scholarly journals «Axiological communication» and «value relation» concepts relationship in the context of pedagogical knowledge

2017 ◽  
Vol 6 (1) ◽  
pp. 152-156
Author(s):  
Mariya Alexandrovna Avdeeva
Keyword(s):  
Moral Education ◽  
Theoretical Basis ◽  
Pedagogical Knowledge ◽  
Educational Process ◽  
Educational Standards ◽  
Teacher Student ◽  
The Subject ◽  
Similarities And Differences ◽  
Value Relations ◽  
Pedagogical Science

This paper deals with the problem of axiological communication and value relation concepts relationship. The importance of these concepts relationship is due to the need to fill gaps in pedagogical knowledge about the concept axiological communication. The author thinks that it is possible to consider the concepts axiological communication and value relation as interchangeable ones. The paper contains similarities and differences regarding the interpretation of these concepts. The author regards axiology as a philosophical discipline and discusses different approaches to the category of communication. Particular attention is given to approaches in which communication is regarded as a kind of attitude that carries a positive or negative coloration. The paper emphasizes the importance of communication and axiological value relations in the educational process in accordance with modern tendencies in educational standards, which are based on spiritual and moral education of the younger generation. The author analyses the problem of value relations in the framework of the object of pedagogical science, considers and explains the subject-object system and subject-subject relationship between the participants of the educational process in the teacher-student system. The observed relationship between the concepts axiological communication and value relation is the theoretical basis for the creation of a system that develops students readiness for axiological communication.

scholarly journals "COMPENSATIVE TRAINING IN THE SYSTEM OF SECONDARY PROFESSIONAL EDUCATION IN MODERN CONDITIONS OF THE PEDAGOGICAL PROCESS IMPLEMENTATION"

2021 ◽  
pp. 25-29
Author(s):  
R. Bogdanov
Keyword(s):  
Professional Education ◽  
Educational Process ◽  
Federal State ◽  
Social Phenomenon ◽  
Educational Standards ◽  
Process Implementation ◽  
State Educational ◽  
Pedagogical Science

Modern pedagogical science is increasingly turning its attention to the knowledge of the objective laws of education as a social phenomenon, to the organization of the educational process in accordance with the requirements of federal state educational standards.

scholarly journals El esquema de Kohlberg revisado: R. S. Peters y la educación moral temprana

10.14201/2926 ◽  
2009 ◽  
Vol 3 ◽  
Author(s):  
Beatriz Fernández Herrero
Keyword(s):  
Moral Education ◽  
Social Life ◽  
Social Situation ◽  
Educational Process ◽  
Cognitive Stimulation ◽  
Small Children ◽  
Moral Concepts ◽  
Learning Rules ◽  
Social Reason ◽  
The Subject

1) For his writer, it is not possible to establish a split between reason and passion, since the affectionate aspects of morals are closely linked to the use or reason: one's own reason of assumed moral concepts forms an affectionate reply to other people in society, defined as social feeling or altruism.2) As far as the theme of contents, Peters establishes his proposal by replying to the following questions: A. WHY WORRY ABOUT THE CONTENTS? The author gives two types of reason: social reason: not all adults évolue towards superior states, many remain in the conventional state, in which it is essential to possess moral contents by which to be guided. Individual reason: learning of the contents is a pre-requisite to the application of rules in a autonomous manner. B. WHAT TYPE OF CONTENTS MUST BE TAUGTH? In reply. Peters elaborates a list of «basic rules», justifiable under any social situation, which along whith principles will constitute the contents of moral education, since according to the author, they are appropriate for whatever form social life the individuals could find. C. How SHOULD THE CONTENTS BE TAUGHT? Peters answers this in a blunt manner: in watever way that may contribute to the children learning rules, taking care not to dull their capacity for developing an independent attitude oppossing them. And as yet the techniques of cognitive stimulation cannot be used whith small children, in the preconventional and conventional states, the author believes that one must employ some form of «instruction». In short, it can be said that the legitimation of Peters' proposal centres on his consideration of morales as actions, which implies the fact that the child is an agent before being a conscious agent, which allows him to express a series of interrogatives as a way of justification of his support of the teaching in early moral education, since his objective must be not so much the development of «forms» and «models» of reasoning, but rather the improvement of behaviour and moral actions of the subject, paying attention to the worry «How to succeed in making the pupils want to become moral?», a worry that must extend to the educational process from the begining, since the ultimate idea of Peters' system is that early moral education is a task that cannot be given up

scholarly journals Pedagogical profile of a pupil: occurence vs phenomenon

2019 ◽  
Vol 24 (1) ◽  
pp. 214-223
Author(s):  
Oleksandr Mikhno
Keyword(s):  
Systematic Study ◽  
Comprehensive Analysis ◽  
Educational Process ◽  
Educational Institutions ◽  
Value Judgments ◽  
The Subject ◽  
Definition Of ◽  
Historical Periods ◽  
Pedagogical Science ◽  
Scientific Pedagogical

