The purpose and objectives of the pedagogical process in the works His Holiness Patriarch Kirill

2020 ◽  
pp. 3-15
Author(s):  
Ivan Viacheslavovich Moiseev
Keyword(s):  
Human Life ◽  
Holistic Approach ◽  
Educational Process ◽  
Theory And Practice ◽  
Pedagogical Practice ◽  
Scientific Level ◽  
Holistic Approaches ◽  
Religious Teaching ◽  
Goals And Objectives ◽  
Pedagogical Approaches

His Holiness Patriarch Kirill is known for his extensive activities in various spheres of life, from the diocesan (regional) significance to the level of a world scale. A considerable place in the biography of Patriarch Kirill is occupied by pedagogical service. His Holiness Patriarch uses in his views a holistic approach to the world and man, considering his physical, mental and spiritual aspects of being, which allows him to form the most fully pedagogical system. This article deals with the problem of setting the goals and objectives of pedagogy for building the corresponding pedagogical system and the pedagogical practice arising from it. The aim of the work is to review and analyze the goals and objectives of the pedagogical process set by His Holiness Patriarch of Moscow and All Russia Kirill. The methodological basis of the research is three levels of methodology: at the philosophical level, this is an idealistic methodology, at the general scientific level, it is systemstructural, functional, activity-based and holistic approaches, and at a concrete-scientific level, cultural, axiological, environmental, and personal pedagogical approaches. The results of this work is an analysis of the pedagogical views of His Holiness Patriarch Kirill concerning the goals and objectives of the educational process, consideration of the factors and areas of human life that affect the formation of personality, as well as the classification of the goals of pedagogy depending on the pedagogical approaches of the religious teaching about the meaning of life. Thus, the pedagogical views of His Holiness Patriarch Kirill must be studied and analyzed in order to use the experience of His Holiness’s ministry in modern educational theory and practice.

Concept of vayu in ayurved and yogshastra – a comparative study

2019 ◽  
Vol 7 (07) ◽  
Author(s):  
Dr sunila h deo
Keyword(s):  
Comparative Study ◽  
Growth And Development ◽  
Human Life ◽  
Holistic Approach ◽  
The Other ◽  
Eligibility Criteria ◽  
Current Effort ◽  
Important Place ◽  
Body Of Knowledge ◽  
Goals And Objectives

Introduction and Background: Yogashastra and Ayurveda are two ancient Indian sciences that have evolved separately over millennia. Many masters have contributed to the growth and development of these sciences and they have produced seminal literature and body of knowledge in both these streams. The goals and objectives of these two sciences differ from each other and accordingly their approaches too differ from each other.  Both in Yogashastra and Ayurveda, the concept of Vayu has very important place. Current effort is undertaken from the viewpoint to unravel the complementary and contradictory aspects and explore the possibility of combining the concepts so as to evolve the holistic approach. Aim: To compare the concept of Vayu as described in Yogashastra and in Ayurveda. Discussion and Results: Yogashstra the concept of Vayus is aimed solely at attaining mastery over the bodily Vayus by following Yogic disciplines to attain Moksha or final emancipation of the soul from the unending cycle of birth and death. This puts the Yogic discussion of Vayus in the realm of highest spiritual practices with the ultimate conceivable goal of human life that can be taught only by the accomplished masters and eligible seekers who fulfil the strictest eligibility criteria stipulated by Yogic discipline. On the other hand in Ayurveda the concept of Vayus is from the perspective of knowing physiology and causes of various diseases and their treatment by means of various therapies and medicines. All these things are essentially corporeal in nature and do have worldly goals to achieve.

scholarly journals Technological innovations in teaching foreign languages – from connectivism to hyperconnectivity

2021 ◽  
pp. 11-22
Author(s):  
Karina Alekseevna Melezhik ◽  
Aleksandr Dem'yanovich Petrenko ◽  
Danuta Mikhailovna Khrabskova
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
English Language ◽  
New Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Pedagogical Practice ◽  
Information And Communication

The subject of this research is the influencing factors of information and communication technologies upon the theory and practice of teaching English language in the institutional and noninstitutional environments. The object of this research is the analysis of structure and content of Android and iPhone applications. Special attention is given to the development of mobile services as a prevalent model of using information and communication technologies, which open the possibility for individualized range of hyperconnectivity regulated by resource of a personal phone. The authors examine distance learning, which allows implementing innovations and creativity, employs new technologies, performs social task on expansion of technologically uniform educational space. The main conclusions are as follows: 1) of e-learning pedagogy requires the results of pedagogical practice in both, institutional and noninstitutional programs and courses; 2) the modern online learning of English language features new methods of implementation of hyperconnectivity in the Internet on the basis of technological and pedagogical innovations, active interactions and common culture. The scientific novelty consists in the statement that the use of distance learning is especially relevant on the current stage of modernization of education system, as it incorporates innovation technologies of teacher-student interaction. The current situation is characterized by the long-term trends associated with globalization socioeconomic relations, as well as by COVID-19 pandemic that requires taking immediate and radical measures in order to ensure protection of educational community from possible disastrous consequences in record time. The primary task of the authors consists in the analysis of relevant aspects of using information and communication technologies of teaching foreign languages, namely mobile applications, as well as in substantiation of the thesis on transition from collective connectivism towards individual hyperconnectivity in the educational process.

