scholarly journals The principles of planning educational process in the conditions of self-organization of students: synergetic approach

2021 ◽  
pp. 32-39
Author(s):  
Dmitry Vladimirovich Rakhinsky ◽  
Vladimir Viktorovich Lunev ◽  
Tatyana Anatolevna Luneva ◽  
Evgenii Stepanovich Shcheblyakov
Keyword(s):  
Educational Process ◽  
Self Organization ◽  
Special Contribution ◽  
Theoretical Substantiation ◽  
Self Study ◽  
Continuous Interaction ◽  
System Memory ◽  
Rich Information ◽  
The Subject

  The object of this research is the process of self-organization of students of the higher school. The subject is the principles of planning the educational process in the higher school in the conditions of self-organization of students on the basis of synergetic approach. The goal consists in theoretical substantiation of the model of educational process in the higher school in accordance with pedagogical synergetics. Research methodology is the pedagogical synergetics. Synergetic approach allows integrating the experience accumulated in pedagogical science and creating the model of educational process in the conditions of information society and the self-organizing learning environment. The authors examine the two approaches towards self-organization of students: personal and collective. The principles of planning the educational process in the conditions of self-study of students and rich information environment based on synergetic approach are proposed. The conclusion is made that synergetics can serve as a methodological framework for studying the phenomena of self-organization in the learning process of students in the higher school. The two forms of self-organization are determined: coherent (from homogeneous elements) and continual (from heterogeneous elements). It is demonstrated that progressive self-organization in pedagogical systems can be only of continual type. The article offers the following principles of planning the educational process by the type of continual self-organization: the principle of diversity at the entry to system, the principle of continuous interaction and openness of the system, the principle of nonlinearity of development, and the principle of system memory. The novelty of this work consists in formulation of the principles of pedagogical synergetics on the methodological level for planning the educational process of the students of higher school. The authors' special contribution lies in substantiation of the role of diversity and memory in the context pf self-organization in open pedagogical systems.  

Dyskusja nad rolą i zadaniami podręcznika szkolnego w Polsce w latach 1918–1939

2019 ◽  
Vol 63 (4(250)) ◽  
pp. 234-244
Author(s):  
Ewa Wołoszyn
Keyword(s):  
19Th Century ◽  
Educational Process ◽  
Dominant Position ◽  
Role Function ◽  
Self Study ◽  
The Subject

The subject of this article is a debate which took place in the community of teachers and educators over the period 1918–1939. Its topic related to the function and role of textbooks in the educational process. The analysis of the published articles and science books showed the evolution of views and opinions which developed from the extreme rejection of a textbook and the denial of its dominant position in a 19th century school, to a compromise that was reached in the 1930s and reconciled the “vivid teaching” of a teacher with students’ self-study with a textbook. Maturing and changing opinions and views on the issue of a textbook referred to its classification, role, function, contents structure and the language. The debate which took place in the Second Polish Republic did not result in developing the theory of a textbook although it was an important contribution to its shaping.

INTERPRETATION IN FOREIGN LANGUAGES EDUCATION: PSYCHOLOGICAL ASPECT

2021 ◽  
Vol 54 (2) ◽  
pp. 121-129
Author(s):  
Vera B. Tsarcova ◽  
Keyword(s):  
Foreign Language ◽  
Real World ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Personal Meanings ◽  
The Subject ◽  
Definition Of ◽  
Educational Potential

The article is devoted to one of the problems of foreign language education – the definition of the role of interpretation in preparing students of special (language) directions to participate in the dialogue of cultures. Interpretation is considered as a phenomenon and as a way of comprehending reality, which allows the subjects of the dialogue of cultures to reach mutual understanding. The main characteristic of interpretation, which is necessary for the purposes of foreign language education, is its psychological character. It is determined by the psychology of the author, the psychology of the work, as well as the psychology of the reader-interpreter. It is proved that the interpretation of a work of art, which has universal, historical and personal plans, has huge epistemological and axiological possibilities. They activate the entire educational potential of interperetation (educational, developmental, cognitive, and educational). Russian Russian poet A. A. Fet (1820–1892) uses the poem “Wir saßen am Fischerhaus” by the famous German poet and publicist Heinrich Hein (1797–1856) and the translation of this poem into Russian to illustrate the interpretation technology. The poem is considered as a space of personal meanings of the author. They are the ones that are subject to interpretation and bring the reader-interpreter back from the poet's world to the modern real world. And the real world is full of unexpected cultural facts, closely related to the content of the work of G. Heine, with distant Lapland and the life of modern lapps. Thus, interpretation is presented as an educational strategy. Together with the strategies of contextualization, philologization and argumentation, it ensures the achievement of the main goal of foreign language education – the creation of an individual who can act as a genuine subject of the dialogue of cultures. The article also emphasizes the importance of the teacher as the organizer of the educational process and the subject of the dialogue of cultures.