Based on the analysis and comparison of the concepts «occurrence» and «phenomenon» in philosophy and pedagogy, the pedagogical profile is substantiated as a phenomenon that differs from occurrence by comprehension, analysis, generalizations, and conclusions. It has been substantiated that the phenomenon in pedagogy is an occurrence that: 1) has its own history, 2) is clearly defined, and 3) its existence has an impact on the subjects of the pedagogical process and the development of pedagogical science. It has been proved that the problem of pedagogical characteristics was developed by the leading domestic educators and psychologists of the middle of the XIX — the second half of the XX century. It has been emphasized that the pedagogical profile has been used in the educational process since the beginning of the twentieth century. It has been concluded that, like every scientific pedagogical phenomenon, the pedagogical profile is subject to operationalization and a holistic study with the definition of the subject, object, chronological boundaries, carrying out of the historic and graphical search, coverage of the contribution of scientists — teachers and psychologists — in its development, a comprehensive analysis of the structure, content and the use of characteristics in educational institutions in different historical periods. The author's definition of pedagogical profiles as a phenomenon that appeared in the second half of the nineteenth century and was further developed theoretically and methodically by teachers and psychologists O. Lazursky, S. Rubinstein, B. Baev, V. Sukhomlinsky, and others; it is a kind of text in which the value judgments about a pupil are substantiated; it has a structure of the text-reasoning, in which the traits of character and the personality of the pupil are indicated, the arguments are concrete facts of life, the behavior of the pupil, obtained as a result of a long systematic study of the pupil through observation and special research, and the conclusion — pedagogical recommendations, advice on further work with the pupil.

scholarly journals THEORETICAL BASIS OF DESIGN STRUCTURE OF THE DIGITAL EDUCATIONAL ENVIRONMENT

2020 ◽  
pp. 249-257
Author(s):  
Игорь Давыдович Лельчицкий ◽  
Ален Павлович Сильченко ◽  
Светлана Юрьевна Щербакова
Keyword(s):  
Theoretical Basis ◽  
Three Dimensional ◽  
Educational Environment ◽  
Educational Process ◽  
Dimensional Model ◽  
Three Dimensional Model ◽  
Main Attention ◽  
Teacher Student ◽  
Design Structure ◽  
Level Of Training

Теоретической основой проектирования цифровой образовательной среды является трехмерная модель, предпосылкой для разработки которой стала технологическая карта изучаемого предмета (В.М. Монахов). Основное внимание при разработке модели сосредоточено на логике взаимодействия триады «учитель - ученик - технология». Структурно проектируемая цифровая образовательная среда включает в себя три основных информационных блока: учебный процесс изучаемого предмета; уровень освоения учебного содержания (выбор обучающимся уровня обучения по изучаемому предмету; универсальные учебные действия, контент, состоящий из учебных ситуаций. The theoretical basis for the design of a digital educational environment is a three-dimensional model, a prerequisite for the development of which was the technological map of the studied subject (V.M. Monakhov). The main attention in the development of the model is focused on the logic of the interaction of the triad «teacher - student - technology». The structurally designed digital educational environment includes three main information blocks: the educational process of the studied subject; the level of mastering the educational content (the choice by the student of the level of training in the studied subject; universal educational actions, content consisting of educational situations.

scholarly journals Organizational and methodological conditions for the use of multimedia technologies in the process of spiritual and moral education of younger students.

2020 ◽  
Vol 3 (2) ◽  
pp. 21-29
Author(s):  
Margarita A. Bulbas ◽  
Keyword(s):  
Moral Education ◽  
Elementary School Students ◽  
Individual Characteristics ◽  
Educational Process ◽  
School Students ◽  
Level Of Education ◽  
Multimedia Technologies ◽  
Moral Qualities ◽  
The Individual ◽  
Pedagogical Science

The article shows the problem of the widespread use of multimedia technologies in the field of education. Multimedia is described as an effective educational technology, its quality: interactivity, flexibility and integration of various types of educational information, as well as the ability to take into account the individual characteristics of students and increase their motivation. It is shown that for the formation and develop-ment of spiritual and moral qualities of younger students it is necessary to observe cer-tain conditions and use all the variety of ways and means offered by modern pedagogical science and developed by practice. A questionnaire survey was conducted with parents of students about the importance and relevance of spiritual and moral development and the importance of using multimedia technologies in the educational process. Diagnostic goals are formulated: the study and assessment of the level of moral education by the main indicators of the level of education. To diagnose and identify the level of formation of moral qualities of elementary school students, observation and a survey were chosen.

