scholarly journals ІМЕРСИВНІ ТЕХНОЛОГІЇ: ПЕРЕОСМИСЛЕННЯ ІСТОРІЇ ТЕАТРУ

2020 ◽  
Author(s):  
Admink Admink
Keyword(s):  
Current Trend ◽  
Educational Process ◽  
Point Of View ◽  
Educational Systems ◽  
Core Concept ◽  
The Core ◽  
History Of ◽  
The Times ◽  
Effective Design ◽  
Immersive Technology

Стаття присвячена осмисленню провідної проблеми сучасної художньої освіти як «переформатування», створення цілісного художньо-освітнього простору, пошуку інноваційних технологій та актуальних методик, удосконалення методологічного інструментарію, підвищення методологічної культури як такої. Автор торкається методологічної проблематики підготовки за фахом «Сценічне мистецтво» в руслі актуалізації імерсивних технологій, що нівелюють недоліки застарілої освітньої системи, скутої жорсткими рамками. З авторської точки зору нові педагогічні технології, впроваджувальні в систему професійної освіти, необхідно розглядати як еволюцію освітнього простору, тож «переосмислення» вектора розвитку й постає стрижневим поняттям нинішнього педагогічного процесу, сутнісним, глибинним та визначальним сучасні вимоги до організації професійної підготовки, виявлення її потенційних ресурсів.Стаття стосується проблеми організації й здійснення освітнього процесу, очевидності актуалізації сучасного тренду в галузі освітніх технологій – імерсивних – як перетворення педагогічних умов, спрямованих на ефективне проектування засобів сучасної художньої освіти, здатних конкурувати з розважальною сферою й здійснювати залучення властивих їй механізмів сприйняття, що може дозволити залучати студентів до процесу засвоєння нових знань. Ключові слова: технології організації та здійснення сучасного освітнього процесу; ефективне проектування засобів навчання; переосмислення історії театру; імерсивні технології. Ключові слова: технології організації та здійснення сучасного освітнього процесу; ефективне проектування засобів навчання; переосмислення історії театру; імерсивні технології. From the author’s point of view, the successful functioning of educational systems and their development are largely determined by two leading trends: technologization and humanization that meets the requirements of the times. New pedagogical technologies introduced into the vocational education system should be considered as a fundamental way of the development of the educational process. That is why the «rethinking» of the development vector is the core concept of the current pedagogical process, the essential, deep, defining modern requirements for the organization of training, identifying its potential resources.The problem of organizing and implementing the educational process actualizes of the current trend in the field of educational technology – immersive technology. Rethinking of pedagogical conditions aimed at the effective design of modern art education tools that can compete with the entertainment sphere and implement its inherent perception mechanisms can truly engage students in the process of learning new knowledge.Key words: technology for the organization and implementation of the modern educational process; effective of training tools; rethinking the history of the theater; immersive technology.

scholarly journals Lingvo-Pedagogical Understanding of the Concepts of “Discourse Competence” and “Patriotic Discourse”

2019 ◽  
Vol 9 (2) ◽  
pp. 1839-1844
Keyword(s):  
Historical Analysis ◽  
Educational Process ◽  
Point Of View ◽  
The World ◽  
History Of ◽  
Methodological Approaches ◽  
Discourse Competence ◽  
Definition Of ◽  
The University ◽  
Liberal Culture

The article attempts to comprehend the essence and possibility of forming discourse competence among foreign and Russian students with simultaneous immersion in patriotic discourse. It is highlighted that the addition of the humanitarian series of “History of Civilizations” and “Features of Russian Civilization” to the educational process at the university creates the necessary pedagogical conditions for organizing a special linguo-ethno-cultural environment that forms active social interaction of authors within the framework of the medical and patriotic linguistic scenario. The authors of the article conducted a semantic and historical analysis of interpretations of the concept of “patriotism” that were studied from the point of view of traditional and liberal culture. The article presents the results of a socio-pedagogical study of students' perceptions of this concept. The article describes various theoretical and methodological approaches to the definition of the concepts of “discourse” and “discursive picture of the world” as well as psycholinguistic features of the method of semantic differential. Special attention in the article is paid to the typologies of discourse presented in the scientific literature. The authors of the article present the principle of genre and the principle of thematic correlation as the basis for distinguishing between types of discourse and highlight differences in language and discursive pictures of the world. The tasks of educators is to form not only purely medical discursive competence, but also to immerse the listener in “correctly” interpreted picture, saturated with verbal patterns that allow to create statements of patriotic content.

