Educational System of A. S. Makarenko

In the paper are considered basic elements of A. S. Makarenko’s educational system, using issues of foreign scholars who analyzed this topic. Also are inquired questions concerning ethics, ethics, discipline, punishment and others enquiries. Finally, the author considers ethical attitude of personality to itself (ability of controlling and managing its inner conduct. A. S. Makarenko thought that permanent ethical development of collective and creation of its value orientations ought to manifest itself not only in outer behaviour, but also in colonists’ habits and in traditions of united educational labor collective. Relevance of the research is due to that A. S. Makarenko’s educational system represents an integrated system able to resolve interpersonal conflicts and ensure development of person on psychological and ethical level. In the paper are used retrospective and comparative method by which opinions of some foreign researchers writing in Soviet and post-Soviet time about A. S. Makarenko’s educational system were compared. Conclusions of the study make possible to conclude that on the basis of A. S. Makarenko’s educational system lay humanistic whose application in modern frameworks can enable the solution of main question in fields of pedagogical science and educational practice.

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Educational administration system in the Islamic state period

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.k190918 ◽

2018 ◽

Vol 3 (3) ◽

Author(s):

Haifa Kamel Abdullah Al - Kurdi - Khola Kamel Abdullah Al -

Keyword(s):

Educational System ◽

Educational Administration ◽

Main Question ◽

Islamic State ◽

Administration System ◽

Descriptive Approach ◽

Theoretical Frame ◽

Islamic Civilization

The target of this study is to shed a light on how the educational life was manages in the Islamic state. The researcher used the analytical descriptive approach and the inductive one. The study introduction includes the terminology and components of the Islamic Educational system. The theoretical frame of the study focuses on the principals, targets, I mention and characteristics of the Islamic Educational system. The main question of the study problem centers around "How was educational system managed during Islamic State Era?" The results of the study reveal the peculiarity of each period had in managing educational life, during Islamic State era, that helped in establishing unique Islamic civilization. Based on the results of the study, recommendations and suggestions were introduced to benefit from Islamic Educational system and activate its concepts in today's Muslims reality.

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ПАРАДИГМА ОБРАЗОВАНИЯ ДЛЯ ИНФОРМАЦИОННОГО ОБЩЕСТВА

Information Technologies and Learning Tools ◽

10.33407/itlt.v49i5.1277 ◽

2015 ◽

Vol 49 (5) ◽

pp. 1

Author(s):

Yuriy M. Bogachkov ◽

Jacob A. Feldman

Keyword(s):

Educational Practice ◽

Educational Science ◽

Key Concepts ◽

The Subject ◽

Educational Paradigm ◽

Pedagogical Science

Considering total crisis in education in Informational Age, we suggest that to overcome the crisis, it is necessary to promote pedagogical science up from "pre-paradigm stage” to the "paradigm stage". For this purpose it is necessary to separate the "educational science" from "education." “Educational paradigm” in such study will be the subject of the science. The key concepts for the "pedagogical paradigm" should be the concepts of "educational practice", "class of problems" and "educational text". We offer some axioms around these concepts.

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FORMATION OF ETHNIC CONSCIOUSNESS OF THE FUTURE PEDAGOGUE IN THE CONDITIONS OF THE EUROPEAN EDUCATIONAL SPACE

Journal of Vasyl Stefanyk Precarpathian National University ◽

10.15330/jpnu.6.1.155-160 ◽

2019 ◽

Vol 6 (1) ◽

pp. 155-160

Author(s):

MARYNA VASYLYK

Keyword(s):