БАШТАЛГЫЧ КЛАССТАРДА МАТЕМАТИКА САБАГЫН ОКУТУУДА МААЛЫМАТТЫК ТЕХНОЛОГИЯЛАРДЫ КОЛДОНУУ

2020 ◽  
pp. 132-134
Author(s):  
Насыйкат Картанбаева
Keyword(s):  
Information Technology ◽  
Primary Education ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Educational Material ◽  
Educational Process ◽  
Educational Tool ◽  
Teacher Student ◽  
The Subject ◽  
Self Knowledge

Аннотация. Азыркы күндө билим берүү процессин жүргүзүүдө эл аралык стандартка шайкеш келүүчү заманбап маалыматтык технологияларды киргизүү жана мугалимдин ийгиликтүү иш алып баруусу үчүн зарыл болгон шарттарды камсыз кылуу – бул азыркы мезгилдин негизги талаптарынан болуп саналат. Себеби маалыматтык технологиялар окутуучуларга окуу процессин сапаттуу, жаңы деңгээлге алып чыгууга шарт түзөт. Бул макалада билим берүү процессинде башталгыч класстарда математика сабагын окутууда маалыматтык технологияларды колдонуунун жолдору каралды. Математика сабагын окутууда компьютердик жаңы технологияларды пайдалануу, окутуу процессин өркүндөтүүнүн бирден-бир каражаты катары саналып, окуучулардын математика сабагына кызыгуусун жана өз алдынча билимге ээ болуу ишмердигин өркүндөтүүнүн мүмкүнчүлүгүн арттырат. Түйүндүү сөздөр: маалыматтык технологиялар, окуу процесси, окутуу каражаты, билим берүү, математика сабагы, мугалим, окуучу. Аннотация: В этой статье рассматривается процесс обучения в системе начального образования. Изучаются способы использования информационных технологий в школе по предмету математика. Уроки математики с использованием новых компьютерных технологий в преподавании и обучении дает возможность совершенствования деятельности самопознания во время ученого процесса, что приводит к повышению интереса учащихся к математике и увеличивает возможность улучшения восприятия учебного материала. Ключевые слова: информационные технологии, образовательный процесс, средство обучения, образование, математика, предмет, учитель, ученик. Abstract: This article discusses the learning process in primary education. The ways of using information technologies in school on the subject of mathematics are studied. Mathematics lessons with the use of new computer technologies in teaching and learning makes it possible to improve the activity of self-knowledge during the academic process, which leads to an increase in the interest of students in mathematics and increases the possibility of improving the perception of educational material. Key words: Information technology, educational process, educational tool, education, mathematics subject, teacher, student.

scholarly journals INTEGRATION PROCESSES IN PEDAGOGY AND EDUCATION: ESSENCE, PROBLEMS, SOLUTION

2020 ◽  
Vol 65 (1) ◽  
pp. 14-19
Author(s):  
Sh. Zh. Kolumbayeva ◽  
◽  
A. K. Aitpayeva ◽  
Keyword(s):  
Education System ◽  
Pedagogical Knowledge ◽  
Educational Process ◽  
Pedagogical Practice ◽  
Modern Level ◽  
Science And Education ◽  
Natural Characteristic ◽  
Meaningful Analysis ◽  
New System ◽  
Pedagogical Science

The article discusses the integration capabilities that are carried out using synthesis as a result of obtaining a new system characterized by integrity and higher functionality. It is substantiated that the versatility, diversity of manifestations of integration has led to the appearance of its numerous interpretations, which mutually complement and reveal the essence of this concept. The occurrence of the phenomenon of integration is a natural characteristic of the modern level of development of pedagogical science and education. The article provides a logical and meaningful analysis of the definitions of the concept of "integration", as well as an analysis of the trends in the forms of integration in the education system, analyzes approaches to determining the essence of the concept of "integration" in the educational process, identifies integrative and pedagogical concepts. The connection of pedagogical science and pedagogical practice through the connection of the main types of pedagogical knowledge is presented. The authors conclude that the integration processes without fail lead to the formation of a new whole and at the same time to the enrichment of the components of integrable components.

scholarly journals The Concept of “Support” as a Pedagogical Category

2020 ◽  
Vol 9 (3) ◽  
pp. 289-295
Author(s):  
Ksenia P. Senatorova ◽  
Keyword(s):  
Continuing Education ◽  
Educational Process ◽  
Social Characteristics ◽  
Educational Organizations ◽  
Research Hypothesis ◽  
Process Implementation ◽  
Pedagogical Aspect ◽  
Similarities And Differences ◽  
Support Teacher ◽  
Pedagogical Science

