scholarly journals AESTHETIC INTELLIGENCE OF THE TEACHER IN THE CONTEXT OF PEDAGOGICS OF GOOD OF IVAN ZIAZIUN

2018 ◽  
pp. 106-118
Author(s):  
Olga Fediy
Keyword(s):  
School Environment ◽  
Conceptual Analysis ◽  
Emotional Experience ◽  
Educational Process ◽  
Educational Activity ◽  
Assessment And Evaluation ◽  
Modern School ◽  
Aesthetic Pleasure ◽  
Spiritual Self ◽  
The Aesthetic

The article is dedicated to assessment and evaluation of the philosophical and aesthetic fundamentals of educator’s activity in the era of informational society. The set of fellow contradictions of the contemporary educational system is defined by the author: ultimate uncertainty of the major goal of the educational process alongside with the priorities of educational activity; professional overload of the teacher and lack of one’s attention in relation to the essence of the aesthetic and spiritual self- value of a child.Author of the article offers the effective approach towards addressing of the misbalance in relations between a pupil and modern school – by development of aesthetic intelligence of the educator. The aesthetic intelligence is defined by the scholar as the system-composing trait of an individual, which is mainly oriented on representation of the essential, emotional and spiritual, aesthetically-realized acceptance of the natural aesthetical individuality of a pupil by an educator. Additional emphasis in this context is put on the importance of the pupil’s individually-developed ability for emotionally sensed living of one’s school life.The conceptual basis of the phenomenon of aesthetic intelligence of an educator is investigated in the light of the paradigm of the pedagogics of good (as it is offered by Ivan Ziaziun). The conceptual analysis of the major approaches of Ivan Ziaziun in relation to defining of the major essence of aesthetical and substantial contents of the aesthetic feelings is conducted. The set of such feelings cerates the fertile background for the spiritual and aesthetic area of educator’s activity. In addition aesthetic feelings fulfill the logics of the pedagogical actions with their sense and in such manner, strengthen the power of such actions in the process of achievement of an excepted outcome from such educational activity.The aesthetic feelings create the background for the strong spiritual and intelligence-based relations between a Teacher and a Pupil. Actualization of the aesthetic both in the context of the educational process and in the process of formation of the aesthetic intelligence, has its step-by-step characteristics: aesthetic creates the background for finding the path to the soul of a pupil, supports aesthetic and emotional experience of all subjects of the educational process and funds the final success in the context of gaining the set of educational competences by a pupil. The knowledge base (informational awareness and related practical competences), which is gained by the pupil alongside with experiencing the aesthetic pleasure, its assessment and evaluation, feeling corresponding personal sensation, deep and engaging understanding etc., which takes its place in the school environment (characterized as psychologically comfortable and aesthetically-fulfilled one) has the further potential  of  achievement of the  effect  of desired replication  and updated emotional experience.

scholarly journals TENSION AND EMOTIONALITY OF THE EDUCATIONAL ENVIRONMENT IN MODERN SCHOOL: RESEARCH RESULTS IN THE KRASNOYARSK REGION

2020 ◽  
Vol 6 (4) ◽  
pp. 25-39
Author(s):  
Antonida K. Lukina ◽  
◽  
Irina N. Setkova ◽  
Alina S. Sevostjanova ◽  
◽  
...  
Keyword(s):  
Psychological Health ◽  
School Environment ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Activity ◽  
Sociological Study ◽  
Krasnoyarsk Region ◽  
Modern School ◽  
Rural And Urban ◽  
High Level

The article discusses the materials of the sociological study of the educational environment of schools in the Krasnoyarsk region, conducted as part of the interregional research «Psychological comfort of education in modern rural school». Based on the theoretical analysis, the authors highlight two characteristics of the school environment, which have significant impact on the psychological health of schoolchildren and the success of education: tension and emotionality. The study found out quite serious differences in the assessment of the importance of educational parameters by different participants in the educational process: schoolchildren, parents and teachers. In general, all participants in the educational process highly appreciate the tension of the educational environment of schools; and there were no significant differences in the assessment of this parameter between rural and urban schools. According to the participants of the educational process, the school creates the necessary conditions for the development of different abilities of students, development of life skills. The emotional environment of the schools was also well received by all respondents. The most appreciated one is the potential for the development of educational activity, relationship with students, preservation of the personal dignity of students. However, many students note a high level of insecurity from the possible threat of insults, coercion to undesirable actions, from ill-will and insults from teachers and classmates. This requires the development of special measures to prevent bullying, improve the psychological culture of teachers, and design the educational environment of schools.