On using an iterative learning approach

2020 ◽  
pp. 41-45
Author(s):  
V.Ya. Gelman ◽  
Keyword(s):  
Practical Experience ◽  
Educational Material ◽  
Educational Process ◽  
Iterative Approach ◽  
Scientific Publications ◽  
Teaching Concept ◽  
Motivation For Learning ◽  
Self Study ◽  
Material Organization

Investigated are possibilities and features of using the iterative approach, when teaching at university. The article reviews and analyzes data of scientific publications and generalized practical experience. It is shown, that the iterative approach naturally follows from modern teaching concept: “self-study — solution — check — correction”. The importance of closing feedback loop and multiple attempts to obtain correct solution in an iterative approach is noted. Considered is change in the role of teacher in the context of the iterative approach; features of self-study by students of educational material, organization of checking correctness of the task, problems of creating necessary motivation for learning and possibility of transition to distance learning. It is shown, that the iterative approach contributes to individualization of teaching, improving degree of understanding of educational material and development of students’ thinking. In addition, the iterative approach facilitates formation of skills and abilities to rationally organize educational activities and self-master knowledge. The conclusion is made about effectiveness of using the iterative approach in university educational process.

Philosophical meanings as the ordering principles of human life in culture

Servis plus ◽  
2015 ◽  
Vol 9 (4) ◽  
pp. 69-75
Author(s):  
Владислав Шелекета ◽  
Vladislav Sheleketa ◽  
Василий Ивахнов ◽  
Vasiliy Ivakhnov
Keyword(s):  
Human Life ◽  
Stable Solution ◽  
Modern Society ◽  
Self Organization ◽  
Semantic Field ◽  
Special Significance ◽  
The Subject ◽  
Systemic Nature ◽  
Universal Nature

The article discusses issues related to the problem of justifying the value of philosophical creativity in modern culture. It proves the author’s position of special significance of philosophy for the development of personal culture, and worldview of the person and modern society. The article shows that philosophizing is inherently different from other forms of creativity in culture, and agues that philosophical oeuvre bases on the critical perception of the existing knowledge. Involving the theory of self-organization – synergetic – the authors have shown systemic nature of meaning, which plays the role of attractor (a stable solution in the space of cultural meanings). But the sense of simultaneously co-exists in close connection with ad-culture knowledge represented in archetypal forms, continually becoming, realized in connection with the activities of consciousness and clarifying the nature of meaning. The authors demonstrate their position with the notion of discourse. The phenomenon of discourse is considered in its ontological dimensions as a conceptual basis of human existence and position in the culture. On the theories of postmodernism and poststructuralism the authors determine the form of philosophizing, based on the paradoxical structures that have under-subject nature. In this sense, there is the way to overcome the subject-object dualism, because the detection of under-subject nature of the meaning displays this meaning beyond the boundaries of the semantic field of culture. In this case, Philosophizing is a special form of operating in meanings that have just the same universal nature that is inherent to the nature of the phenomenon of meaning. In the end, the authors conclude that the role of philosophy in culture consists of the ability, which exists in its own nature. Philosophical discourse demonstrates its universal and integrative nature in socio-cultural space, creating a unique specific form of positioning oneself in the world. The authors conclude that philosophizing as a form of art, similar to “the science of Socrates” – the art of the truth birth in the course of the dispute, allows all cultural forms to stay dynamic, being in constant dialogue with each other, thereby freezing in their own forms.

scholarly journals The semantics of Lermontov's poetic myth of the Demon N. S. Leskov’s “The Islanders”

Litera ◽  
2021 ◽  
pp. 1-9
Author(s):  
Vurgun Georgievich Mekhtiev
Keyword(s):  
Russian Literature ◽  
Point Of View ◽  
The Novel ◽  
Semantic Transparency ◽  
Special Contribution ◽  
Romantic Poetry ◽  
The Subject ◽  
Literary Myth ◽  
The Demonic

