Moral Education Technologies in Pedagogical Theory and Practice of Poland and Ukraine

2014 ◽  
Vol 4 (2) ◽  
pp. 104-109
Author(s):  
Iryna Yankovych
Keyword(s):  
Moral Education ◽  
Scientific Knowledge ◽  
Education Technology ◽  
Educational Innovation ◽  
Theory And Practice ◽  
Diagnostic Tools ◽  
Moral Environment ◽  
Project Model ◽  
Procedural Components ◽  
Education Process

Abstract The comparative analysis of theoretical bases and the practice of moral education technologies implementation in Polish and Ukrainian pedagogy has been made. There has been stated that moral education technology in Ukrainian pedagogical science can be interpreted as a moral education system, the constituent parts of which are the following: aims, the content of the technology, procedural components (forms, methods and means of interaction between a teacher and pupils), diagnostic tools, and the result that meets the defined aim. Moral education technology can also be interpreted as modern means of moral education; as a project (model) of moral education process; as a branch of scientific knowledge; as any educational innovation. Moral education technology is interpreted as a strategy of moral education in Polish educational science. Three strategies of moral education - forming, searching and open - have been described. There have been determined that in Polish and Ukrainian pedagogical sciences the technology of moral education is considered to be a wider concept than the method and methodology. The technology of moral education is interpreted as a branch of scientific knowledge about the process, bases, techniques, methods and means of moral education, as well as conditions of its effectiveness, which ensure educational skills. Criteria of moral education technologies have been determined. The importance of educational diagnostics to the development of moral education technologies has been shown. The causes of the weak development of moral education technologies such as the lack of the accordance to the diagnostics criterion, an intuitive approach to solving moral education problems, complication of their solution have been cleared up. Prospects of using positive ideas in modern educational and moral environment have been revealed.

scholarly journals Problems of Moral Education Technologies and Methods Implementation in Pedagogical Theory and Practice of Poland and Ukraine

2016 ◽  
Vol 5 (1) ◽  
pp. 227-233
Author(s):  
Iryna Yankovych
Keyword(s):  
Comparative Analysis ◽  
Moral Education ◽  
Education System ◽  
Education Technology ◽  
Theory And Practice ◽  
Educational Science ◽  
Moral Space ◽  
Points Of View ◽  
Pedagogical Theory ◽  
Pedagogical Science

A comparative analysis of the implementation of the theoretical bases and the practice of moral education technologies and methods in Polish and Ukrainian pedagogy has been conducted in the article. Points of view of Polish and Ukrainian scientists concerning the interpretation of basic terms have been produced. Moral education technology in Ukrainian pedagogical science is a moral education system. In Polish educational science, this technology is the strategy of moral education. It have been determined that in the Polish and Ukrainian pedagogical sciences the technology of moral education is considered to be a wider concept than the method and the methodology. Criteria for moral education technologies have been determined. The importance of educational diagnostics to the development of moral education technologies has been shown. The causes of the weak development of moral education technologies have been cleared up. Prospects for the use of positive ideas in modern educational and moral space have been revealed.

scholarly journals EDUCATIONAL INNOVATION AS A RELATIONSHIP BETWEEN THEORY AND PRACTICE OF EDUCATIONAL ACTIVITY

2021 ◽  
pp. 7-12
Author(s):  
Slushnyi O.M.
Keyword(s):  
Higher Education ◽  
Scientific Knowledge ◽  
Learning Process ◽  
Educational Innovation ◽  
Educational Environment ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Activity ◽  
Pedagogical Innovation ◽  
Pedagogical Innovations