ADMINISTRATION DECISION-MAKING UNDER THE CONDITIONS OF EMERGENCY

2018 ◽  
Vol 1 (12) ◽  
pp. 201-216
Author(s):  
Anna Valeriivna Terentieva
Keyword(s):  
Public Administration ◽  
Educational Change ◽  
School Environment ◽  
Public Management ◽  
Political Process ◽  
Implementation Process ◽  
Opportunity To Learn ◽  
Educational Process ◽  
Educational Activity ◽  
Problem Situations

The author has analyzed the problem aspects of public administration of educational change in modern Ukraine. Special frameworks of public administration of educational change in an information society have been determined. The author has analyzed the categories of the implementation process of educational change. The author has explored the key features of external environment of such activity, formed by regulatory acts for settling relations in a particular area. The author has highlighted a set of contradictions of public management of educational change and recommendations for state agencies regarding the organization of an effective process of implementation of educational change as a social and political process with an emphasis on peculiar properties of the educational change. It is determined that the updated legal and regulatory framework of the educational sector, at the same time, extends the scope of professional freedom of teaching and, hence, sets high requirements for the professionalism of teachers. The change in the focus of educational activity by innovations is declared in terms of practice, interactivity and functionality. The teacher will now create educational and training programs tailored to the needs of students and local communities, will create an open learning environment, taking into account the potential of the school and involving the partners in the educational process. However, it has been proved that the methods of active and problem-searching approach defined in the updated normative provision of education in Ukraine require appropriate conditions for the educational process. An active student becomes an active citizen; school, school environment and class become a micro-society. Like the society itself, the school environment is not devoid of conflicts or problem situations. It is in these conditions that students have the opportunity to learn to consciously identify their own interests and gain experience in civic activity.

scholarly journals ANALYSIS OF SOME METHODS OF DESIGNING AND RECONSTRUCTION OF BUILDINGS OF SCHOOLS

2017 ◽  
Vol 21 (5) ◽  
pp. 62-69 ◽  
Author(s):  
E. V. Pozdnyakova ◽  
N. S. Kobelev ◽  
A. L. Pozdnyakov
Keyword(s):  
Public School ◽  
Learning Process ◽  
Educational Process ◽  
School Buildings ◽  
Functional Component ◽  
Space Planning ◽  
Planning Decisions ◽  
Modern School ◽  
Modern Learning ◽  
The Aesthetic

The article describes the process of transforming the industrial model of the school into a modern one. The conclusion is made about the influence of the development of the educational process on the formation of architecture and space-planning decisions of buildings. The increase in the nomenclature of classrooms is directly related to the complexity of the structure of the school and its functional component. Also, modern trends in the design of school buildings are described. The space of schools is considered as a multifaceted structure, combining both places for study, and for rest. The problem of expanding and deepening the information space is analyzed, and ways of its solution are suggested. The main principles of designing public school zones, their division into different-scale volumes are described in detail. Conclusions are made about the requirements for modern school buildings to ensure their compliance with the aesthetic needs of the student's personality. The main problems that are present in the modern school fund are analyzed and possible options for its reconstruction are analyzed. Also, the principles of reconstruction in accordance with the types of planning organization are developed. Examples of solutions to some of these problems are given, and the issue of creating comfortable conditions for people with disabilities is separately highlighted. A conclusion is made about the effectiveness of applying these principles to ensure the modern learning process.

scholarly journals A new approach to the professional role of the school psychologist

2020 ◽  
Vol 22 (3) ◽  
pp. 193-211
Author(s):  
Ewa Sokołowska ◽  
Grażyna Katra
Keyword(s):  
Professional Identity ◽  
School Environment ◽  
School Psychologist ◽  
Professional Role ◽  
Educational Process ◽  
Primary Role ◽  
New Approach ◽  
Modern School ◽  
Psychological Influences

The article is an invitation to discuss the role and tasks of the psychologist in the modern school. It advances the thesis that the primary role of the psychologist is to co-create the school environment and the educational process. Being a co-creator is the essence of the presented model of the psychologist’s work in the school system. The model covers psychological activities defined as monitoring promotion prevention, and intervention. It identifies the need to continually expand the possibilities of psychological influences and to create an autonomous vision of their realization. Adopting and performing this role in the way described in the model seems to be crucial to building the professional identity of the educational psychologist—and a well-defined and clarified professional identity is the basic regulator of a person’s functioning in his/her professional role.