Notions “association”, “associativity” in modern linguo-stylistics

2019 ◽  
pp. 84-89
Author(s):  
Iryna Ivanenko
Keyword(s):  
Subjective Experience ◽  
Green Light ◽  
Human Memory ◽  
Text Structure ◽  
Point Of View ◽  
Modern Theory ◽  
Literary Language ◽  
The Core ◽  
History Of ◽  
The Aesthetic

Charles Bally’s works laid the basis for the linguistic interpretation of the conceptions of association and associativity and understanding of associative mechanisms with regard to the fundamentals of psychology and systemacy of semantic links in thinking and language. The foundation of the modern theory of associativity is the classification of associations (mnemonic and necessary, close and distant, internal and external) developed by Charles Bally in his works. In linguo-stylistics the conception of association and associativity are associated with understanding of the psycholinguistic mechanisms of figurative use of language units and the realization of the aesthetic function of a literary language (S.Ya. Yermolenko, A.A. Moisiienko, L.V. Tailor, O. Malenkov, H.M. Siuta). Among the mechanisms for the formation of linguistic associations are the following factors: objective, social and intellectual experience, dependence on cultural and historical traditions, the gender identity of the speaker, etc. One of them dominates in each specific communicative situation. Currently known classifications of types of associative links take into account the basic positions of psycholinguistics, and the needs of lexicology and stylistics, etc. General differentiation is carried out: 1) for contiguity, similarity and contrast, 2) according to the scheme “word-stimulus, word-reaction”, 3) according to the type of relationship between the stimulus and the associate). Deep differentiation of associations according to the type of relationship between stimulus and associate) determines the allocation of several associative types: paradigmatic (food – bread) / syntagmatic (food – consume); thematic (friend – childhood > childhood friend); empirical (associated with the subjective experience of the speaker); social (associated with the social experience of the speaker), etc. The use of other criteria motivates the allocation of these types of associations: a) audio, visual, adorational, tangential; b) the usual and unexpected; c) direct and indirect, mediated; d) positive and negative; e) cultural, ethnic and author’’s individual. Understanding the connection between associativity and imagery is a primary issue in the modern literary language theory. Being a basis of concrete and sensual perception of the literary text, associations serve as a basis of creation of character in literature (S.Ya. Yermolenko, L.O. Pustovit, L.O. Stavitska, V.A. Chabanenko). It is necessary to consider the ideas of Franko’s treatise according to the history of the formation of the associativity theory. In particular, the proposed division of poetic associations by content (“ordinary”, that is, simple, and “linked by force”, that is, complex), remains undeniable. During the twentieth century the understanding of the mechanisms of implementation of associativity significantly deepened. One of the main subjects of intensive processing was the paradigmatic ordering of words in language and in human memory, the presence of clear mental connections between certain objects, realities on the basis of commonality or adjacency of their individual traits, features, etc. (compare.: spring – green, light, sun, warmth, flowers, feelings). This motivates the associative grouping of words into semantic fields. From linguo-stylistics point of view the associative-semantic field is a text structure, the model of the functional and stylistic implication of lexical-semantic units. The core of such a field, as a rule, are the keywords – the semantic and estimated coordinates of the entire work. Another type of lexicon combination, taking into account the associative links between the components, is an associative and imaginative field. It arises on the basis of associative and semantic or lexical and semantic association due to the identity of the denotative properties of linguistic signs, the general tradition of common language and poetic usage. Its center is the most active unit (dominant) – the core component of the series, which organizes the relationship of all other components. Associative-figurative series (lexical-thematic lines) go from this dominant, which work together semantically with the center for associative and creative field. Associativity is one of the key concepts of modern linguistic style. Terminological functionality of the conception of association and associativity is associated with the activity of cognition of the problems of “language association”, “artistic association”, “associativity and creative work”.

scholarly journals Degrees of Freedom at the Start of the Second 100 Years: A Pedagogical Treatise