Improving the Technology for Training Personnel in the Service Sector

2020 ◽  
Vol 11 (6) ◽  
pp. 1378
Author(s):  
Elena Petrovna ZVYAGINTSEVA ◽  
Irina Vladimirovna ZENKINA ◽  
Elena Borisovna MANAKHOVA ◽  
Elena Nikolaevna BORISOVA ◽  
Olga Valeryevna LYSIKOVA
Keyword(s):  
Professional Education ◽  
Service Sector ◽  
Holistic Approach ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Tourism Education ◽  
State Educational ◽  
Additional Education ◽  
And Training

The article is devoted to improving the technology of personnel training in the service sector. It is established that the cooperation of public associations and enterprises of various ownership forms with state and non-state educational institutions, as a principle of the system’s formation, has allowed for the introduction of a multi-level approach to the training of the service sector specialists with the simultaneous inclusion of additional education systems. Thus, the system of service education, combined with additional education, creates a fundamental position of education for service professionals. The authors have found that the features of the educational process in the service activities are regulatory support for the content of tourism education, a holistic approach to the content of education and training, consideration of the organic unity of general and professional education, strong links between theory and practice, and the partnership between the spheres of education and labour.

scholarly journals METHODOLOGICAL APPROACHES IN PRACTICE OF PROFESSIONAL TRAINING OF FUTURE SPECIALISTS ON HEALTH OF HUMAN

2018 ◽  
pp. 134-138
Author(s):  
O. MIKHEIENKO ◽  
T. MIKHEIENKO
Keyword(s):  
Professional Training ◽  
Human Life ◽  
Effective Means ◽  
Decisive Role ◽  
Quality Criteria ◽  
Holistic Approach ◽  
Educational Process ◽  
Integrated System ◽  
Professional Activities ◽  
Study Process

The article deals with the role of methodology in the process of professional training of specialists. An overview of pedagogical and methodological literature on this problem has been carried out, which shows that the methodology plays a decisive role as it is the basis for the integrity, systematic, and the effectiveness of educational and professional activities. The effectiveness of the professional training of a specialist depends to a large extent on the formation of its methodological culture, which defines both general outlooks and specific principles, conditions, methods, forms, means, and peculiarities of solving theoretical and practical problems during the study process and in the process of further professional activities. The essence and content characteristics of holistic, synergistic, competency and activity approaches are revealed. The expediency of their application as a methodological basis for ensuring the effectiveness of the educational process and the success of practical and applied activities of human health specialists has been substantiated. The holistic approach regards man as an integrated system, and therefore, the effectiveness of health-improving influence can provide a complex of remedies for the physical, mental, spiritual and social spheres of human life. Synergetics provides an opportunity to find optimal and effective means, methods, forms, ways of making efforts for improvement, development, self-improvement. Competency approach involves rethinking the purpose, content, quality criteria and learning outcomes, their focus on the development of creative initiative, autonomy, competitiveness and mobility. Activity approach considers activity as the main source of personality formation and the factor of its development, through which the person becomes the subject of knowledge and transformation of reality.

scholarly journals ACTIVITY OF THE ART STUDIES DEPARTMENT IN POLTAVA INSTITUTE OF PUBLIC EDUCATION IN THE PERIOD FROM 1921 TO 1933 YEAR

2018 ◽  
pp. 128-139
Author(s):  
Natalija Dem’yanko
Keyword(s):  
Public Education ◽  
Educational Institution ◽  
Research Work ◽  
Popular Literature ◽  
Educational Process ◽  
Theory And Practice ◽  
Pedagogical Practice ◽  
Labor Practices ◽  
Concert Programs ◽  
Practice Of Teaching