TENDENCIES IN REFORMING THE EDUCATIONAL SYSTEM OF MODERN UKRAINE: NATIONAL AND REGIONAL ASPECTS

2018 ◽  
Vol 1 (12) ◽  
pp. 191-200 ◽  
Author(s):  
Inna Andriivna Semenets-Orlova
Keyword(s):  
Public Administration ◽  
Educational Change ◽  
School Environment ◽  
Public Management ◽  
Political Process ◽  
Implementation Process ◽  
Opportunity To Learn ◽  
Educational Process ◽  
Educational Activity ◽  
Problem Situations

The author has analyzed the problem aspects of public administration of educational change in modern Ukraine. Special frameworks of public administration of educational change in an information society have been determined. The author has analyzed the categories of the implementation process of educational change. The author has explored the key features of external environment of such activity, formed by regulatory acts for settling relations in a particular area. The author has highlighted a set of contradictions of public management of educational change and recommendations for state agencies regarding the organization of an effective process of implementation of educational change as a social and political process with an emphasis on peculiar properties of the educational change.It is determined that the updated legal and regulatory framework of the educational sector, at the same time, extends the scope of professional freedom of teaching and, hence, sets high requirements for the professionalism of teachers. The change in the focus of educational activity by innovations is declared in terms of practice, interactivity and functionality. The teacher will now create educational and training programs tailored to the needs of students and local communities, will create an open learning environment, taking into account the potential of the school and involving the partners in the educational process. However, it has been proved that the methods of active and problem-searching approach defined in the updated normative provision of education in Ukraine require appropriate conditions for the educational process. An active student becomes an active citizen; school, school environment and class become a micro-society. Like the society itself, the school environment is not devoid of conflicts or problem situations. It is in these conditions that students have the opportunity to learn to consciously identify their own interests and gain experience in civic activity.

Evolution of scientific ideas about giftedness

2021 ◽  
pp. 78-85
Author(s):  
Oksana N. Bogdanova
Keyword(s):  
Personal Characteristics ◽  
Educational Process ◽  
Educational Activity ◽  
Gifted Children ◽  
Pedagogical Tools ◽  
Teacher Mentors ◽  
Modern School ◽  
Individual Educational Program ◽  
The One ◽  
Scientific Ideas

Currently, working with gifted children is one of the priority areas of work in the country and regions. Special attention is paid to this issue in the construction of an all-Russian system for the identification, support and development of abilities and talents in children and youth. One of the key substantive guidelines and at the same time mandatory for the implementation of state program documents in the system of working with gifted children was the federal project “Success of each child,” implemented as part of the national project “Education.” In a modern school, the issue of individualization of the educational process and the work of identifying and supporting gifted children is becoming more and more urgent - two important priorities of modern educational policy, which are closely related because, on the one hand, work on the development and disclosure of talent almost always requires an individual approach, and on the other hand, any individualization always, directly or indirectly, helps school student to believe in forces. The article analyses scientific ideas about giftedness as a set of personal characteristics that have developed independently of the will of the person himself and, especially, his teacher-mentors; the phenomenon of giftedness is considered in terms of the outstanding abilities of a particular person (child) given to him by nature and requiring timely development and targeted support through professional pedagogical tools. It is proposed to consideration of the author’s definition of an individual educational program (IOP), which involves the construction by an adult of a system of educational activity as a model of the personal world, a personal universe, which at the same time allows this person to realize potential - and is itself the product of his ideas and actions.

scholarly journals PEDAGOGICAL POTENTIAL OF THE ARTS COMPLEX IN THE PROCESS OF THE FORMATION OF AESTHETIC PERCEPTION OF JUNIOR PUPILS

2020 ◽  
Vol 3 ◽  
pp. 97
Author(s):  
Liudmyla Brovchak ◽  
Lesia Starovoit ◽  
Larysa Likhitska ◽  
Nataliia Todosienko
Keyword(s):  
Educational Process ◽  
School Age Children ◽  
Aesthetic Perception ◽  
Modern School ◽  
The Arts ◽  
Aesthetic Sense ◽  
Aesthetic Attitude ◽  
Sense Of Reality ◽  
The Aesthetic ◽  
Education And Development

In the research are illuminated the following subjects: the topical issue of the aesthetic development of junior pupil's personality, search for new approaches to children's education and development and their implementation to the educational process of the modern school, maximal use of pupil's creative potential in the elementary school, the formation and development of the aesthetic sense of reality, the aesthetic attitude to the surrounding world, to the nature, to the arts and applying the principle of different art forms correlation.The use of the art at the lessons of the art cycle at establishments of primary education and approaches, which have been proposed by us, analysis of findings of experimental data allows to assume that the development of aesthetic feelings, tastes, ideals, artistic skills, competences in the sphere of art, should be an undetectable condition of the educational subjects of primary school, especially of the art cycle.We detected the growth of the level of aesthetic perception which is connected with the development of emotional and sensitive sphere and artistic potential of junior school children, that is determined by results of applying of the proposed approach to activation of aesthetic perception of junior school-age children through the art at the lessons of the art cycle. It also determines positive changes in the tendency of humanization and the aestheticization of the educational process. 

