The Corporal-oriented approach to Education: a Turn towards the Whole Person

2021 ◽  
Vol 30 (4) ◽  
pp. 423-433
Author(s):  
Svitlana Hanaba ◽  
Keyword(s):  
Cognitive Processes ◽  
Living Organism ◽  
Educational Activity ◽  
Body Activity ◽  
Holistic Understanding ◽  
Whole Person ◽  
Hierarchical Levels ◽  
Multi Temporal ◽  
Education Transformation ◽  
Oriented Approach

Recent anthropological studies consider the corporal experience as an indispensable attribute of a person’s life world. They declare to go beyond the dichotomy of body and mind and present a modern person as a complex integrity of all systems and characteristics of a living organism. Body and mind are a union of vitality with different forms of their manifestation. The corporal is not regarded as an essential complement to the mental, the corporal is the mental, just in a different form of its manifestation. The implementation of a methodological turn from a rationalcognitive approach to a holistic understanding of human nature and the peculiarities of cognitive processes outlines the problem of education transformation in both theoretical and practical terms. Taking into account the complexity and multiplicity of tasks in solving this problem, the guideline in defining conceptual ideas is the understanding of a person as a multi-temporal being who lives simultaneously in multiple hierarchical levels, ontological time and the scale of processes. It is a question of necessity to construct educational activity in semantic planes: mindbody- culture, mind-body-activity, body-consciousness-reaction and others.

Anthropological Dualism in the New Testament

1987 ◽  
Vol 40 (4) ◽  
pp. 571-590 ◽  
Author(s):  
Joseph Osei-Bonsu
Keyword(s):  
New Testament ◽  
Physical Body ◽  
Greek Thought ◽  
Physical Understanding ◽  
Holistic Understanding ◽  
Whole Person ◽  
Ultimate Source ◽  
The New Testament

In reaction to the claim by some scholars that sōma in the NT, especially in Paul, has a ‘holistic’ meaning, according to which the term refers to the whole person under some aspect, and not the physical body, or form, R. H. Gundry has argued for a return to a wholly physical understanding of sōma. Gundry argues that the presence of anthropological dualism in the NT speaks against the holistic understanding of soma. He adduces a number of passages in support of his contention that there is anthropological dualism in the NT and concludes by saying that the ultimate source of anthropological dualism in the NT is the OT, and not Greek thought.

scholarly journals BOXING COACH-TO-BE PROFESSIONAL TRAINING AT HIGHER EDUCATIONAL INSTITUTIONS

2020 ◽  
pp. 81-87
Author(s):  
O. Khyzhniak
Keyword(s):  
Professional Training ◽  
Multicomponent System ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Institutions ◽  
Professional Activity ◽  
Educational Practices ◽  
Higher Educational Institutions ◽  
Higher Educational ◽  
Oriented Approach

The specific features and content of boxing coach-to-be professional training at Ukrainian higher educational institutions are substantiated in the article. It is established that boxing coach-to-be professional training is an integrated multicomponent system that is aimed at harmoniously developed specialist formation. The content of boxing coach-to-be professional training determines the list and volume of normative and elective disciplines, the sequence of their learning, specific forms of study, etc. It is established that the practice-oriented approach is aimed at getting not only knowledge but skills and practical experience. The analysis of the complex of literary sources made it possible to establish the fact that practice-oriented approach is fairly often considered by the researchers to be the method of teaching and learning in combination with practical activity, the orientation of educational process to the final education product that is the formation and development of professional competences. In this research, a practice-oriented approach is considered to be one of the most effective means of professionalization of boxing coach-to-be training since it brings the students as much as possible to future professional activity. It is aimed at the organization of the educational process in the context of the future profession by reflection in forms and methods of students’ educational activity of real psychological and social cases which accompanies the professional activity of a coach. It focuses our attention on the composite design principle as one of the factors of increasing specialists-to-be training quality. It is proved that a complex of practical works is to be the heart of professional training of a coach. The classification of educational practices is carried out; their volume and content are investigated. We see prospects for further research in the direction of a set of educational practices for the sports specialization of the boxing coach-to-be and in the development of an integrated network of disciplines.

