scholarly journals Logic of modern educational paradigm: I. Kant versus J. Locke

2018 ◽  
Vol 22 (1) ◽  
pp. 150-165
Author(s):  
Oksana Panafidina
Keyword(s):  
Inductive Logic ◽  
Fundamental Principle ◽  
Normative Theory ◽  
Educational Process ◽  
Self Identity ◽  
The Enlightenment ◽  
Transcendental Theory ◽  
Educational Paradigm ◽  
Educational Paradigms ◽  
Over Time

The paper contrasts the enlightenment and reflective educational paradigms on the basis of studying their underlying logic. The author argues that the enlightenment paradigm, developed by J.A. Comenius, is designed in accordance with inductive logic, which can be understood through actualization of J. Locke`s sensual epistemology and theory of a person as a reflective self-identity over time. In this paradigm, the emphasis is done on the teacher's activity in transferring knowledge to the pupil and shaping his personality. The author claims that the enlightenment paradigm of education is out of date and is not relevant to requirements of contemporary information society. Belief about cognition as passive reception of information by the senses and processing of this information by the mind disagrees with the conclusions made on the basis of research in cognitive science. And belief about a person as a thinking intelligent being, who is able to realize his or her identity over time and expand his or her experience, does not characterize it as an autonomous being capable of self-improvement. The paper proves that the transformation of educational paradigms is possible by changing views concerning the essence of cognitive process and the content of the concept of person. The deductive logic of reflective educational paradigms reveals through the actualization of I. Kant`s transcendental theory of knowledge and the normative theory of personhood. The author concludes that Kant's idea of the autonomy of reason in its theoretical and practical application should become the fundamental principle of the new education paradigm, within the scope of which the primary subject of the educational process is the pupil as representative of the humankind, endowed by nature with certain makings that need to be cultivated, that is to output to a higher level. The main difference between the reflective and the enlightenment paradigms, in the author's opinion, lies in the fact that within the first one the pupil is viewed as an active subject, having autonomy and capable of self-activity. In accordance with this, the entire educational process must be built on the horizontal-democratic principle.

scholarly journals The actual questions of the realization of the personality-oriented educational paradigm in the context of digitalization

2021 ◽  
Vol 273 ◽  
pp. 12060
Author(s):  
Irina Kameneva
Keyword(s):  
Value Orientations ◽  
Educational Process ◽  
Student Centered ◽  
Personal Approach ◽  
Educational Paradigm ◽  
The Given ◽  
Educational Paradigms ◽  
Analysis Of Knowledge ◽  
Key Nodes

In the context of digitalization, the existing educational paradigms are being transformed. Transformational processes are associated with the solution of essential problems at key nodes that are significant for the construction of the entire paradigmatic series. As such, the nodes in this study, the values, goals, and results of education, the content of education were considered, and the issues of implementation of the student-centered educational paradigm that was relevant for them in the context of digitalization were identified. The most important are the questions about the image of a person, which determines the direction of pedagogical efforts, about the place of eternal universal values rooted in human culture, among other value orientations of education, about the criteria for the selection of content and the representation in its structure of the personal experience of students and teachers, about didactically significant specifics of electronic media of content. The dialogue character of the educational content and interaction in the educational process, determined by the culture, is emphasized. A comparative analysis of knowledge-oriented, personality-oriented, and digital educational paradigms in the given key nodes has been carried out. The role of the teacher as a subject of a personality-oriented educational process, acting here in two guises: professional and personal, is noted. The problems and risks associated with the weakening of the personal approach in education are formulated.

IMPACT ASSESSMENT ON LEARNING MOTIVATION IN THE FRAMEWORK OF THE COMPETENCE APPROACH IN EDUCATION

2020 ◽  
Vol 22 (9) ◽  
pp. 28-34
Author(s):  
Huseynova А.А. ◽  
Vashchinnikova K.D.
Keyword(s):  
Design Method ◽  
Authentic Assessment ◽  
Educational Process ◽  
Learning Motivation ◽  
Assessment Process ◽  
Assessment Procedure ◽  
Positive Side ◽  
Educational Motivation ◽  
Educational Paradigm ◽  
The Impact

Turning to the new educational paradigm, the research paper considers the conditions for ensuring the effective-ness of authentic assessment of students ' achievements within the competence approach and the transition from traditional knowledge control to tests developed on the basis of the theory of pedagogical measurements. Special attention is paid to independent assessment as a tool for stimulating learning activities, as well as to the justifica-tion of the pattern design method used in the develop-ment of measurement tools. The experimental basis of the study is based on the results of an independent assess-ment of educational achievements of students of the sen-ior level of secondary vocational education in social studies in several educational organizations. As a result of the survey of participants in independent testing, the formation of a stable positive learning motivation is not-ed. The relationship with the assessment of the impact on educational motivation is confirmed by the respondents ' attitude to the authentic assessment procedure on the part of participants in the assessment process: school-children, teachers, and parents. As a result, it was re-vealed that all subjects of the educational process evalu-ate the impact of the proposed method of assessment on educational motivation from a positive side.