Higher Education ◽

Cultural Identity ◽

Primary School ◽

Educational System ◽

Multicultural Competence ◽

Value Orientations ◽

Educational Process ◽

Professional Activity ◽

Multicultural Society ◽

Ethnic Consciousness

The article is devoted to modern approaches of formation of ethnic consciousness of future teachers of primary school in the conditions of the multicultural society and their education as citizens of Europe. Multicultural competence is a factor of a successful professional activity. In the article, the author analyzed the problem of forming of future specialists’ multicultural competence in connection with the globalization processes and integration of Ukrainian higher education in European educational community. The research stresses that formation of students’ outlook, their value orientations, modern social and humanistic thinking in an educational process are important. It is emphasized that the multiculturalness must become an integral part of every national educational system. The multiculturalness is a key principle of making totally new educational system of Ukraine. Respect and acceptance of cultural variety in the society coexistence of dialogues without loss of the national and cultural identity of the representatives of the society leads to its spiritual and cultural enriching. The article is an author's translation of the text published in the Journal of the National Academy of the State Border Guard Service of Ukraine, series: Pedagogics, 5 (2016) (in Ukrainian).

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A Theory of Cultural Value Orientations: Explication and Applications

Comparative Sociology ◽

10.1163/156913306778667357 ◽

2006 ◽

Vol 5 (2-3) ◽

pp. 137-182 ◽

Cited By ~ 747

Author(s):

Shalom Schwartz

Keyword(s):

Latin American ◽

Middle Eastern ◽

A Priori ◽

Two Dimensions ◽

Value Orientations ◽

Integrated System ◽

Cultural Value ◽

East European ◽

National Differences ◽

Cultural Orientations

AbstractThis article presents a theory of seven cultural value orientations that form three cultural value dimensions. This theory permits more finely tuned characterization of cultures than other theories. It is distinctive in deriving the cultural orientations from a priori theorizing. It also specifies a coherent, integrated system of relations among the orientations, postulating that they are interdependent rather than orthogonal. Analyses of data from 73 countries, using two different instruments, validate the 7 cultural orientations and the structure of interrelations among them. Conceptual and empirical comparisons of these orientations with Inglehart's two dimensions clarify similarities and differences. Using the cultural orientations, I generate a worldwide empirical mapping of 76 national cultures that identifies 7 transnational cultural groupings: West European, English-speaking, Latin American, East European, South Asian, Confucian influenced, and African and Middle Eastern. I briefly discuss distinctive cultural characteristics of these groupings. I then examine examples of socioeconomic, political, and demographic factors that give rise to national differences on the cultural value dimensions, factors that are themselves reciprocally influenced by culture. Finally, I examine consequences of prevailing cultural value orientations for attitudes and behavior (e.g., conventional morality, opposition to immigration, political activism) and argue that culture mediates the effects of major social structural variables on them.

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Philosophy of history as a philosophy

Vestnik of Saint Petersburg University Philosophy and Conflict Studies ◽

10.21638/spbu17.2020.403 ◽

2020 ◽

Vol 36 (4) ◽

pp. 634-644

Author(s):

Alexey M. Sokolov ◽

◽

Nikita V. Kuznetsov ◽

Keyword(s):

Human Activity ◽

World Order ◽

Philosophy Of History ◽

Value Orientations ◽

Main Question ◽

Target Setting ◽

Spiritual Tradition ◽

Classical Philosophy ◽

Human Thinking ◽

First Time

The article presents the authors’ vision of the formation of the “philosophy of history” as a form of philosophical knowledge. Analyzing the retrospective of its formation in the first part of the article, the interpretation of the “philosophy of history” is given not as one of the sections of philosophy in general, but as one of its modes in the semantic horizon of which a specific answer to the main question of philosophy is achieved: what is the source of all that exists? In the context of this consideration of the problem, philosophy is viewed as the highest form of human activity, integrating all types of human activity as expressions of its spiritual and, in this sense, supernatural content. In fact, this concerns the formation of historical self-consciousness as one of the modes of the manifestation of modern civilization. The authors trace how “historicity” has asserted itself in the structure of human thinking from the time of antiquity to the present. Through the views of Herodotus, Polybius and Titus Livy, Blessed Augustine, Machiavelli, Vico, Hegel, and Marx, the step-by-step logic of this process is revealed. In the second part of the article, the authors consider the content of the actual “historical” form of being that is characteristic of modern, bourgeois civilization. Independent human activity appears here for the first time as an unconditional principle of the world order (or reality as such), and interest in the past as a source is replaced by interest in the future as a target setting. Thus, the classical philosophy of history is transformed into historiosophy. In conclusion, the authors touch upon the specifics of historical self-consciousness in the Russian intellectual and spiritual tradition. They assume that the experience of recent Russian history cannot be adequately understood in terms of bourgeois thinking since its content does not correspond to the value orientations of the latter.