Education of children under conditions of distance learning with cognitive development disorder: psychological and pedagogical aspects

2021 ◽  
Vol 7 (3B) ◽  
pp. 68-78
Author(s):  
Yuliia Sosnich ◽  
Karolina Reida ◽  
Tetiana Dehtiarenko ◽  
Oleksandr Kolyshkin ◽  
Yurii Kosenko ◽  
...  
Keyword(s):  
Distance Learning ◽  
Cognitive Development ◽  
Primary School ◽  
Empirical Research ◽  
Cognitive Processes ◽  
Educational Activity ◽  
School Age ◽  
Face To Face ◽  
Primary School Age ◽  
Pedagogical Principles

The aim of the research is to identify the psychological and pedagogical principles of distance learning for children with cognitive development disorder in primary school. During the exploratory and empirical research, it was observed that the actual conditions of distance learning for pupils with cognitive development disorder cover the categories as follows: ZOOM is the most common method of distance learning; distance learning is more difficult to manage; distance learning is more stressful compared to face-to-face training.  The triads of psychological and pedagogical fundamentals for organizing distance learning have been formalized, namely: the name and content of the component of educational activity, psychological - correctional objectives, and techniques used in distance learning. The features of the course of cognitive processes in the context of the psychological and pedagogical principles of organizing distance learning for children of primary school age with cognitive development disorder have been revealed.

Towards a process-oriented approach to comparing EFL and ESL varieties

2016 ◽  
Vol 2 (2) ◽  
pp. 229-251 ◽  
Author(s):  
Marcus Callies
Keyword(s):  
Language Acquisition ◽  
Cognitive Processes ◽  
Derivational Morphology ◽  
Corpus Study ◽  
Process Oriented ◽  
Oriented Approach

This paper adopts a process-oriented approach to comparing EFL and ESL varieties and examines to what extent they are driven by general cognitive processes of language acquisition and production. A comparative corpus-study of lexical innovations in derivational morphology brings to light two general types of innovations: 1) interlingual, L1-based innovations, resulting from cross-linguistic influence, and 2) intralingual, L2-based innovations, resulting from various other processes. While the first type is virtually absent in ESL varieties, it is in the second type where similar types of innovations in EFL and ESL varieties can be observed. The paper argues that these innovations can be explained in terms of several underlying cognitive processes that serve to create and maximise morphological transparency and increase explicitness of form-meaning relations.

scholarly journals Modeling of physical phenomena as a methodological means of forming a knowledge structure in physics and programming

2021 ◽  
pp. 18-25
Author(s):  
Nina Holovina ◽  
Mykola Holovin
Keyword(s):  
Cognitive Processes ◽  
Cognitive Structure ◽  
Point Of View ◽  
Educational Activity ◽  
Physical Processes ◽  
Educational Activities ◽  
Simple Physical Model ◽  
Algorithmic Problems ◽  
Level Of Understanding ◽  
Structure Of Knowledge

To bring the theoretical basis to the improvement of the methodic of carrying out laboratory works in physics and computer sciences, a study of psychological and cognitive processes that accompany the corresponding educational activity was held. The important moment of the work is the research of the mental side of educational activities in the terms of formal logic. The accompanying steps to these mental activities and the talk activity are considered. The content component of the talk activity was considered in the work as an important diagnostic factor that indicates the level of understanding of the nature of the new material or the completion of the corresponding cognitive structure. The original graphical ways of formalization of the cognitive scheme of the object activity and the logic of its formation in the context of mental and materialized education activities are presented. These ideas were used to consider the processes of educational activity on the example of the creation of a simple physical model that is realized through the Python talk with the help of Visual library. Educational activities are considered through the prism of the evolution of the structural organization of mental representation of the objects of this activity. The research demonstrates the cyclical nature of the corresponding cognitive processes, materialized activities, and hierarchical character of the structure of knowledge that is formed in the process of educational activities in physics and programming. The correlation of these processes with the dynamics of the evolution of knowledge is settled. The conceptual ideas that could be useful for modifications of the methodic of realization of laboratory knowledge in the direction of modeling of physical processes and phenomena are formulated. Individual algorithmic problems of modeling of physical processes are considered in the research as components of the holistic system of problems. According to the point of view of the authors, in the course of the preparation of highly professional specialists in the domain of natural sciences, it is necessary to devote a lot of time to the conscious, goal-oriented formation of protocols of abstract logical and causal thinking. The methodology of such work is well formulated, especially in the well-known methods of descending step-by-step detailing and in modular programming

Correctional and Developmental Program «We Play and Learn» for the Development of Cognitive Processes in Children of Older Preschool Age in the Period of Preparation for School

2021 ◽  
Vol 18 (1) ◽  
pp. 24-30
Author(s):  
M.V. Soboleva
Keyword(s):  
Cognitive Processes ◽  
Effective Means ◽  
Self Esteem ◽  
Educational Environment ◽  
Preschool Age ◽  
Educational Activity ◽  
Routine Activity ◽  
Only Children ◽  
Developmental Program ◽  
Teachers And Parents