The article considers innovation in the field of education through the synthesis of theory and practice as a branch of scientific knowledge. It is noted that educational innovation is aimed at finding the most effective methods of transmitting information from teacher to student, in the field of education, it is based primarily on pedagogy and psychology; innovation in education is perceived as a branch of scientific knowledge that explores the educational process and methods of its implementation. Pedagogical innovation includes the doctrine of the inseparable relationship of the following components of the innovation process: the development of educational innovations, their testing and implementation, application in practice and dissemination; the subject of pedagogical innovation is considered to be a set of tools and patterns in the field of development and implementation of pedagogical innovations in educational institutions. The article analyzes a number of concepts, in particular: “innovation”, “innovative person”, “educational innovation”. Thus, the concept of “innovative person” is interpreted as a person of such socio-cultural development, who is able to work creatively, to be competitive in today’s conditions. Attention is paid to the problems of forming innovative models of education in higher education. The model of innovative learning in higher education proposed by scientists is taken into account, which provides for: active participation of the student in the learning process; opportunities for applied use of knowledge in real conditions; bringing concepts and knowledge in a variety of forms, not just in text; approach to learning as a collective rather than individual activity; shifting the focus to the learning process rather than memorizing information. The article draws attention to the interpretation of the definition of “pedagogical innovation”. Pedagogical innovation is a purposeful change that introduces innovations into the educational environment that improve the characteristics of individual parts, components and the educational system as a whole; the process of mastering innovation; search for ideal methods and programs, their implementation in the educational process and their creative rethinking. It is noted that innovative processes in the education system are perceived as controlled processes of creation, perception, evaluation, development and application of pedagogical innovations. The classification of pedagogical innovations is given, in particular: by types of activity; by the nature of the changes; on the scale of changes; by scale of use; by source.Key words: innovation, innovative models, pedagogical innovation, educational environment, pedagogical innovations. У статті розглянуто інноватику у сфері освіти через синтез теорії та практики як галузь наукового знання. Зауважується, що освітня інноватиканацілена на пошук найбільш дієвих методів передачі інформації від вчителя до учня, у сфері освіти вона спирається в першу чергу на педагогіку і психологію; інноватика у сфері освіти сприймається як галузь наукового знання, що досліджує освітній процес і методи його втілення в життя. Педагогічна інноватика включає в себе вчення про нерозривний взаємозв’язок таких компонентів інноваційного процесу, як: розробка освітніх нововведень, їх тестування та впровадження, застосування на практиці і поширення; предметом педагогічної інноватики вважають сукупність засобів і закономірностей в області розробки і впровадження педагогічних нововведень в освітніх установах. У статті проаналізовано ряд понять, зокрема: «інноватика», «інноваційна людина», «освітня інноватика». Так, поняття «інноваційна людина» тлумачиться як особа такого соціально-культурного розвитку, яка здатна творчо працювати, бути конкурентноспроможною в умовах сьогодення. Звертається увага на проблеми формування інноваційних моделей навчання у вищій школі. Взято до уваги запропоновану науковцями модель інноваційного навчання у вищій школі, яка передбачає: активну участь студента у про-цесі навчання; можливості прикладного використання знань у реальних умовах; наведення концепцій і знань у найрізноманітніших формах, а не тільки у текстовій; підхід до навчання як до колективної, а не індивідуальної діяльності; зміщення акценту на процес навчання, а не на запам’ятовування інформації. У статті звертається увага на потрактування дефініції «інновація педагогічна». Інновація педагогічна – це цілеспрямована зміна, що вносить в освітнє середовище нововведення, які поліпшують характеристики окремих частин, компонентів і самої освітньої системи в цілому; процес освоєння нововведення; пошук ідеальних методик і програм, їх впровадження в освітній процес і їх творче переосмислення. Зауважуєть-ся, що інноваційні процеси в системі освіти сприймаються як керовані процеси створення, сприйняття, оцінки, освоєння і застосування педагогічних нововведень. Наводиться класифікація педагогічних інновацій, зокрема: за видами діяльності; за характером внесених змін; за масштабом внесених змін; за масштабом використання; за джерелом виникнення.Ключові слова: інноватика, інноваційні моделі, педагогічна інноватика, освітнє середовище, педагогічні нововведення.

scholarly journals Implementasi Pendidikan Akhlak Integratif-Inklusif

2020 ◽  
Vol 12 (01) ◽  
pp. 37-48
Author(s):  
Muhammad Syafiqurrohman
Keyword(s):  
Moral Education ◽  
Inclusive Education ◽  
Extracurricular Activities ◽  
Human Life ◽  
Scientific Field ◽  
Educational Process ◽  
The World ◽  
Character Style ◽  
Scientific Fields ◽  
Education Process

