scholarly journals The pedagogical ideas of A. Makarenko in the context of the personal paradigm of raising orphans

2020 ◽  
Vol 1 (73) ◽  
pp. 132-135
Author(s):  
G. М. Lialiuk
Keyword(s):  
2020 ◽  
Vol 9 (1) ◽  
pp. 289-292
Author(s):  
Lyubov Konstantinovna Fortova ◽  
Anna Mikhailovna Yudina ◽  
Natalya Ivanovna Evsyukova

This paper discusses the problems that inhibit the development of spirituality in the youth, shows the role of educational institutions for young peoples moral stability development, reveals a personal paradigm that initiates self-actualization and improvement of students for socialization in modern Russian society. The paper analyzes the problems of spirituality and intelligence development in Russian universities. It is argued that the presence of spirituality creates a barrier to destructive social phenomena, while intelligence represents the internal and external culture, dignity and morality of the individual. The paper emphasizes that spirituality and intelligence should be protected by the individual from the destructive influence of the criminal environment and dubious offers. Students relying on the theory of reactance must learn to say no. It is noted that according to students the significant components of spirituality are the desire to develop their country, national virtues, the less significant ones are the willingness to sacrifice personal interests for the interests of the fatherland. The role of a comfortable psychological environment in the development of self-education, self-criticism, self-actualization of student youth is shown. It is postulated that an educated person respects other people, recognizes their intrinsic value, originality, meaning and dignity.


1991 ◽  
Vol 12 (4) ◽  
pp. 323-340 ◽  
Author(s):  
Dennis O'connor ◽  
Donald M. Wolfe
Keyword(s):  

2019 ◽  
Vol 9 (4) ◽  
pp. 266
Author(s):  
Visković ◽  
Sunko ◽  
Mendeš

The educator’s personal role in understanding children’s play is a key factor in planning organization of educational process in kindergarten. An educator´s personal paradigm is assumed to be an experiential and educational construct. This research examines the possible correlation of educators’ personal paradigms (N = 291) and contextual factors in the region of Dalmatia (Croatia). A questionnaire Q-EOCP (α = 0.78) was designed for this research. Research findings suggest that most educators are reluctant to introduce information and communication technology /ICT into the educational process (M = 2.25; SD = 1.02) or work with children with disabilities (M = 2.03; SD = 1.33). There was a slightly positive correlation between the educator’s professional work experience and the view that children with disabilities /CWD should be taught how to play (r = 0.35; p ≤ 0.05). Work experience is slightly negatively correlated with the opinion that natural materials encourage creative play in children more than the didactic toys (r = −0.29; p ≤ 0.05) and with the assessment of daily play in nature (r = −0.21; p ≤ 0.05). The research measured the correlation of assessments of daily play in nature and the educators’ level of education (F = 3.47; p ≤ 0.05). Findings suggest that early childhood and preschool educators need additional education on children’s play and the possibilities of augmentative technology.


2019 ◽  
Vol 28 (8-9) ◽  
pp. 83-90
Author(s):  
Kh. G. Tkhagapsoev

The article shows that the entrenched orientation of higher education towards the demands of the labor market requires rethinking and adjustment, since in modern conditions it does not guarantee the effectiveness of university’s activities and the ability to meet the challenges of the future. The real basis and guarantee of the university’s success is now the “synchronization” of its development strategy with the historical and epistemological trends in the development of knowledge, its functions and forms of being. In this context, the role and place of techno-science at university and university processes – research, design, and educational – is becoming especially important. It is argued that the current trends in the development of knowledge and science bring to life (and have already provoked) a new “projective-personal” paradigm of education. It is not focused on mastering the maximum academic knowledge (as it has been so far), but on individualizing the trainee’s educational trajectory and mastering the methods of synthesizing knowledge and project activities.


2021 ◽  
Vol 1 (83) ◽  
pp. 66-81
Author(s):  
Volodymyr Sabadukha ◽  
Oleksii Sabadukha

The philosophical, psychological and sociological analysis of the Christian symbol of the Revelation is for the first time in the Ukrainian humanities carried out in the study. Understanding Revelation based on scientific concepts is a very complex problem, however, it is clear that its cause is the lack of the necessary methodology, ignoring the leading trend of world history and spirit i.e. the struggle of impersonal and personal principles of social being. It is proposed to base the study on the concept of four stages of human spiritual development: dependent personality, mediocre personality, mature personality, genius. With the help of Revelation, Christianity rethought the philosophical meaning of the concept of “truth”, which concerned not the material world, but the inner qualities of man. Christianity has come to the conclusion that the question “Who is the truth” is more important to man than the question “What is the truth?” Lack of a philosophical answer to the question “Who is the truth”? led to the dominance of the value judgment “every person is an individual”, which became the philosophical basis of the depersonalized paradigm of human being. Revelation appears as a way out of impersonal being into personal (transcendent), overcoming the fear of personal being, the birth of a spiritual principle in man and as a symbolic beginning of a new – personal – paradigm of being, when the highest values are self-actualization, self-realization and related work. Revelation is not only the birth of a person from an egocentric person, but it is a recognition of the significance of a person in another person. The reasons that prevent the scholars from revealing the meaning of Revelation are analyzed – the mechanisms of psychological protection and fear of personal being. Ignoring the leading trend of the world spirit (the struggle of the impersonal and the personal) and the concept of the four stages of spiritual development of man has led to a decrease in the critical mass of individuals in the human community. Failure to recognize the importance of the idea of personal existence is a crucial ideological cause of the existential vacuum, mental epidemics in the form of hybrid wars, global terrorism and violence against both human nature and nature in general. The modern apocalypse – an anthropological-global catastrophe – is the result of a crisis of impersonal existence and the priority of the material over the spiritual, which is realized by the mediocre person. It is proved that the proposed metaphysical theory of personality meets modern global challenges, opens opportunities for philosophical, psychological and sociological understanding of the causes of the crisis in Ukrainian society and in the human community. It is substantiated that the ideological basis for overcoming the crisis of impersonal existence is the assertion of the priority of the spiritual over the material, the adoption of the ideological law “Personality is the basis of being” and changing the form of determination. Determination of the present must be replaced by determination of the future.


Author(s):  
Jason García Portilla

AbstractThis chapter discusses the research paradigms underpinning this study––i.e. dialectical pluralism (DP) (mixed methods research) and a complex thinking perspective. The chapter also explains the researcher’s scientific and personal paradigm biases and details some strategies utilised for objective data treatment.


1990 ◽  
Vol 43 (10) ◽  
pp. 957-973 ◽  
Author(s):  
Donald Wolfe ◽  
Dennis O'Connor ◽  
Marcy Crary

2008 ◽  
Vol 10 (4) ◽  
pp. 212-227 ◽  
Author(s):  
Fredda Brown ◽  
Craig A. Michaels ◽  
Christopher M. Oliva ◽  
Sara B. Woolf

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