The purpose of the study presented in the article is to clarify the pedagogical aspect of the concept of “support” within the context of modern requirements for the educational process implementation. It has been shown that pedagogical support is one of the areas of work of a teacher with children in educational organizations. When support is provided, the relationships between the participants in the educational process should be subject-subject in nature. In order to achieve this, the author refers to social characteristics of the personality of a teacher, who can provide support in the educational process. The ambivalence of the concept of “support”, the frequency of its use by various specialists gave rise to the need to clarify its meaningful content in relation to a field of knowledge, in order to prevent the substitution of this term with other definitions. Research hypothesis: provided that pedagogical context is singled out and the activities of the support teacher are clear, the concept of “support” will be fixed in pedagogical science, indicating the boundaries of its use by various specialists. Modern approaches to disclosure of the concept of support as a pedagogical category are described. The similarities and differences of the concepts of “pedagogical accompaniment” and “pedagogical support (assistance)” are determined. The author concludes that the process of accompanying students is relevant for the current socio-cultural situation. In organizations of continuing education this process has been understudied and requires further study.

scholarly journals Prerequisites for Creating Textbooks for Auxiliary Schools: Correctional Psychopedagogy for Children with Intellectual Disabilities

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Liudmyla Chepurna ◽  
◽  
Yuliia Bondarenko ◽  
Oleg Lisovets ◽  
Iryna Kuzava ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Learning Process ◽  
Pedagogical Knowledge ◽  
Educational Process ◽  
Historical Experience ◽  
Organic Unity ◽  
History Of ◽  
The Subject ◽  
Amount Of Knowledge ◽  
And Control

The history of the use of school textbooks as a special teaching tool dates back more than two centuries. Throughout its existence, the textbook has played a significant role in teaching students. It records the amount of knowledge, skills and abilities to be acquired in the learning process. The textbook is a special didactic object, which is both a carrier of the content of education, forms of recording its various elements and a project of the educational process. It implements the substantive and procedural aspects of learning in their organic unity, because the content of education and the learning process are closely interrelated, without each other impossible. One of the important areas of research in the history of pedagogy is the study of the history of school textbooks, a phenomenon that has come a long way in history, and at the present stage is an important tool for learning. The didactic functions of the school textbook are determined: informational, consolidation and control, systematization, self-education, integrating, coordinating, reference, developmental and educational. It is established that foreign and domestic correctional pedagogy has accumulated some experience in the practical creation of textbooks for the auxiliary school. Most of all in Ukraine it concerns textbooks on native language and reading. It was found that the formation and development of textbooks for children with intellectual disabilities in Ukraine were not the subject of a comprehensive analysis that would overcome the fragmentary historical and pedagogical knowledge to understand the historical experience gained in Ukraine and help identify the most progressive ideas and provide useful material for use by authors of textbooks in modern conditions.

scholarly journals ATTITUDE TOWARDS ADVERTISING AMONG YOUNG ADULTS: A COMPARATIVE STUDY BY ETHNICITY

2017 ◽  
Vol 16 (3) ◽  
Author(s):  
Hiram Ting ◽  
Ernest Cyril De Run ◽  
Teck-Weng Jee
Keyword(s):  
Young Adults ◽  
Cultural Differences ◽  
Ethnic Groups ◽  
Theoretical Basis ◽  
Reasoned Action ◽  
Future Studies ◽  
The Subject ◽  
Similarities And Differences ◽  
Belief Model ◽  
Attitude Towards Advertising

The purpose of this study is to determine the attitude of young adults towards advertising from the perspective of ethnicity. Specifically, it seeks to find out how young adults from the Iban, Chinese and Malay communities perceive advertising so as to understand the implication of ethnicity and culture on the subject matter. A seven-factor belief model is adopted to decompose the theory of reasoned action. As such, it provides theoretical basis to explain similarities and differences of beliefs and attitude towards advertising across the three ethnic groups. Given its quantitative stance, a questionnaire-based survey was administered at universities. 316 out of 400 copies were then collected for analyses. The findings show that despite cultural differences embedded in ethnicity, beliefs and attitude of the three ethnic groups towards advertising are found largely to be similar. They can only be set apart by the effect of beliefs on the formation of attitude towards advertising. Implications and future studies are provided.Keywords: Advertising; Attitude; Belief; Culture; Ethnic; Young Adults.

Sign in / Sign up

Export Citation Format

Share Document