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Spirituality concept in Russian language worldview: profane and religious components (according to materials of explanatory dictionaries of contemporary Russian language)

Siberian philological forum ◽

10.25146/2587-7844-2020-12-4-59 ◽

2020 ◽

Vol 12 (4) ◽

pp. 14-20

Author(s):

O.N. Yemelyanova ◽

Keyword(s):

Comparative Method ◽

Value Orientations ◽

Russian Language ◽

Literary Language ◽

Unified Approach ◽

Language Research ◽

Russian Literary ◽

History Of ◽

The Russian Language ◽

Modern Russian

Statement of the problem. The article examines the content of the spirituality concept, formed by the explanatory dictionaries of the modern Russian literary language; the change in its (concept) functional-stylistic lexicographic qualifications as a reflection of the change in value orientations in society. The purpose of the article is to study the lexicographic history of the spirituality concept in a comparative analysis of different dictionaries. The research methodology is based on the comparative method, contextual and, above all, lexicographic analysis of the main explanatory dictionaries of the Russian language. Research results. The study showed that there is no strict unification in the interpretation and functional-stylistic qualifications of the concept under study in the explanatory dictionaries of the Russian language. Conclusions. In modern domestic explanatory lexicography, there is no unified approach both to understanding the content (interpretation) of the spirituality concept, and in its functional and stylistic qualifications. The author’s contribution consists in a large-format (all the main explanatory dictionaries of the modern Russian language) and a very detailed study, which has not been carried out earlier in relation to this very concept.

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THE DIGITALIZATION OF THE LEARNING PROCESS IN SERBIA DURING THE COVID-19 CRISIS

NAUKA I NASTAVA U VASPITNO-OBRAZOVNOM KONTEKSTU ◽

10.46793/stec20.203r ◽

2020 ◽

Author(s):

Branislav Ranđelović ◽

◽

Elizabeta Karalić ◽

Danijela Đukić ◽

◽

...

Keyword(s):

Content Analysis ◽

Distance Learning ◽

Educational System ◽

Educational Practice ◽

Learning Activities ◽

Public Television ◽

State Of Emergency ◽

Teaching Process ◽

Television Service ◽

The Subject

The COVID-19 crisis significantly disturbed the teaching process in Serbia. The subject of this research is the reaction and response of Serbian educational system during this crisis. The aim of this paper is the analysis of modifications of the teaching process and distance learning activities in primary and secondary schools, and teaching using the national public television service. The use of the method of content analysis, legal acts in the field of education adopted during the state of emergency in Serbia, decisions and instructions for the implementation of teaching, the manner of implementation of teaching, as well as the results of research on distance learning were investigated. Measures and activities for improving the digital alternative for future educational practice are proposed.

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DEVELOPMENT OF LIEPAJA RESIDENTIAL AREA “GREEN GROVE” PLANNING AND SPATIAL STRUCTURES AFTER WORLD WAR II

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2018vol1.3447 ◽

2018 ◽

Vol 1 ◽

Author(s):

Silvija Ozola

Keyword(s):