The article outlines the essence of the activity of the Department of Art Studies in Poltava Institute of Public Education (INO) for the training of pedagogical staff in the period from 1921 to 1933. The material and organizational-methodical conditions of its creation and functioning under direction of the famous Ukrainian musicologist, teacher, ethnographer, choreographer, conductor and composer V. M. Verkhovinets are revealed. The main directions of department's activity are described: musical- theoretical, conductor-choir, instrumental-performing, methodical training of future teachers; organization of research work and pedagogical practice of students  in various educational institutions; preparation of concert programs and performances of student choir and other amateur art groups; conducting active public and cultural- mass work within the educational institution, city and region. The forms of educational process organization, including lecture classes, laboratory and scientific workshops, scientific observations and experiments, practice of teaching, studying of techniques, textbooks, scientific and educational and popular literature of corresponding specialties, labor practices, holding of student conferences for discussion of practical results are determined. The features of organization and diverse activities (educational, rehearsal, concert) of student choir in Poltava INO are revealed. Methods and principles (scientific, systematic, consistency, accessibility, visibility, unity of theory and practice of teaching educational disciplines are revealed).

scholarly journals ACTIVE TEACHING METHODS AND THEIR PLACE IN THE EDUCATIONAL PROCESS

2020 ◽  
Vol 71 (1) ◽  
pp. 655-659
Author(s):  
Sh. Kalbergenova ◽  
◽  
B. Sansyzbayeva ◽  
B. Koshkarbayeva ◽  
◽  
...  
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Educational Process ◽  
Theory And Practice ◽  
Early Years ◽  
Structural Components ◽  
Training Material ◽  
Active Teaching ◽  
Practical Research ◽  
Goals And Objectives

Historically, the oldest group of methods are verbal and then written methods. It should be noted that in the early years of the formation of the theory and practice of teaching in the Soviet school, a large place, if not the most important thing, was assigned to active teaching methods - heuristic, research, especially excursions, laboratory, practical research. Teaching methods are the most important structural components of a holistic pedagogical process, which includes the goals and objectives of training, the content, the forms of organization of training and its results. As you know, the main characteristic of the learning process is its purpose, on which the choice of the content of education (training material) depends. The teaching methods should correspond to this content.

scholarly journals MAIN DIRECTIONS OF ACTIVITY OF KRYVYI RIH STATE PEDAGOGICAL INSTITUTE: THE FIRST YEARS OF P.I. SHEVCHENKO'S RECTOR

2021 ◽  
Vol 1 (192) ◽  
pp. 186-189
Author(s):  
Iia Kovalenko ◽  
Keyword(s):  
Higher Education ◽  
Objective Assessment ◽  
Educational Process ◽  
Theory And Practice ◽  
Institutions Of Higher Education ◽  
Pedagogical Practice ◽  
Study Objective ◽  
State Pedagogical ◽  
Pedagogical Institute ◽  
History Of

It’s proved that it’s necessary to study the activity of domestic, pedagogical institutions of higher education from the standpoint of the history of pedagogy, to describe in detail the educational-methodical and scientific-organizational work of institutes/universities and individual figures of the domestic educational branch. This approach allows: to reproduce a holistic picture of the development of the national education system, to track the formation and development of pedagogical ideas, concepts, which have their continuation in the modern scientific and pedagogical discourse. Although domestic science has significant achievements in various areas of historical and pedagogical knowledge, it still needs its study and generalization of step-by-step comprehensive reproduction of the history of individual institutions of higher education. Kryvyi Rih State Pedagogical University is 90 years old, so there is a need to study its experience in training teachers, as the institute was and remains the only specialized (pedagogical) institution of higher education in the Dnieper region. The author of the article believes that a significant contribution to the development of the Kryvyi Rih Pedagogical Institute was made by the rector - Pavel Ivanovich Shevchenko, who began working in the position in the late 70's of the twentieth century. At the beginning of his organizational-pedagogical and scientific-methodical activity the rector identified the main areas of work that contributed to the development of the university: quality training of part-time students (organization of independent work, cooperation with teachers, individualization of the learning process), general pedagogization of the educational process. organization of pedagogical practice, development of methodical recommendations on pedagogical practice, cooperation between methodologists of different departments) raising the level of qualification cadre of KPI (defense of candidate and doctoral dissertations, internships) and research (group) work of students. The author is convinced that certain areas remain relevant in modern conditions. The formation of the student's personality in higher pedagogical educational institutions will be effective only if the historical educational experience accumulated in Ukraine is used, thorough study, objective assessment and creative understanding of which will help to introduce the best achievements of higher education into modern pedagogical theory and practice.

scholarly journals REALIZATION OF THE MULTICULTURAL COMPONENT IN PROFESSIONAL PREPARATION OF FUTURE TEACHERS OF PRIMARY SCHOOL

2018 ◽  
pp. 5-8
Author(s):  
T. ATROSHCHENKO
Keyword(s):  
Primary School ◽  
Academic Discipline ◽  
Multicultural Training ◽  
Educational Process ◽  
Theory And Practice ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Research Activity ◽  
Educational Work ◽  
Pedagogical Training