Integrative-inclusive moral education can be interpreted as a formulation of a broad and holistic moral education process. Moral education materials can work together with all subjects, school culture, extracurricular activities, and even with the community. It is said that the integrative scientific structure does not mean that the various sciences are merged into an identical form of science, but rather the character, style, and nature of the science are integrated in the unity of the spiritual material dimensions, revelation, secularl-religion, physical-spiritual, and the world hereafter. Integration requires the existence of a relationship or unification or synchronization or greet each other or alignment between each existing scientific fields. Each scientific field cannot stand alone, without greeting each other with other scientific fields. While inclusive education, is a matter relating to many aspects of human life based on the principles of equality, justice, and individual rights. So integrative-inclusive education means that an educational process must cover a broad and comprehensive scope. Integrative-inclusive moral education has a holistic scope. Keywords: Moral education, integrative-inclusive   Abstrak Pendidikan akhlak integratif-inklusif dapat dimaknai sebagai suatu rumusan proses pendidikan akhlak yang dilakukan secara luas dan holistik. Materi pendidikan akhlak dapat bersinergi dengan seluruh mata pelajaran, budaya sekolah, kegiatan ekstrakurikuler, serta dengan komunitas. Dikatakan struktur keilmuan integratif bukan berarti antara berbagai ilmu tersebut dilebur menjadi satu bentuk ilmu yang identik, melainkan karakter, corak, dan hakikat antara ilmu tersebut terpadu dalam kesatuan dimensi material spiritual, akal-wahyu, ilmu umum-ilmu agama, jasmani-rohani, dan dunia akhirat. Integrasi menghendaki adanya hubungan atau penyatuan atau sinkronisasi atau saling menyapa atau kesejajaran antar tiap bidang keilmuan yang ada. Setiap bidang keilmuan tidak dapat berdiri sendiri, tanpa saling menyapa dengan bidang keilmuan yang lain. Sedangkan pendidikan inklusif, merupakan suatu hal yang berkaitan dengan banyak aspek hidup manusia yang didasarkan atas prinsip persamaan, keadilan, dan hak individu. Maka pendidikan integratif-inklusif memiliki makna bahwa suatu proses pendidikan harus mencakup ruang lingkup yang luas dan menyeluruh. Pendidikan akhlak secara integratif-inklusif memiliki cakupan yang menyeluruh dan holistik. Kata Kunci: Pendidikan akhlak, integratif-inklusif

scholarly journals The Role of Social Microenvironment in Spiritual and Moral Upbringing of Young People as a Subject of Reflection in Pedagogy of Russian Émigrés in the 1920s–1930s

2018 ◽  
pp. 569-581
Author(s):  
Tatiana V. Masharova ◽  
Vasily A. Sakharov ◽  
Lyudmila G. Sakharova
Keyword(s):  
Young People ◽  
Moral Education ◽  
Methodological Approach ◽  
Historical Context ◽  
Theory And Practice ◽  
Young Generation ◽  
Youth Organizations ◽  
Main Research ◽  
Church School ◽  
The Impact

Introduction. The article is concerned with the impact of social microenvironment on the spiritual and moral upbringing of young people and its reflection in philosophical and pedagogical legacy of Russian émigrés in 1920s-1930s. The relevance of the problem is given by the fact that spiritual upbringing nowadays becomes one of the leading directions in the educational policy of the state. The study of positive historical and pedagogical experience in upbringing the young generation can greatly assist in the implementation of the policy of spiritual and moral education of children and young people. The purpose of this article is to analyze the spiritual and moral upbringing and its emotional and value aspects, as well as the influence of the social microenvironment (church, school, family, children’s and youth organizations) on the process of spiritual and moral upbringing of children in the works of philosophers and educators of Russian émigrés in 1920s-1930s. Materials and Methods. The methodological basis of the research was a systematic approach to understand the holistic pedagogical process and the scientific research devoted to the study of the philosophical and pedagogical heritage of Russian émigrés in 1920s-1930s. The main research method is the theoretical analysis of documentary and archival sources; pedagogical, psychological philosophical and historical literature on an investigated problem; the retrospective method, the method of interpretation (explanation, comparison, analogy), methods of synthesis and generalization, questionnaire. Results. The review of theoretical works and practical experience of philosophers and teachers of Russian émigrés convinces us that while working in the 1920s-1930s, they anticipated some areas of contemporary humanistic pedagogy with its focus on education based on universal moral values, humanization of education, and the focus on the emotional sphere of children in the education process. The leading methodological approach to spiritual and moral education, as it reflected in many philosophical and pedagogical works of Russian émigrés in the 1920s-1930s, is the stimulation of the moral feelings of the child, the actualization of his emotional sphere in the process of upbringing. This occurs in the process of organizing emotional and moral educational milieu which is conducive to the development of moral feelings. Discussion and Conclusions. The creation of the emotional and evaluative milieu was conceived in pedagogy of Russian emigration as an organization of pedagogically targeted influence of church, school and family on the development of the moral feelings, and as the organization of the life and work of children’s and youth organizations with the same objectives. The study of education and development of pedagogical theory and practice of the Russian émigrés will add to the historical context of culture and pedagogy of Russia unjustly forgotten ways of solving problems spiritual and moral education and patriotic upbringing of youth. It will make available to pedagogy ideas and concepts, reflecting universal and spiritual and national values.