The program is correctional and developmental, aimed at the development of cognitive processes in children of senior preschool age 5.5–7 years old, including those with disabilities, during the period of preparation for school. It is designed to ensure the successful mastering of the prerequisites of educational activity through the development of cognitive processes, curiosity, the formation of cognitive interests and actions, as well as the skills of communicative activity in a group of peers. The program is focused on creating a unified educational environment, where active participants in the educational and educational environment are not only children, but also teachers and parents. The formation and development of cognitive interest requires the creation of favorable psychological and pedagogical conditions, and the search for effective means that will not only develop the child’s mental processes and creative abilities, but also strengthen his faith in his own strengths and capabilities, develop self-esteem, which, in his the queue can become a resource for successful adaptation to school. The skill of the teacher at this stage should be manifested in the ability to choose suitable play tools and methods for solving cognitive tasks and tasks in such a way that preparing for school becomes not a routine activity, but a useful and exciting game.

scholarly journals FEATURES OF COGNITIVE STYLES IN THE CHESS GAME

2020 ◽  
Vol 6(72) (3) ◽  
pp. 115-126
Author(s):  
V. A. Pavlovskaya
Keyword(s):  
Cognitive Style ◽  
Cognitive Processes ◽  
Cognitive Styles ◽  
Educational Activity ◽  
Primary School Children ◽  
Field Independence ◽  
Self Assessment ◽  
Intellectual Activity ◽  
Chess Game ◽  
Types Of Information

The article discusses various approaches to understanding the essence of cognitive styles, and provides a description of the most common types of cognitive styles. In the modern situation of the existence of various types of information influences on the emotional and volitional sphere of preschool and primary school children, problems of low motivation for any type of activity, poor memory, perception disorders are found. Сhess is a means of constructively solving these problems. From the set of cognitive styles studied in the scientific environment, 10 types were selected, namely, utility / gender independence, narrowness / breadth in the range of equivalence, rigidity/flexibility, narrowness/breadth of the category, tolerance to unrealistic experience, narrowness/breadth of the category, focusing/scanning control, smoothing/sharpening, impulsiveness/reflexivity, cognitive simplicity/complexity, concreteness/abstraction. Definitions of each of the indicated cognitive styles and their hypothetical relationship with the checkmate game are given. Based on the fact that chess is an intellectual activity that includes cognitive processes, some psychological features of the chess game are described and designated, hypothetically associated with a specific type of cognitive style. The author emphasizes that in the organization and effectiveness of learning chess, as well as other types of educational activity, a large role is played by such cognitive style as impulsivity/reflexivity and field-dependence/field-independence, as well as the development of mobility and flexibility of the cognitive style, namely, the ability to switch from one style parameter to another at the necessary moment of the game. Some problems in the study of cognitive styles are identified. Most research focuses on the study of utility and differentiation, which is not a comprehensive study of cognitive styles. The nature of cognitive styles is not fully understood. It is also unclear the specific age characteristic of the formation and manifestation of a particular cognitive style in a particular person. The article reveals the concept of chess success as the ability to focus on a group of breakout pieces, creating three levels of significance of the pieces on the Board and distributing the controlled fields of the Board into two levels: significant and insignificant. Some stylistic features of the checkmate game of such world Champions as Botvinnik, Tal, and Petrosyan are described. It is concluded that chess is a means of versatile development of the child. This is a universal discipline of the game character, aimed at fostering a common culture. Chess affects the development of external and internal speech, combinatorial and logical thinking, will, vital activity, criticality, the ability to self-analysis and self-assessment, self-education. The review suggests that in teaching children, among other things, it is advisable to use the following algorithm: to determine the child’s cognitive styles and the degree of their rootedness (formation) in cognitive processes; to identify fragments (components) of learning chess most associated with the advantages of a particular cognitive style and take this connection into account; to train or develop children’s cognitive mobility, i.e. the ability to switch from one style to another if necessary.

scholarly journals Mapping a Strength-Oriented Approach to a Standardized Terminology: A Case Study

2021 ◽  
Author(s):  
Grace Gao ◽  
Robin R Austin ◽  
Laura N Kirk ◽  
Diane E Holland ◽  
Candice Bruhjell ◽  
...  
Keyword(s):  
Information Exchange ◽  
Care Management ◽  
Data Capture ◽  
Whole Person ◽  
Omaha System ◽  
Standardized Terminology ◽  
And Performance ◽  
Health Assets ◽  
Oriented Approach

As a new era of healthcare advocates a more valuable and intelligent approach to care management and delivery based on values and outcomes, shifts toward risk management to boost performance should be considered that encompass the capitalization of health assets or health strengths. To make full use of individuals’ or populations’ health assets, data capture and representation are needed. This paper uses a strengths-oriented case study mapped to an inter-disciplinary standardized terminology, the Omaha System, to illustrate and compare the conventional problem-based approach to care management with the strengths-oriented approach to care that demonstrates whole-person data capture of an individual’s health and health assets leveraged to promote health values and performance. The Omaha system provides a standardized framework to organize the concepts of all of health from a whole-person perspective for documentation to enable data analysis, interoperability, and health information exchange.

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