2019 ◽  
Vol 2 (4) ◽  
pp. 396-405
Author(s):  
Joseph Lee Rodgers
Keyword(s):  
Statistical Models ◽  
Degrees Of Freedom ◽  
Introductory Statistics ◽  
Core Concept ◽  
Traditional Treatment ◽  
The Core ◽  
History Of ◽  
Data Points

Degrees of freedom is a critical core concept within the field of statistics. Virtually every introductory statistics class treats the topic, though textbooks and the statistical literature show mostly superficial treatment, weak pedagogy, and substantial confusion. Fisher first defined degrees of freedom in 1915, and Walker provided technical treatment of the concept in 1940. In this article, the history of degrees of freedom is reviewed, and the pedagogical challenges are discussed. The core of the article is a simple reconceptualization of the degrees-of-freedom concept that is easier to teach and to learn than the traditional treatment. This reconceptualization defines a statistical bank, into which are deposited data points. These data points are used to estimate statistical models; some data are used up in estimating a model, and some data remain in the bank. The several types of degrees of freedom define an accounting process that simply counts the flow of data from the statistical bank into the model. The overall reconceptualization is based on basic economic principles, including treating data as statistical capital and data exchangeability (fungibility). The goal is to stimulate discussion of degrees of freedom that will improve its use and understanding in pedagogical and applied settings.

scholarly journals Psychologist of personality development in the system of developmental learning of the D.B. Elkonin and V.V. Davydov

2018 ◽  
Vol 27 (3) ◽  
pp. 176-182
Author(s):  
M.V. Rosen (Udovenko)
Keyword(s):  
Personal Development ◽  
Personality Development ◽  
Educational Process ◽  
Point Of View ◽  
Main Task ◽  
Stage 4 ◽  
History Of ◽  
Age Appropriate ◽  
Training Activities ◽  
Common Understanding

This theoretical and bibliographic work aims to discuss the Psychology of personality development in the System of Developing Education of D.B. Elkonin and V.V. Davydov. This system outlines the problem of the perception of the concept of development in society, the lack of a common understanding of what a person is, its functions, essential characteristics and stages of personality development in different areas of psychology. The reasons for the emergence of a tendency aimed at the early development of a child in society are analysed. A brief description of the personality theory of A.K. Dusavitsky and G.K. Seredais also provided. A brief analysis of the history of the concept of developing learning is also given. The article describes the vision of the role and place of a developmental psychologist in education, based on the author's 20 years of experience as a practical psychologist in education. This vision is based on the ideas of L.S. Vygotsky, the provisions of the activity approach in psychology. This vision is reduced to the following points: 1. The psychology of personality development arises when social and\or educational environment demand for the child's personality development. The System of Developing Education of D.B. Elkonin and V.V. Davydovis initially aimed at forming the subject's position of the student and perceives the child as an integral personality. 2. The main task of a psychologist of personality development is psychological and pedagogical support of the educational process. The support is carried out in various forms and advice. The advice is related to participants in the educational process: teachers, children, parents and school administration. The methods are chosen depending on the tasks: reflection regarding the educational process, monitoring of the development of the personality at different age stages, examination of the educational process from the point of view of personal development, joint design of the developing environment, seminars and training aimed at solving various development problems and so on. 3. Requirements for the professionalism of the developmental psychologist in the first place is the ability to perceive the child holistically. The developmental psychologist helps all participants of the educational process to reformulate emerging problems into development tasks at each age stage. 4. Psychological and pedagogical support of the educational process is carried out according to the plan, and each form of work is tied to the stage of the educational process. 5. The psychologist concludes that the development of the child in the presence of their problems is age-appropriate. The main task of the developmental psychologist is to correctly and regularly monitor training activities and personal development according to a certain algorithm. 6. The psychologist of personality development, along with the functions described above, performs the function of organizing a dialogue or moderating a discussion between all participants in the learning process.

scholarly journals Mejora de la gestión de proyectos a través de Hoshin Kanri

2016 ◽  
pp. 40-46
Author(s):  
Javier Villalba Díez ◽  
Joaquín Ordieres Meré
Keyword(s):  
Project Management ◽  
Point Of View ◽  
Core Concept ◽  
Maturity Level ◽  
Practical Point ◽  
The Core ◽  
Project Management Professionals ◽  
Management Professionals ◽  
The Many