scholarly journals MODEL PENDIDIKAN ANAK KELUARGA NABI IBRAHIM DAN KELUARGA LUQMAN AL-HAKIM

2019 ◽  
Vol 3 (2) ◽  
pp. 93
Author(s):  
Muhammad Taufiqur Rahman ◽  
Bambang Harmanto ◽  
Katni Katni
Keyword(s):  
Moral Education ◽  
Learning Model ◽  
Contextual Learning ◽  
Family Education ◽  
Library Research ◽  
The Family ◽  
Material Equations ◽  
The Difference ◽  
The Right ◽  
Education Process

Children are the best gift from God for a family. Children must get an obligation to educate and find the best place to be educated with the right learning method. The best education is education that is in harmony with the education taught in the Qur'an and Sunnah, but the model of children's education has not yet become a serious concern, both among Islamic academics and parents. This research uses qualitative research and uses library research methods. Then the writer analyzes the data with content analysis. Because this theory uses the reference of the Qur'an directly, then the first source of the Qur'an. Then from the sources of the other books that included education on the children of the Ibrahim and Luqman families. In the education process, the family uses a contextual learning model. In the contextual learning model contains principles that are in accordance with the family education. And found the material taught by Prophet Ibrahim to his children as follows: Aqidah Education, Moral Education, prayer education. And the method used is the method of dialogue, exemplary, advice, targhib wa tarhib, argument. While the material in Luqman education is tauhid education, devoting to parents, doing good deeds, and worshiping. And using exemplary, repetition and advice methods. The material equations in the two families are monotheism and morality. And the difference is the material of prayer and doing good. The equation of the method of both is advice and exemplary. The differences are repetition, dialogue and argument.

scholarly journals Effectiveness of the Superitem Learning Model on Students Learning Achievements

2019 ◽  
Vol 1 (3) ◽  
Author(s):  
Hastuti Diah Ikawati ◽  
Ilham Abdul Majid ◽  
Zul Anwar
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Education Technology ◽  
Educational Innovation ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
T Test ◽  
Learning Models ◽  
Academic Year

Student activeness in class is one of the important factors that influence student learning outcomes. This activity can be influenced by several factors one of the learning models used by lecturers. The lack of variations in the learning model has an impact on the monotonous learning process so that students are easily bored and bored with the learning process. Therefore, lecturers are always required to create an interesting learning condition process, including by applying a varied learning model. There are several learning models that can be used by lecturers to improve student learning outcomes, one of which is to implement super-learning learning models. The purpose of this study was to determine the effect of super-learning models on student learning outcomes in the course of the Diffusion of Educational Innovation. The population of this study is all Education Technology students who have programmed the Education Innovation Diffusion course in the even semester of the 2018/2019 academic year. Data collection techniques used tests to determine the differences in student learning outcomes before and after the super-learning learning model was used — data analysis using t-test formula. Based on the results of the study it is known that the results of the t-test show the value of t-count greater than t-table at a significance level of 5% with db = 30-1 = 29 (12,963> 2,045). Based on the results of the calculation it can be concluded that it can be concluded, there is the influence of the Superitem learning model on student learning outcomes in the educational innovation diffusion course in Education Technology Study Program Mataram IKIP academic year 2018/2019.

scholarly journals Socio-cultural design as a means of moral education of schoolchildren in the conditions of modern education