scholarly journals Technologies of Aesthetic Education of Personality by Means of Theatrical Art

2021 ◽  
Vol 1 (6 (344)) ◽  
pp. 78-92
Author(s):  
Nataliia Krasnovа ◽  
Keyword(s):  
Personal Development ◽  
Aesthetic Education ◽  
Educational Process ◽  
Creative Activity ◽  
Works Of Art ◽  
Puppet Theater ◽  
Aesthetic Consciousness ◽  
Spiritual Self ◽  
The Aesthetic ◽  
The Individual

The article characterizes theatrical art as a combination of pictorial possibilities of different arts: literature, stage, painting, architecture, dance, etc. Characteristics, differences of types of theater are given: dramatic, musical (opera, operetta, ballet), pantomime, puppet theater, theater of small forms, which in a way influence the formation of the personality of the younger generation. It is shown that aesthetic education can be considered as a universal means of personal development based on the identification of individual abilities, diverse aesthetic needs and interests. The purpose of aesthetic education is determined, namely, on the basis of perception, interpretation of works of art and practical artistic and creative activity to form in a person a personal and valuable attitude to reality and art, to develop aesthetic consciousness, cultural and artistic competence, ability to self-realization, need for spiritual self-improvement. It is proved that artistic and pedagogical technologies are the most effective in the process of aesthetic education of personality; their structure contains: human resources (emotionally colored subject-subject interaction, a palette of forms and methods of organizing various types of artistic and creative activities), artistic and intellectual resources (works of art, artistic knowledge, ideas, meanings, values), technical resources (audiovisual, computer); types: local (specific methods for the development of certain skills and abilities), systemic (covering the holistic educational process, various arts). Forms and methods of art and game technologies (dramatization, pantomime, staging, dramatization) that contribute to the aesthetic education of the individual are presented.

scholarly journals Professional training of the future teacher on the basis of the relationship between pedagogical and artistic and aesthetic activities

2021 ◽  
Author(s):  
Н.Н. Шевченко
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Practical Training ◽  
Future Teachers ◽  
Modern School ◽  
The Future ◽  
Professional Self ◽  
The Aesthetic ◽  
The Relationship ◽  
Integrated Program

Актуальность статьи заключается в теоретическом и практическом обосновании идеи интеграции педагогической и художественно-эстетической деятельности в профессиональной подготовке будущих учителей. В связи с этим целевой установкой является выявление педагогических условий осуществления этой взаимосвязи на основе комплексной интегрированной программы, ориентированной на формирование профессиональных компетенций будущих педагогов в образовательном процессе университета. В статье представлено содержание основных блоков интегрированной программы: художественно-теоретический, культурно-исторический, методическая и практическая подготовка, деятельность студентов по эстетическому воспитанию детей в образовательном процессе школы и в учреждениях дополнительного образования; обозначены структурные компоненты взаимосвязи педагогической и художественно-эстетической деятельности, способствующие профессиональному самоопределению студентов. В контексте заявленной проблемы выявлены особенности осмысления будущими учителями интеграции педагогической и эстетической деятельности, механизмы осуществления этой взаимосвязи в образовательном процессе современной школы. The relevance of the article lies in the theoretical and practical substantiation of the idea of integrating pedagogical and artistic and aesthetic activities in the professional training of future teachers. In this regard, the goal is to identify the pedagogical conditions for the implementation of this relationship on the basis of a comprehensive integrated program focused on the formation of professional competencies of future teachers in the educational process of the university. The article presents the content of the main blocks of the integrated program: artistic-theoretical, cultural-historical, methodological and practical training, the activities of students on the aesthetic education of children in the educational process of the school and in institutions of additional education; the structural components of the relationship between pedagogical and artistic - aesthetic activities, contributing to the professional self-determination of students, are indicated In the context of the stated problem, the features of the future teachers' understanding of the integration of pedagogical and aesthetic activities, the mechanisms for implementing this relationship in the educational process of a modern school are revealed.

EXISTING INCLUSIVE EDUCATION PRACTICES IN INDIA

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
V. Madhavi
Keyword(s):  
Inclusive Education ◽  
School Environment ◽  
Community Support ◽  
Educational Process ◽  
Process Implementation

In Inclusive Education each child should have the opportunity to experience meaningful challenges, exercise choice and responsibility, interact collaboratively with others, and be actively engaged in developmental, academic, non-academic, inter and intra personal activities as part of the educational process. Implementation of the plans, programmes and actions depend upon continuous community support, broad planning, training and evaluation. An adapted school environment is needed to suit the need of every child with disabilities.

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