Project management has become more than just a supporting role for businesses. For many organizations, it is a relevant part of getting things done, and the many tasks as-sociated with managing projects require more attention than just the scope of work of indi-vidual project management professionals (PMPs). This paper will contribute by showing how through taking standardization as the goal as well as using it internally, the Project management Offices (PMO) will contribute to the maturity level of the organization in terms of project management and increase the sustainability of their business. The core concept of this contribution is the use of Hoshin Kanri (HK) ideas to standardize communication among the process-responsible members at the PMO. Finally, application from a practical point of view is presented and its meaning discussed.

scholarly journals La educación y el despertar de la consciencia | Education and awakening of consciousness

2020 ◽  
Vol 13 (26) ◽  
pp. 12
Author(s):  
Rafael Álvaro Pulido Moyano
Keyword(s):  
Human Development ◽  
Integral Theory ◽  
Educational Systems ◽  
Human Being ◽  
Core Element ◽  
Ken Wilber ◽  
Spiritual Dimension ◽  
The Core ◽  
Current State ◽  
History Of

Este trabajo gira en torno a una pregunta y una respuesta. La pregunta es acerca de cuál debería ser el sentido último de la educación y la respuesta apunta hacia la dimensión espiritual del ser humano. Tanto la pregunta como la respuesta son recurrentes en la historia de la pedagogía, no así la forma en que van a presentarse aquí, pivotando sobre la consciencia y sobre una teoría sobre el desarrollo humano, la llamada “teoría integral” de Ken Wilber, donde la consciencia es el núcleo central. Se describen tres tipos de “ataques” contra la consciencia dentro de la institución escolar: a) las dinámicas del curriculum oculto, b) la no promoción explícita de la autorreflexividad y c) la exclusión de cualquier aproximación “espiritual” a la consciencia. Igualmente, se describe a grandes rasgos una propuesta para reconfigurar el sentido de la educación a partir de la teoría integral de Ken Wilber, presentada como un interfaz entre el estado actual de las cosas y la deseable incorporación a los sistemas educativos de distintas tradiciones de sabiduría.AbstractThis work revolves around a question and an answer. The question is about what should be the ultimate meaning of education and the answer points to the spiritual dimension of the human being. Both the question and the answer are recurrent in the history of pedagogy, but not so the way they are going be addressed here, pivoting on consciousness and on a theory about human development, the so-called "integral theory" by Ken Wilber, where consciousness is the core element. Three types of "attacks" against consciousness within the school institution are described: a) the dynamics of the hidden currículum, b) the lack of explicit promotion of self-reflexivity and c) the exclusion of any "spiritual" approach to consciousness. Likewise, a proposal to reconfigure the meaning of education from Ken Wilber's integral theory is described in broad strokes. It is suggested that this theory can act as a interface between the current state of things and the desirable incorporation into the educational systems of different traditions of wisdom.

STATUS OF RESEARCH AND HISTORY OF ORIGIN OF THE CONCEPT “COMPETENCE APPROACH”

2019 ◽  
Vol 19 (4) ◽  
pp. 62-70
Author(s):  
Zhamilyakan Toktomambetova ◽  
◽  
Turdumambet Barpybaev ◽  
Salidin Kaldybaev ◽  
◽  
...  
Keyword(s):  
Educational Process ◽  
Point Of View ◽  
Educational Institutions ◽  
Quality Of Education ◽  
Higher Educational Institutions ◽  
History Of ◽  
Competency Based ◽  
Three Stages ◽  
The Republic

In recent years, a frequently discussed problem is the guideline of training on the educational result and the formation of students' competence. These factors form the prerequisite for improving the quality of education. Higher educational institutions of the republic pay special attention to the question of the formation of students' competence. In order to build students' competence, the educational process should be based on a competency- based approach. The article explores the issue of the formation and development of the problem of competence in education. The development of the problem is divided into three stages. The role and significance of the competency-based approach in training is revealed, the point of view of scientists on competence is analyzed.