The article has substantiated the ways of implementing a multicultural component in the training of future primary school teachers. We have consider polycultural component as one of the components of vocational and pedagogical training of future teachers of primary school. Its content is realized in its field of activity, aimed at the development of professional skills and values, value-orientation basis of personality and promotes formation of readiness of the future specialist for multicultural interaction.The composition of the multicultural component of vocational and pedagogical training includes a set of interrelated elements as external (ethno-cultural, socio-cultural, intercultural), and internal (ideological) plans that determine the content of vocational and pedagogical training of students on the basis of introduction theoretical and practical material characterized by multicultural orientation into the educational process. In accordance with such understanding of the multicultural component of vocational and pedagogical training, we can distinguish following main structural elements: ethnocultural; socio-cultural intercultural. The academic discipline «Theory and practice of formation of interethnic tolerance of future teachers of primary school» has been presented and its importance in multicultural preparation of masters students of specialty 013 «Primary education». It has been recommended innovative methods and forms of educational work that contribute to the preparation of a multicultural specialist in the elementary educational establishment. The author of the article has pointed the importance of pedagogical practice in multicultural training for future teachers of primary forms, independent and professionally directed extra-curricular work, students' research activity in the perspective of multicultural issues.

scholarly journals Adaptive Methodical Support for Development of Professional Competency of the Pedagogue

2019 ◽  
Vol 6 (11) ◽  
Author(s):  
Tatyana Vik. Masterkova
Keyword(s):  
Professional Competence ◽  
The State ◽  
Educational Process ◽  
Theory And Practice ◽  
Pedagogical Practice ◽  
Professional Competency ◽  
The Public ◽  
Professional Activities ◽  
Public Expectations ◽  
Personal Needs

In the context of the reform of the educational sector, the process of improving the managerial and methodological support for the development of professional competence of the teacher and on this basis, increasing the level of its formation in the intertesting period, becomes important.Methodical support is aimed at disclosing the internal personal capabilities of the teacher and his adaptation to the needs and requirements of the state for professional activities in an educational institution.A correlation between the public expectations and the personal needs of the teacher is called for a competent approach.The analysis of the theory and practice of the problem under study, tasks of development of professional competence of the teacher is presented in the program, which provides an algorithm for adaptive methodological support for the development of professional competence of the teacher in the intercultural period and is designed for five years.The profession of a teacher became one of the most important. Changes in the educational sphere of the state are determined by the sector of legislation and restructuring of the relevant pedagogical practice. The effectiveness of these changes in the educational process depends directly on the level of qualification of teachers, that is, the level of their professional competence.

scholarly journals Pedagogical Technology: A Specific Historical Approach

2020 ◽  
Vol 133 (4) ◽  
pp. 11-19
Author(s):  
B.T. Abykanova ◽  
◽  
A.A. Saypova ◽  
K.K. Shalgynbaeva ◽  
G.M. Kussainov ◽  
...  
Keyword(s):  
Educational Process ◽  
Theory And Practice ◽  
Group Method ◽  
International Studies ◽  
Pedagogical Practice ◽  
Historical Approach ◽  
Technological Basis ◽  
Systematic Improvement ◽  
Collective Method

In modern conditions of numerous reforms, modernizations and updates, much attention is paid to the content of education and the technological basis of education, which has not been reformatted for centuries. It is practically ignored. As a result, the quality of education is constantly deteriorating, as evidenced by data from international studies PISA, TIMSS, PIRLS, TALIS, etc. In this regard, the article deals with the organization of the educational process, the core component of which is the General forms of education, which, depending on specific historical conditions, dominate in its organizational structure. The underestimation of these laws of development of the educational process has led to the constant and systematic improvement of the traditional pedagogical technology, i.e. the group method of learning (GML), which was established in schools and universities in the XVI-XVII centuries. The lack of a unified understanding of the essence and classification of pedagogical technologies in pedagogical theory and practice has led to the need to define the concept of «pedagogical technology», classification of pedagogical technologies based on a specific historical approach.The content of the article includes an analysis of the concepts and classifications of pedagogical technologies that are built in accordance with the so-called psychological and pedagogical approach. Based on the concrete historical approach (V.K.Dyachenko), analysis of long-term pedagogical practice and scientific research, the author offers a justification for the need to restructure and master the new and newest pedagogical technology of collective method of learning (CML) and ways to implement it. The novelty consists in the author’s approach to defining the essence of the concept of «pedagogical technology», classification and characteristics of the implementation of CML technology «horizontally» and «vertically», and the practical results of implementing each of them are presented.

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