The subject of this research is the negative-axiological, satirical layers of the novel “The Islanders”, associated with the image of the demonic character, which M. Y. Lermontov turned into the archetype and poetic myth in the Russian literature. The object of this research is the stylistic techniques and ideological motifs of N. S. Leskov underlying “desacralization” of the romantic myth. The author meticulously examines the following aspects: 1) role of Lermontov's poem “The Demon” and romantic poetry of the 1840s in creation of the myth of the demonic character; 2) semantic deformations that led Leskov to wander from the conventional meanings of the myth ; 3) satirical modus used as the key technique in creation of the the image of Istomin. Particular attention is given to Leskov’s satire in its function of “recoding” of the myth. The conclusion is made that the image of the painter Istomin is appointed with the task to dispel the romantic myth. Therefore, the axiological-emotional lexis, as well as elements of satire that reflect the point of view of the “subjective” narrative are arrayed around him. All of that imparts semantic transparency to the character, which contradicts the “mysterious code” of the myth of romanticism. The author’s special contribution consists in the establishment of correlation between the myth of about the demon and the myth of Prometheus, which is important for assessing the complexity and multifacetedness of the semantic core of the phenomenon under review. The novelty of this research lies in revelation of underlying motif of the satirical style of N. S. Leskov. Its point is not to create a “myth about the myth” or an “anti-myth”; the novel forms the “non-myth” to achieve complete elimination of the literary myth of the demonic character. The writer uses satire for typification, rather than individualization of the character.

scholarly journals Intra-pair interaction and peculiarities of self-identity of twins in preschool age

2021 ◽  
pp. 73-87
Author(s):  
Anna Sergeevna Kuzmina ◽  
Ekaterina Sergeevna Praizendorf
Keyword(s):  
Monozygotic Twins ◽  
Social Situation ◽  
Pair Interaction ◽  
Preschool Age ◽  
Self Identity ◽  
Behavioral Indicators ◽  
Theoretical Substantiation ◽  
The Subject ◽  
High Possibility

The subject of this research is the self-identity of twins in preschool age. The goal is to determine correlations between the behavioral indicators of intra-pair interaction and the parameters of functionality of self-identity of twins of preschool age. Detailed analysis is conducted on the role of twin situation and intra-pair interaction of twins in the development of self-identity in preschool age. The twin situation is interpreted as a special social situation of development that defines the formation of personality of twins; it is associated with the occurrence of specific intra-pair interactions that determine the development of self-identity of a preschooler. The research methodology is based on the cultural-historical approach that reveals the role of social situation in child’s development (L. S. Vygotsky), concept of self-identity (S. L. Rubinstein, L. I. Bozhovich), studies on twins (T. B. Morozov, M. T. Miliora). The empirical base is represented by 100 twins of preschool age. This article is first to give theoretical substantiation and empirical proof to the existence of correlation between the behavioral indicators of intra-pair interaction of twins and characteristics of self-identity of dizygotic and monozygotic twins in preschool age. The following conclusions were made: dizygotic and monozygotic twins may have a different nature of intra-pair interaction, which relates to the peculiarities of self-identity preschoolers; dizygotic twins have high possibility of rivalry with their twin; monozygotic twins are rather oriented towards cooperation. The proclivity for cooperation in the process of joint activity creates the foundation for positive self-esteem, self-acceptance, and assessment of own performance. The proclivity for rivalry allows the twins to be more independent, take responsibility for the results of their work, creates foundation for the development of self-identity, self-cognition, and self-understanding.

scholarly journals El arte de la educación en México

2019 ◽  
pp. 45-52
Author(s):  
José De La Cruz Diaz-Ledezma
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Critical Analysis ◽  
Basic Education ◽  
The State ◽  
Educational Process ◽  
Educational Levels ◽  
The Subject ◽  
The Relationship

This article presents a vision of the relationship that can be established between education and art in our country, starting from the analysis of the objectives of teacher education and the role it plays in the educational process, presents a critical analysis of the intentionality of Basic education and teacher training. It is an intentional study of the role of the teacher in a country where the role of the educating State takes on the functions of designing, orienting, organizing and directing, through the school the destinies of the new generations, forming them in an educational process according to the interests and needs of. Objective: to identify the influence that the State exerts through education, in active teachers, in the training of teachers and in students of the different educational levels of our country. Methodology: qualitative documentary research, where different moments of teacher training are analyzed in the light of theory, educational laws and others related to the subject. Contribution: originate discussion points around the educational process and the State's aims in educational matters, from the training of teachers and their performance in the classroom as an agent not of transformation, but as a reproductive agent of the wishes of the State.

scholarly journals Facilitating effective student learning on subject matter “Simple colloids” through demonstrative educational videos