Eduweb ◽  
2021 ◽  
Vol 15 (3) ◽  
pp. 295-311
Author(s):  
Irina Aryabkina ◽  
Irina Medvedeva ◽  
Alexander Bulynin ◽  
Natalia Lebedeva ◽  
Galina Zharkova
Keyword(s):  
Moral Education ◽  
Educational Practice ◽  
Diagnostic Tools ◽  
Modern Education ◽  
Cultural Design ◽  
Different Ages ◽  
Moral Qualities ◽  
Younger Generation

The purpose of the article is to analyze the features of socio-culturпal design as a means of moral education of schoolchildren in the context of modern education. On the basis of an interdisciplinary analysis of scientific sources, the essence of socio-cultural design, its principles and role in the formation of the moral qualities of the younger generation are determined. The article presents the materials of a psychological and pedagogical experiment to determine the level of moral education of schoolchildren of different ages, as well as the pedagogical conditions identified and formulated by the authors in the form of conclusions. The proposed diagnostic tools made it possible to determine the effectiveness of the application in educational practice of the Program for the sociocultural design of schoolchildren developed by the authors of this article.

scholarly journals THE THEORY AND PRACTICE OF HIGHER EDUCATIONAL INSTITUTIONS MANAGEMENT IN UKRAINE

2020 ◽  
Vol 1 ◽  
pp. 408
Author(s):  
Olena Kirdan ◽  
Svitlana Pryshchepa ◽  
Nataliya Savchenko ◽  
Myroslava Tkachuk ◽  
Oleksandr Kirdan
Keyword(s):  
Scientific Knowledge ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Open University ◽  
University Management ◽  
Higher Educational Institutions ◽  
Higher Educational ◽  
Characteristic Features ◽  
The University ◽  
Considerable Experience

The theory and practice of management of higher educational establishments of Ukraine has a long history and is characterized by considerable experience and traditions. The article presents the findings study of the theory and practice of management in higher educational institutions in Ukraine in XIX – beginning of XXI century. The main periods of development of the theory and practice of management in higher educational institutions in Ukraine in XIX – beginning of XXI century is determined: 1802–1832, 1833–1862, 1863–1883, 1884–1917, 1917–1920, 1921-1990, 1991–2019 years as well as the characteristic features and tendencies of each of them. Views of N. Pirogov (the complete autonomy, the decentralization of universities’ management, the Ministerial panel of respected scientists interuniversity publicity etc.), K. Ushinskiy (the internal university management, the management of schools district etc.), M. Kostomarov (the idea of «an open university», increasing the authority of the University and others) and others are actualized in the investigation. The works above authors as a reliable on the basis in the development of the new trend of interdisciplinary scientific knowledge – universitology. 

scholarly journals Complexity of Practical Work in Portuguese Primary Science Textbooks

2021 ◽  
Vol 26 (3) ◽  
pp. 281
Author(s):  
Sílvia Ferreira ◽  
Leonor Saraiva
Keyword(s):  
Scientific Knowledge ◽  
Cognitive Skills ◽  
Primary Schools ◽  
Theory And Practice ◽  
Practical Work ◽  
Primary Science ◽  
Science Textbooks ◽  
Low Level ◽  
Units Of Analysis ◽  
Quantitative And Qualitative Methods

Practical work and textbooks have an important role in primary science education. This study analyses the complexity of practical work in Portuguese primary science textbooks. The level of complexity was appreciated by the level of conceptual demand of practical work, as given by the type of practical work, the complexity of scientific knowledge, the complexity of cognitive skills and the degree of relation between theory and practice. The explicitness of practical work was also analysed. The study followed an approach that combines quantitative and qualitative methods of analysis and a total of 176 units of analysis were evaluated from six science textbooks, chosen among the most selected in Portuguese primary schools. The results showed that textbooks evidence a tendency towards a low level of conceptual demand of practical work, considering the proposals for practical activities and the related evaluation questions. Practical activities, mainly focused on practical exercises and illustrative experiences, tend to mobilize scientific knowledge and cognitive skills of a low level of complexity and point out to an apparent relation between theory and practice. The evaluation questions present a lower level of conceptual demand. The results also showed a weak concern with the explicitness of the practical work. However, findings also indicated that there are differences between the textbooks.

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