Four Underlying Principles of Contract Law and the Foundational Contract-Law Standard

2018 ◽  
Author(s):  
Melvin A. Eisenberg
Keyword(s):  
Fundamental Principle ◽  
Contract Law ◽  
Normative Theory ◽  
Standard Contract

Chapter 3 develops four underlying principles of contract law and the foundational contract law standard. Under the most fundamental principle of contract law the aim of contract law should be to effectuate the objectives of parties to promissory transactions, provided that appropriate policy and moral conditions, such as freedom from duress and fraud, are satisfied, and subject to appropriate constraints, such as capacity and legality. The normative theory of contract law, taken together with the four underlying principles described in this chapter, comprise the foundational contract-law standard. Contract-law rules that are supported by the foundational standard are justified. Contract-law rules that are not so supported are unjustified.

scholarly journals STUDENT AS A PARTNER IN THE CONTEXT OF PROJECT EDUCATION

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Maria Nakonechna ◽  
◽  
Vladimir Koshel ◽  
Marina Shilina ◽  
◽  
...  
Keyword(s):  
Soft Skills ◽  
Modern Society ◽  
Educational Process ◽  
Subject Position ◽  
Basic Knowledge ◽  
Education Management ◽  
Effective Learning ◽  
Hard Skills ◽  
Educational Paradigm ◽  
Management Students

The article is dedicated to the analysis of a student’s role as a partner in educational process. It is grounded that sense of modern crisis in education emerged from deep contradiction between traditionally formed, essentially conservative paradigm of educational process and explosive improvement of life conditions in modern society. It is underlined that recognition of a student as a partner, as an equal participant of a dialogue becomes meaningful within system of higher education. Consideration of a student as a partner in the context of project education is underlined by taking into account other’s subject position. It becomes «technically necessary» under conditions of emerging digital civilization to convert basic knowledge into effective learning as well as to program formation of such competences, necessary for a graduating student to solve professional tasks creatively. Adjustment of educational paradigm actually forming «soft skills» primarily enables shift of education processes from traditional subject-object “stuffing students up” with information to subject-subject “students’ self-education management”; students have their research, organizational and creative (in emotional, artistic and intellectual creativity forms) tasks. Such format of educational process organization is already used and known in educational field as project education, which forms valuable cross-functional skills. The offered project education can be a form of partner approach in subject-subject educational cooperation. Considering a student as a partner, a teacher motivates both increasing of hard skills and development of soft skills.

Secular and Religious Citizenship

2017 ◽  
pp. 477-499
Author(s):  
Bryan S. Turner
Keyword(s):  
Political Theory ◽  
Church And State ◽  
Religious Community ◽  
Educational Services ◽  
National Context ◽  
Ethical Practice ◽  
Religious Development ◽  
Liberal Politics ◽  
The Enlightenment ◽  
Over Time

Citizenship, having antecedents in the ancient world and in the Enlightenment, is often understood in political theory as a secular framework of rights and duties. This chapter argues that there is typically a parallel religious development in which members of churches have to pay taxes, follow the authoritative commands, abide by an orthodoxy and norms of religious and ethical practice, and in return they receive sacramental services and frequently welfare and educational services. Just as citizens can be incarcerated for misdemeanours, members of a religious community can also be expelled or denied ritual services. While there are two distinctive spheres of membership, their relationship has varied considerably over time and by national context. In the liberal politics of western societies, the two spheres are kept apart by the constitutional separation of church and state. However, the two spheres often overlap or conflict with each other.

EDUCATION 4.0: NEW COMPETENCES FOR THE DIGITAL ECONOMY

2021 ◽  
Vol 27 (7) ◽  
pp. 103-111
Author(s):  
I. Ivanchenko ◽  
◽  
V. Romanov ◽  
M. Romanova ◽  
V. Khubulova ◽  
...  
Keyword(s):  
Educational Institution ◽  
Educational Process ◽  
Technological Environment ◽  
New Approach ◽  
Digital Revolution ◽  
Approach To Learning ◽  
State Pedagogical ◽  
State Pedagogical Institute ◽  
Future Of Education ◽  
Educational Paradigms

Education 4.0 is a conceptually new approach to learning that meets the challenges of the digital revolution, aimed at transforming the future of education with the help of advanced technologies and automation. To integrate into the new digital space, it is necessary to revise the traditional educational paradigms with a futuristic approach. Students should acquire the skills necessary in the era of a dynamically changing technological environment. In this context, the article considers the main directions of digital transformation of education, namely, the modification and integration of traditional models of education. Also, within the framework of the study, the mechanisms of introducing digital technologies into the educational process were isolated, using the example of the Branch of the State budgetary educational institution of Higher Education «Stavropol State Pedagogical Institute»

INNOVATIVE TECHNOLOGIES IN EDUCATION: TEACHER AS THE MAIN SUBJECT OF EDUCATIONAL PROCESS IN THE AGE OF DIGITAL TRANSFORMATION

2021 ◽  
Vol 1 (2) ◽  
pp. 6-14
Author(s):  
N. I. Ilinskaya ◽  
Keyword(s):  
Distance Learning ◽  
Information Technologies ◽  
Educational Process ◽  
Educational Technologies ◽  
Main Subject ◽  
Special Significance ◽  
Innovative Technologies ◽  
E Learning ◽  
Educational Paradigm ◽  
One Year

