of the possible solutions to this problem is the concept of “school for life”, which, in the pursuit of John Dewey’s philosophy of education, leads to the abolition of the false dichotomy of theory and practice in education. Contemporary education can, therefore, no longer be understood as a process in which passive subjects acquire knowledge, but as activity of subjects that by experimenting and innovating adjust the content that comes from experience and ultimately applies them again to everyday life. In this way, the outcomes of the educational process should be understood not as dogmatic reproductions of existing knowledge, but as an entity’s ability to participate fully in the life of the community to which it belongs, including lifelong education, participating in the process of acquiring work experience and active, responsible and constructive action within community. The demand for meaningful education related to the subject’s developmental age, its interests and close to its everyday life experiences is also shaped by the current reform of the Croatian educational system, which is developing under the concept of “school for life”. The aim of this paper is to establish the theoretical framework of such a request, to analyse specific Croatian case and to examine how close to the contemporary tendencies in education Croatian reform in school education has really come to.

scholarly journals Study of professional and emotional burnout in foreign psychological-pedagogical theory and practice

2020 ◽  
Author(s):  
Behun-Trachuk Larysa
Keyword(s):  
Human Rights ◽  
Social Activity ◽  
Theory And Practice ◽  
Empirical Methods ◽  
Professional Stress ◽  
Methodological Problems ◽  
Main Factors ◽  
Pedagogical Theory ◽  
Emotional Burnout

One of the acute problems in modern psychological and pedagogical theory and practice is the problem of emotional burnout of pedagogical workers In the process of studying emotional burnout, we first of all encounter with such general methodological problems, such as: the need to take into account all the main factors that are important for the emergence and formation of emotional burnout in a specialist, with the fact of variability of the main symptoms of emotional burnout at different stages of its formation (changes in thinking, behavior, feelings and health); taking into account probable moments in the development and formation of emotional burnout, etc. In our opinion, the following approaches can be solved by solving common methodological problems: interdisciplinary, systemic, empirical, personal-social-activity, situational. The article uses a complex of theoretical and empirical methods of analysis, systemization and generalization. Scientific understanding of foreign experience in studying the phenomenon of burnout, allowed to determine the degree of negativity of long-term professional stress, emotionally charged conditions of concert and stage activities and a large number of unforeseen situations of artistic and pedagogical interaction as a determinant of psychophysical burnout, emotional and intellectual I am a specialist. Thus, the approaches analysed in this article to the study of “emotional burnout” show that burnout manifests itself in various spheres of personality (cognitive, motivational, human rights to work), and there is a connection between burnout and exacerbation in all these areas, it seems to us important. Further research requires the development of technologies to overcome the syndrome identified by Ukrainian scientists.

scholarly journals Initiating the learning processes at the preschool and lower primary level: Challenges and possibilities

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Christine Streit ◽  
Christine K. David ◽  
Elke Hildebrandt
Keyword(s):  
Educational Policy ◽  
Learning Processes ◽  
School Education ◽  
Primary Level ◽  
Model Based ◽  
German Speaking ◽  
Institutional Cultures

The intended convergence of preschool and school education in accordance with educational policy is challenging. Firstly, one must become aware of the different institutional cultures, and secondly, one needs to be aware of existing similarities and develop common didactic ideas. This article presents a model, based on the situation in German-speaking countries. The model – as a basis for discussion – describes specific features of teaching at this level and at the same time provides a framework for the teachers’ activities. The aim is to make appropriate didactic decisions in an environment alternating between free and instructed activities for children as well as between specific and interdisciplinary orientation. The model and its potential will be discussed on the basis of a practical example.

scholarly journals CONTENT CHARACTERISTICS OF DEFINITION THE “DIFFICULT TEENAGERS”

2021 ◽  
pp. 18-22
Author(s):  
I. TARANENKO ◽  
Yu. ZAITSEVA
Keyword(s):  
Value Orientations ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Personal Resources ◽  
Developmental Defects ◽  
Political Processes ◽  
Parental Views ◽  
The Subject ◽  
Complex Patterns ◽  
Pedagogical Theory

The problem of upbringing of difficult teenagers in pedagogical theory and practice has been and remains the subject of special attention of pedagogical scientists were found out during analyzed scientific works in this article. The difficult teenagers in educational terms – are just ordinary children who have a specific personality particularity, namely, they are difficulties to upbringing. The children who are the difficult to upbringing, they are characterized by developmental defects and violations of norms and rules of behavior. This is why the difficult teenagers need the formation of moral and volitional qualities, the formation of socially significant value orientations, the mobilization of personal resources and sustainable socialization extremely hard.The complex patterns of adolescence, negative socio-economic and political processes, the parental views on upbringing and their pedagogical methods, shortcomings in the work of educational institutions also were mentioned in this article. And the category of difficult teenagers arose as a result of these influences.The essence and content of the concept the «difficult teenagers» has been determined in this article.

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