INFLUENCE OF JOHN DEWEY PEDAGOGICAL IDEAS ON THE PEDAGOGICAL THEORY AND PRACTICE IN UKRAINE (20's OF XX CENTURY)

2019 ◽  
Vol 3 (35) ◽  
Author(s):  
M. Bogomolova
Keyword(s):  
John Dewey ◽  
Creative Thinking ◽  
Cognitive Activity ◽  
Philosophy Of Education ◽  
Theory And Practice ◽  
Historical Period ◽  
Child Socialization ◽  
Pedagogical Theory ◽  
The Individual ◽  
Concept Theory

The article analyzes the influence of pedagogical ideas of the famous American philosopher, teacher, psychologist John Dewey (1859-1952) on the development of the pedagogical theory and practice of Ukraine in the 20-30s' of the XXth century. It is noted that domestic education in this historical period of its development was based on both national traditions and world experience, new approaches and ideas, in particular, reformed pedagogy with a bright representative  J. Dewey.J. Dewey developed a new philosophy of education based on the ideas of pragmatism, pedocentrism, the democratization of education and the socialization of the individual, the integration of the content of education, the development of students' creative thinking, the justification of student and teacher self-realization, and the humanization of relationships between educators and pupils.A scientific search showed that his legacy was well known to more than one generation of Ukrainian researchers, scientists and educators, organizers of education in Ukraine at different stages of development and formation: in the 20's of the XX century  was studied, implemented in the educational process.Ukrainian teachers Y. Chepiga, S. Rusova, O. Muzychenko and others advocated the idea of substantially reforming the education system as a whole, and training in particular. They emphasized that all efforts should be directed towards the development of cognitive activity of students, the active use of active research methods, directing students to self-examination, rather than the predominance of control by teachers, the establishment of subject-subjective interaction of participants in the educational process.Keywords: philosophy of education, child socialization, labor school, pedagogical concept, theory of upbringing, new school.кандидат педагогічних наук, Богомолова М.Ю. Уплив педагогічних ідей Дж. Дьюї на педагогічну теорію й практику в країні (20-ті роки ХХ ст.)/ Херсонський державний університет, Україна, Херсон.У статті аналізується питання впливу педагогічних ідей відомого американського філософа, педагога, психолога Джона Дьюї (1859 – 1952) на розвиток педагогічної теорії й практики України в 20-х – 30-х роках ХХ ст. Зазначається, що вітчизняна освіта в цей історичний період свого розвитку вибудовувалася як на національній традиції, так і з урахуванням світового досвіду, нових підходів, ідей, зокрема, реформаторській педагогіці, яскравим представником якої є Дж. Дьюї.    Дж. Дьюї розробив нову філософію виховання, яка ґрунтувалася на ідеях прагматизму, педоцентризму, демократизації освіти та соціалізації особистості, інтеграції змісту освіти, розвитку творчого мислення учнів, обґрунтування самореалізації учня і вчителя, гуманізації взаємин між педагогами та вихованцями. Науковий пошук свідчив, що його спадщина була добре відома не одному поколінню українських дослідників, учених-педагогів, організаторів освіти в Україні на різних етапах розвитку та становлення: у 20-х роках ХХ століття із зацікавленістю вивчалася, упроваджувалася в освітній процес.  Українські педагоги Я. Чепіга, С. Русова, О. Музиченко та ін. відстоювали ідею суттєвого реформування системи освіти в цілому і навчання зокрема. Наголошували, що всі зусилля необхідно спрямувати на розвиток пізнавальної діяльності учнів, активне використання активних дослідницьких методів, спрямовувати роботу учнів на самоаналіз, а не переважання контролю з боку вчителів, встановлення суб’єкт-суб’єктної взаємодії учасників навчально-виховного процесу.Ключові слова: філософія виховання, соціалізація дитини, трудова школа, педагогічна концепція, теорія виховання, нова школа.

scholarly journals The features of the formation of ethno-value consciousness in the modern Kazakh Pedagogical University

Eduweb ◽  
2021 ◽  
Vol 15 (2) ◽  
pp. 229-244
Author(s):  
Ainash Aipova ◽  
Sofiya Apaeva ◽  
Assel Temirgalinova ◽  
Anara Shabambaeva ◽  
Irina Karabulatova
Keyword(s):  
Emotional Experience ◽  
Cognitive Activity ◽  
Theory And Practice ◽  
Value Consciousness ◽  
Synergistic Approach ◽  
Linguistic Analyses ◽  
Definition Of ◽  
The Individual ◽  
Education Of Students ◽  
Activity Method

The specifics of the conditions for the formation of the ethno-value consciousness of future teachers based on a comprehensive approach to mastering their ethnic knowledge and skills in the process of competence and activity approaches is the goal of study. The authors used a synergistic approach based on competence-based and activity-based approaches. These approaches include the following methods: interiorization of internal cognitive activity with cross-cultural, cross-competent, cross-linguistic analyses, the method of emotional experience; frame modeling method, competence approach, psycholinguistic and pedagogical experiments. The results the essence of the ethno-value consciousness of the individual is determined; the types of values reflected in the ethno-value consciousness of the individual in the mental form are described, its specificity is revealed; the definition of the ethno-value competence is given and its components are clarified; it is proved that the main methods of forming the ethno-value consciousness of the individual is the event-activity method of reproducing the cultural scenario in order to actualize the cultural space. The results of the study can make a certain contribution to the theory and practice of ethnopedagogical education of students.