The article deals with the issues related to innovative technologies in the educational sphere, which acquire special significance and meaning in the situation of pandemic. It is mainly within this problem that the changes in the educational paradigm currently taking place are being understood. To a large extent, these transformations are linked with the introduction of information technologies into the educational process and the transfer of learning to online educational platforms. The author shows how, in one year of the pandemic, distance learning, which had been discussed for at least two decades, has become a tool indispensable for many educational tasks. Doing so without e-learning has become either problematic or impossible. Distance learning can be considered innovative due to its reliance on educational technologies that have not yet been fully tested, but are widely used by necessity. However, the real subject of innovation and educational process is the teacher. The purpose of the article is to analyze modern educational technologies and identify their innovative component.

but at the same time the self-identity of evangelicals contrasted sharply with the secular individualist self which has often been taken as the normative development of the Enlightenment. It remains to make a few observations linking this distinctive evangelical self-understanding to the appearance within evangelicalism of an active and vocal laity. The narrative identity of evangelicals expressed through stories of conversion was embraced by a wide spectrum of society, including women as well as men, laity as well as clergy, and all orders from the lowest to the highest in social rank. If we take into view contexts such as Sierra Leone at the end of the century, we can add that this narrative identity included people of different races as well. Conversion was a central emphasis within evangelicalism and the genre of conversion narrative is correspondingly and surprisingly broad in its sociological reach. One of the implications is that the concept of the laity within evangelicalism, under the impetus of conver-sionism, became something more like the apostle Paul’s use of the term laos to refer to the whole people of God, comprehending both clergy and non-clergy. In the eighteenth century this came into focus in certain debates about call to the ministry, ordination and what constituted a legitimate min-istry. As Jerald Brauer writes, ‘The moment one argues for the illegitimacy of a minister because he has not had a genuine conversion experience, one opens the possibility of ministry to any who have had such a conversion experience.’ Thus, the narrative identity of evangelicals, expressed through

2003 ◽  
pp. 96-98
Keyword(s):  
Narrative Identity ◽  
Wide Spectrum ◽  
Social Rank ◽  
Conversion Narrative ◽  
People Of God ◽  
Self Identity ◽  
Normative Development ◽  
The Enlightenment ◽  
Conversion Experience ◽  
The Moment

Apperception

2021 ◽  
pp. 218-238
Author(s):  
Richard Evans
Keyword(s):  
Neural Network ◽  
Logic Programming ◽  
Inductive Logic Programming ◽  
Inductive Logic ◽  
Sensory Information ◽  
Programming System ◽  
Change Over Time ◽  
The Neural Network ◽  
Binary Neural Network ◽  
Over Time

This paper describes a neuro-symbolic system for distilling interpretable logical theories out of streams of raw, unprocessed sensory experience. We combine a binary neural network, that maps raw sensory input to concepts, with an inductive logic programming system, that combines concepts into declarative rules. Both the inductive logic programming system and the binary neural network are encoded as logic programs, so the weights of the neural network and the declarative rules of the theory can be solved jointly as a single SAT problem. This way, we are able to jointly learn how to perceive (mapping raw sensory information to concepts) and apperceive (combining concepts into declarative rules). We apply our system, the Apperception Engine, to the Sokoban domain. Given a sequence of noisy pixel images, the system has to construct objects that persist over time, extract attributes that change over time, and induce rules explaining how the attributes change over time. We compare our system with a neural network baseline, and show that the baseline is significantly outperformed by the Apperception Engine.

scholarly journals Design of Teaching Methods Using Virtual Educational Environment

2018 ◽  
Vol 50 ◽  
pp. 01176 ◽  
Author(s):  
Boris Starichenko ◽  
Elena Antipova ◽  
Alexander Slepukhin ◽  
Irina Semenova
Keyword(s):  
Design Method ◽  
Conceptual Modeling ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Technologies ◽  
Training Methods ◽  
Information Communication ◽  
Educational Environments ◽  
Educational Paradigm ◽  
The Given

The purpose of the presented article is the review of approaches to design of modern methods of training developed and creation of design technology option of training methods in the conditions of using the virtual educational environment for formation of common cultural and professional competences of students of majoring in pedagogical education. Within the prescriptive theory by means of a subject and design method, conceptual modeling of a set of methods of students’ training in the conditions of using information-communication saturated environment was carried out. The modeling allowed one to allocate design stages of methods of students’ training in a pedagogical field of a “modern” educational paradigm when using the virtual educational environment. The general approach to design of activity of teachers including design of training methods on the basis of the accounting of main structural components of educational technologies is reflected in presented results. The given results of research of features and opportunities of the virtual educational environment allow one to define essence of enrichment of training methods and mechanisms of self-adjustment and self-improvement of the system of training methods in information educational environments, and to formulate a conclusion about impossibility of creation of the modern educational process without the virtual educational environment.

Sign in / Sign up

Export Citation Format

Share Document