Formation Engineering and Pedagogy of E-Learning in Light of Corona Pandemic

2021 ◽  
Vol 26 ◽  
pp. 500-515
Author(s):  
ZAHRAA AJILI ◽  
Keyword(s):  
Basic Structure ◽  
Educational Process ◽  
Point Of View ◽  
Scientific Development ◽  
Educational Systems ◽  
Fundamental Factor ◽  
Psychological Point ◽  
E Learning ◽  
Psychological Educational ◽  
Engineering Pedagogy

As a result of the global epidemiological reality, E-learning has become a necessity for advanced educational systems because universities are the backbone of scientific, economic, political and social development for all nations alike because they are a major source of minds, it is based on two main pillars, namely the teacher who is the foundation building block and the basic structure of the other pillar, which is the student who relies on his teacher in terms of his cognitive and scientific development in addition to psychological, educational and social guidance. As for the basic role that every student relies on, it is qualifying him to obtain the certificate, all of which is in the end in the interest of society, so a relationship is formed between the student and the teacher and the focus of which is the pedagogical interaction based on respect, care and exhortation to convey knowledge and abilities, whether by the student or the teacher. The current paper aims to formulate a vision for E-learning according to the perspective of training engineering planning (components, programs, financial capacity, implementation, follow-up, results and questionnaire) with pedagogical support based on the consistency of roles between the student and the teacher from the scientific and psychological point of view, and the psychological component is a fundamental factor in the success of Educational process. Key words: E-learning, Corona pandemic, Formation engineering, Pedagogy.

Comparative Global Humanities After Man: Alternatives to the Coloniality of Knowledge

2019 ◽  
Vol 36 (5) ◽  
pp. 23-48
Author(s):  
Lisa Lowe ◽  
Kris Manjapra
Keyword(s):  
Political Theory ◽  
Interdisciplinary Research ◽  
Art History ◽  
Core Concept ◽  
Disciplinary Knowledge ◽  
The Core ◽  
History Of ◽  
The Subject ◽  
Definition Of

The core concept of ‘the human’ that anchors so many humanities disciplines – history, literature, art history, philosophy, religion, anthropology, political theory, and others – issues from a very particular modern European definition of Man ‘over-represented’ as the human. The history of modernity and of modern disciplinary knowledge formations are, in this sense, a history of modern European forms monopolizing the definition of the human and placing other variations at a distance from the human. This article is an interdisciplinary research that decenters Man-as-human as the subject/object of inquiry, and proposes a relational analytic that reframes established orthodoxies of area, geography, history and temporality. It also involves new readings of traditional archives, finding alternative repositories and practices of knowledge and collection to radically redistribute our ways of understanding the meaning of the human.

scholarly journals Features of Formation and Development of the Educational System Activities of the Moscow Conservatory from the Time of Its Foundation to the Turn of the XIX and XX Centuries

2020 ◽  
Vol 8 (1) ◽  
pp. 131-148
Author(s):  
Olga R. Glushkova
Keyword(s):  
Educational Institution ◽  
Sacred Music ◽  
Educational Process ◽  
Point Of View ◽  
Educational Work ◽  
Professional Musicians ◽  
History Of ◽  
Common Concept ◽  
State Educational ◽  
Training Professional

The article presents the results of studies of some aspects of the process of formation of educational activities of a non-state educational institution created by the Moscow Department of the Russian Musical Society – the Moscow Conservatory (1866). The organization of its educational process was based on the Charter of the Russian musical society of 1859 and the Charter of its first educational institution – the Music school (Conservatoire), opened in St. Petersburg in 1862. However, in the presence of a common concept of education for both conservatories, there were differences in its implementation, in particular, regarding the formation of the curriculum. In the Moscow Conservatory, the formation of the course was more slow and gradual than in St. Petersburg, in addition, the Moscow Conservatory originally had a subject that was not taught in the capital institution. This is the “History of Church singing” – the only discipline that covered the history of Russian sacred music from a scientific point of view. In connection with this course, the article deals with the topic of interaction between the Moscow Conservatory and the Synodal School of Church singing. The issue of the implementation of the curriculum is also highlighted and the peculiarities of its passage, which consisted in the assumption of a free order in the study and passing of exams in musical and non-musical disciplines, are revealed. It was revealed that such a practice was an effective way to solve the problem of training professional musicians from students of different ages who had different abilities for music. The article demonstrates the first experience of addressing this issue in the aspect of the formation of the educational work of the Moscow Conservatory of the Russian Musical Society.

Sign in / Sign up

Export Citation Format

Share Document