scholarly journals Development of research skills in the future foreign language teacher in the system of continuing education

2020 ◽  
Vol 13 (32) ◽  
pp. 1-24
Author(s):  
Irina Alexandrovna Presnukhina ◽  
Marina Georgiyevna Sergeeva ◽  
Lyudmila Zhalalovna Karavanova ◽  
Olga Vladimirovna Belokon ◽  
Elena Georgievna Khvorikova
Keyword(s):  
Foreign Language ◽  
Creative Thinking ◽  
High Performance ◽  
Formal Education ◽  
Cognitive Activity ◽  
Research Skills ◽  
The Individual ◽  
State Educational ◽  
High Level ◽  
Intellectual Level

Modern education, implemented in specially targeted institutions, in most cases cannot ensure high performance of graduates. A future teacher should possess not only a high level of qualifications but also creative thinking, the ability to use innovative methods and technologies. The improvement of the integrated abilities of future teachers is based on the appropriate competent combination of the Russian educational tradition with innovative types of education. University programs usually only follow the state educational standards, without contributing to the individual self-identification of young citizens. Today, education should be positioned as a daily intellectual work that reveals the potential of a schoolchild or student and contributes to building the required competencies. Consequently, non-formal education should become part of a teacher’s life, implying both personal cognitive activity and spontaneous education, carried out due to a personal activity in a rapidly developing educational space. The student should not only know a foreign language and master teaching methods, but also demonstrate an adequate intellectual level, the ability to reflect, to conduct scientific research, to predict learning outcomes. Unfortunately, at this stage, the potential of non-formal education in the field of foreign languages is not sufficiently used, which makes it difficult to improve the research skills of future school teachers.

Other Forms of Sociopathic Manifestations

2022 ◽  
pp. 250-280
Author(s):  
Ruža Tomić
Keyword(s):  
Juvenile Delinquency ◽  
Theory And Practice ◽  
Children And Youth ◽  
Modern World ◽  
Professional Activity ◽  
Social Phenomena ◽  
Social Community ◽  
Pedagogical Theory ◽  
The Individual ◽  
Insight Into

Juvenile delinquency, abuse, and addictions are among the very serious problems of the modern world. They are becoming more frequent every day and appear among the younger categories of children and youth, with increasingly destructive forms and manifestations. The community seeks ways and takes measures to prevent these socio-pathological phenomena, with the aim of reducing or preventing them altogether. In order to succeed, social pedagogical theory and practice are constantly being improved and enriched, and they offer new contributions that can help in the constructive resolution of these painful social phenomena. Their spread degrades the personality of the individual and the whole social community, and this leaves lasting and far-reaching consequences. Only by getting to know and having insight into all the above aspects of these socio-pathological phenomena will it be possible to create and offer organized professional activity in their transformation.

CREATING THE SITUATION OF SUCCESS IN THE HUMAN SCIENCES – A PREREQUISITE FOR THE HUMANIZATION OF EDUCATION

2020 ◽  
pp. 48-57
Author(s):  
Ayta Sakun ◽  
Tatiana Kadlubovich ◽  
Darina Chernyak
Keyword(s):  
Cognitive Activity ◽  
Human Sciences ◽  
Creative Potential ◽  
Modern Education ◽  
Future Success ◽  
Cognitive Motivation ◽  
The Future ◽  
The Individual

The problem of success became relevant at the beginning of the XXI century. Everyone strives to succeed, to be confident in themselves and in the future. Success is recognized as one of the needs of the individual. Reforming modern education is designed to make it human-centered, effective, close to the practical needs of the learner. The humanization of education is impossible without creating situations of success in learning. Such situations activate a person's cognitive motivation, reveal his creative potential, make a person strong and confident. To create situations of success, teachers use a variety of methods and tools that enhance the cognitive activity of students.

News production theory and practice

Pragmatics ◽  
2008 ◽  
Vol 18 (1) ◽  
pp. 59-85 ◽  
Author(s):  
Tom Van Hout ◽  
Geert Jacobs
Keyword(s):  
Process Analysis ◽  
Theory And Practice ◽  
Computer Assisted ◽  
Press Releases ◽  
News Production ◽  
News Reports ◽  
Business News ◽  
Writing Practices ◽  
The Individual ◽  
And Control

This paper considers notions of agency, interaction and power in business news journalism. In the first part, we present a bird’s eye view of news access theory as it is reflected in selected sociological and anthropological literature on the ethnography of news production. Next, we show how these theoretical notions can be applied to the study of press releases and particularly to the linguistic pragmatic analysis of the specific social and textual practices that surround their transformation into news reports. Drawing on selected fieldwork data collected at the business desk of a major Flemish quality newspaper, we present an innovative methodology combining newsroom ethnography and computer-assisted writing process analysis which documents how a reporter discovers a story, introduces it into the newsroom, writes and reflects on it. In doing so, we put the individual journalist’s writing practices center stage, zoom in on the specific ways in which he interacts with sources and conceptualize power in terms of his dependence on press releases. Following Beeman & Peterson (2001), we argue in favor of a view of journalism as ‘interpretive practice’ and of news production as a process of entextualization involving multiple actors who struggle over authority, ownership and control.