2021 ◽  
Vol 11 (1) ◽  
pp. 4
Author(s):  
Anna Thysiadou ◽  
Vasiliki Gaki
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Subject Matter ◽  
New Technologies ◽  
Educational Process ◽  
Experiential Approach ◽  
The Subject ◽  
Educational Videos ◽  
Chemistry Module

The introduction of the computer into the educational process is a fact. The educational use of new technologies creates a new, more appealing and enjoyable learning environment. The introduction of new technologies into school differentiates the role of the professor by giving him/her a guiding character in a process of experiential approach to knowledge. In the present paper a proposal for the teaching of the chemistry module “Simple Colloids” is presented, with the contribution of video recorded educational experiments. Complete experiments on the subject of “Simple Colloids” and their properties are presented, aiming at familiarizing students with this theory.

scholarly journals On the role of interdisciplinary, transdiscliprinary, and philosophical knowledge in modern higher education

2021 ◽  
Vol 103 ◽  
pp. 01017
Author(s):  
Zoya D. Denikina ◽  
Anatoly V. Denikin
Keyword(s):  
Higher Education ◽  
Subject Area ◽  
Educational Process ◽  
Theory And Practice ◽  
System Level ◽  
Practical Solution ◽  
Classical Education ◽  
Different Types ◽  
The Subject

The article traces the substantial and functional evolution of interdisciplinary and transdisciplinary knowledge and its integration into the theory and practice of higher education. The method of distinguishing between classical, non-classical, and post-non-classical rationality is used to disclose the specifics of university transdisciplinarity. The proposed hypothesis suggests that in non-classical and post-non-classical education, different types of studied objectivity exist while when the subject boundaries are fixed, various forms of subject uncertainty are observed. Difficulties in the practice of non-classical education are associated with the objective of overcoming double uncertainty. In one case, the onedimensionality of the study depends on the choice of ontological conditions that are only sufficient for a given monodiscipline. In another case, the task of combining the intervals of studying a subject in the framework of multidisciplinary knowledge is being solved. Transdisciplinarity manifests primarily through educational modeling technologies. What can be attributed to the specifics of post-non-classical education is the study of two types of objectivity: the system-level reality in cases of severe disequilibrium and the system-operational reality in cases of mild disequilibrium. Thus, the subject area demonstrates substantial and systemic uncertainty. It is concluded that the study of systemic objects as a part of the educational process requires interdisciplinary efforts and is carried out in line with the following scheme: problem – project – concept – practical solution.

scholarly journals Ontological Structures of the Modern Educational Process

2021 ◽  
pp. 97-104
Author(s):  
Nikolay N. Kozhevnikov ◽  
◽  
Vera S. Danilova
Keyword(s):  
Educational Process ◽  
Point Of View ◽  
Educational Activity ◽  
Self Organization ◽  
Teaching Methodology ◽  
Modern Education ◽  
World Coordinate System ◽  
The Subject ◽  
Main Components ◽  
Independent Work

Three fundamental provisions are introduced here, which lay the basis for studying the ontological structures of modern education: 1) education is what remains when everything that has been learned is forgotten; 2) education is achieved through independent work, while what they can teach one in schools and universities only helps to get it; 3) a well-oiled infrastructure of the cognition process is needed, i.e. auxiliary areas and resources for the formation of the structures under consideration. These provisions are investigated in the context of the concept of dynamic limit equilibria and the world coordinate system based on it. Of the four concepts of consciousness singled out by V.A. Lektorsky, the paper used the first two: identifying consciousness with knowledge and considering intentionality (focus on a certain object) as the main sign of consciousness. When re-assembling knowledge, two main trends are possible: 1) purification, which presupposes discarding of all that is superfluous (it can have to do with the degradation of the subject, his or her reorientation to completely new knowledge, or the need to prepare memory for perceiving more knowledge); 2) self-organization of the acquired knowledge, which is at the cutting edge of contemporary research. The latter trend has several important features. From the point of view of dynamic limit equilibria, knowledge tends to close itself into a stable optimal system, pushing everything unnecessary and secondary to the periphery. Moreover, in the process of self-organization knowledge gravitates towards increasingly accurate identifications that clarify the connections between its key elements. Further, the paper dwells on the characteristics of three main components of the classical educational-hermeneutic triangle teacher–text–student and their interaction with each other. In addition, the hermeneutic circles of teaching methodology are analysed: 1) preparation–teaching–perception; 2) course and its parts, course and its context. Cognitive structures and objects of consciousness, as well as catalyzation and self-organization of educational activity are also considered in the paper.

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