World War Ii ◽

Residential Buildings ◽

Comparative Method ◽

Residential Area ◽

Urban Planner ◽

Spatial Composition ◽

Soviet Time ◽

Research Goal ◽

Planning And Construction ◽

Housing Estates

In Liepaja 1960 building of residential buildings started, but in 1967 the Master Plan was confirmed: eastwards of industrial zone the residential area “Green Grove” (Latvian: Zaļā Birze) was envisaged, where architect Irēna Rubauska developed a three-stage detailed planning (1973) of five housing estates with multi-storey residential buildings. After Latvia Republic restoration a controversial period of ownership started: without analysis transformations were implemented in urban environment, promoting fragmentation of planning. Research issue – Soviet time heritage in Liepaja has not been studied sufficiently. Architectonically spatial of the residential area “Green Grove” composition has not been implemented, and housing estate’s further development is not resolved nowadays. Research novelty – urban planner Rubauska’s creative investment in urban development has been acknowledged. Research goal – the residential area “Green Grove” spatial structural analysis. Principal methods applied-planning and construction observation in nature, analysis of archive and cartographic materials, comparative method for conclusions. Summary of research outcomes: Rubauska’s intention of the residential area “Green Grove” without implementation, architectonically spatial composition is not solved any longer; nowadays topographical survey is not applied for Liepaja’s territorial zoning, watercourses are not marked, therefore schematic areas and approximate shapes of fortress canal do not provide impression of qualitative architectonically spatial formation.

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Features of mentoring in an inclusive environment: content and types

Казанский педагогический журнал ◽

10.51379/kpj.2020.22.80.032 ◽

2020 ◽

Author(s):

В.В. Державина

Keyword(s):

Inclusive Education ◽

Educational System ◽

Research Methodology ◽

Children With Disabilities ◽

Educational Practice ◽

Qualified Personnel ◽

Wide Range ◽

Emotional Burnout ◽

Oriented Approach

. Повышение качества инклюзивного образования невозможно без трансформации существующей системы. Недостаток квалифицированных кадров в данной сфере и отсутствие личностно-ориентированного подхода к детям с ОВЗ предлагается решить за счет наставнической деятельности. Цель статьи заключается в исследовании особенностей наставнической деятельности в современной образовательной практике инклюзивного образования. В качестве методологии исследования при выявлении особенностей и видов наставничества в инклюзивной среде автором статьи осуществлены анализ и синтез существующих теорий и образовательных практик в наставнической и инклюзивной деятельности. Учитывая факторы быстрого эмоционального выгорания начинающих педагогов инклюзивного образования, автором предложены такие виды наставничества, как социально-воспитательное и учебно-методическое наставничество. Необходимость выделения данных видов наставничества продиктована особенностями существующей образовательной системы. Социально-воспитательное наставничество призвано раскрыть особенности инклюзивной среды, подготовить молодого педагога к работе в рамках усложнения дефектов детей с ОВЗ. Учебно-методическое наставничество направлено на нормативно-правовые, методико-дидактические аспекты преподавательской деятельности. Цель данного типа наставничества в осознании педагогом структуры нарушения ребенка с инвалидностью и в создании, исходя из этого, специальных условий. Статья предназначена для педагогов, работающих в рамках инклюзивного образования, учителей-дефектологов; она актуальна для широкого круга лиц. Improving the quality of inclusive education is impossible without transforming the existing system. The lack of qualified personnel in this field and the lack of a person-oriented approach to children with disabilities are proposed to be solved through mentoring. The purpose of the article is to study the features of mentoring in the modern educational practice of inclusive education. As a research methodology for identifying the features and types of mentoring in an inclusive environment, the author analyzes and synthesizes the existing theories and educational practices in mentoring and inclusive activities. Taking into account the factors of rapid emotional burnout of novice teachers of inclusive education, the author suggests such types of mentoring as social and educational and methodological mentoring. The need to identify these types of mentoring is caused by the features of the existing educational system. Social and educational mentoring is designed to reveal the features of an inclusive environment, prepare the young to work in the framework of complicating the defects of children with disabilities. Educational mentoring is aimed at regulatory, methodological and didactic aspects of teaching. The purpose of this type of mentoring is to make the teacher aware of the structure of the violation of a child with a disability and to create special conditions based on this. The article is intended for teachers working in the framework of inclusive education, teachers-defectologists and is relevant for a wide range of people.

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