Annoyingness of Aircraft Noise in Relation to Cognitive Activity

1986 ◽  
Vol 63 (2) ◽  
pp. 599-616
Author(s):  
Malcolm D. Arnoult ◽  
Lynne G. Gillfillan ◽  
James W. Voorhees
Keyword(s):  
Test Anxiety ◽  
Cognitive Activity ◽  
Motor Task ◽  
Aircraft Noise ◽  
Cognitive Tasks ◽  
Performance Difference ◽  
Point Scale ◽  
Embedded Figures ◽  
Continuous Noise ◽  
The Individual

College students were exposed by means of headphones to two kinds of aircraft noise (helicopter and jet) at three levels of loudness (60, 70, and 80 dB) while engaging in two tests of intelligibility and 12 cognitive tasks. In addition, the annoyingness of the noise was rated on a seven-point scale for each source/loudness combination in each task. Individual-differences measures (embedded figures, locus-of-control, and test anxiety) were also obtained. No performance difference related to noise was obtained in any of the cognitive tasks, and using the individual-difference measures as co-variates made no difference. In a second experiment a limited set of five modified cognitive tasks was used, again without producing any significant results. Finally, a third experiment utilized four cognitive tasks, a perceptual-motor task (Rotary Tracking) and intermittent rather than continuous noise, and yielded the same results. It was concluded that the failure to find performance differences on the cognitive tasks was probably due to the fact that concern for the welfare of the subjects limited the stimuli to loudness levels that were too low to be effective.

Nussbaum’s philosophy of education as the foundation for human development

Human Affairs ◽  
2018 ◽  
Vol 28 (3) ◽  
pp. 328-338
Author(s):  
Vasil Gluchman
Keyword(s):  
Human Development ◽  
Philosophy Of Education ◽  
General Development ◽  
Philosophical Concept ◽  
Critical Exploration ◽  
Growth Development ◽  
The Individual

Abstract The author of the paper investigates Martha C. Nussbaum’s philosophical concept of education in which education is considered key to all human development. In the first part, the author focuses on some of the more interesting ideas in Nussbaum’s philosophy of education regarding the growth, development and improvement of the individual, community, society, nation, country and humankind. The second part is a critical exploration of the individual in education, looking specifically at the general development of humankind and the shaping of abstract cosmopolitan world citizens, which are the main political goals of Nussbaum’s philosophy of education.

scholarly journals John Dewey, From Philosophy of Pragmatism to Progressive Education

2017 ◽  
Vol 6 (9) ◽  
pp. 23
Author(s):  
Dimitris Pavlis ◽  
John Gkiosos
Keyword(s):  
Moral Education ◽  
John Dewey ◽  
Progressive Education ◽  
Democratic Education ◽  
Philosophy Of Education ◽  
The Other ◽  
Educational Issues ◽  
The One

<p>The reason for this publication has been our interest in educational issues on the one hand, and, on the other, in the philosophy of education of J. Dewey. This resulted in further approaching the philosophy of Pragmatism and considering its influence on J. Dewey’s philosophy of education. At the same time, we have sought the influences on his work from Aristotelian thought. In this direction, we show that the American philosopher considered the philosophy of pragmatism as applicable to a democratic education, which is also considered to be moral education.</p>

scholarly journals Foreign language as a means of educating a professional

2021 ◽  
Vol 27 (3) ◽  
pp. 84-88
Author(s):  
A. B. Khramtcova
Keyword(s):  
Foreign Language ◽  
Vocational Education ◽  
Creative Thinking ◽  
Professional Community ◽  
Personal Characteristics ◽  
Academic Disciplines ◽  
Professional Activity ◽  
Native Culture ◽  
The Social ◽  
The Individual

Rethinking the goals of vocational education, integrating into the international professional community, required rethinking of the academic disciplines role, which primarily affected the foreign language. Researchers note its importance for successful professional activity, for the development of special qualities. At the same time, the problem of educating professional responsibility, conditioned by the outlook of the individual, the conviction of the need to make professional decisions with an orientation towards their consequences for society and the country as a whole, has ceased to be a priority. The article focuses on the means of implementing the educational function of a foreign language in the unity of the content (context of the language) and methods of comparison with regional natural history, which activates creative thinking and affects the social position in the perception of the modern worldview, on the formation of a person's motivational-value attitude to his native culture. Comparative analysis of the native and foreign language culture allows a deeper understanding of the native culture and the formation of patriotic beliefs. The conclusions obtained in the course of understanding the educational function of a foreign language are based on the results of a comprehensive study conducted by graduate students of Samara University on the theory and methodology of vocational education, the purpose of which was to determine the effective personal characteristics of students in different areas of vocational training.

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