Value Orientations in Education System: Approach, Interpretation, and Formation

The implemented theoretical study has revealed various scientific positions aimed at: interpreting the concepts of value and value orientation; finding controversial positions and affinities in the use of “value” and “value orientation” concepts; identifyingambiguous positions on structural elements of value orientation and value formation mechanism. The purpose of undertakenresearch was theoretical, experimental and methodological in nature, outlining formation of value orientations in adolescence and youth ages.The developed definitions and determined structural components of value orientations allowed initiation of an experimental investigation of value orientations in adolescents and young people through which interrelation between the constitutive components of value orientation was confirmed, the specifics of values in adolescents and young people was emphasized. Outlining the specifics of value orientation structure led to identification of criteria, indicators and descriptors and to development and validation of a Questionnaire for Value Orientation Assessment. The results of experimental study laid the basis for development and recognition of a Pedagogical Model for formation of value orientations in adolescents and young people. The previously identified mechanism for formation of values and functioning of value orientations was transposed into the nucleus of the Pedagogical Model, which included the following components: behaviour, emotional states, attitudes, convictions, and values. In order to identify the methodology for forming value orientations in the formal, informal and non-formal educational environment, the principles of humanistic, constructivist and cognitivist education, strategies, conditions were highlighted, which ensure a dynamic progress in general development of the personality, implicitly of value orientations, and which is taken into account in framework ofa formative experiment.The data obtained from the validation of the developed Pedagogical Model confirmed its effectiveness and proved that it was a multidimensional one, which could be of great benefit to specialists in the field of Education Sciences and teachers from schools and higher educationalinstitutions.

Field-Based Art Programming As a Facilitator for Transformative Learning Experiences in Tertiary Education: Participants Reflections on Land Arts of the American West

Field-based art programming proposes a different pedagogical model to respond to contemporary challenges that artists face, ranging from ecological crises to the education and development of artists. This article analyzed interviews with field-based art programming participants across two decades, focusing on artists’ experiences through their own voices. Out of the interviews with participants from Land Arts of the American West, in which participants travel, camp, and create at different sites throughout the Southwest, the participants narrate important elements of field-based art programming. Using Mezirow’s theory of Transformative Learning, this article uses participants’ descriptions to analyze the pedagogical aspects of field-based art learning that denotes a transformative experience, distinct from what is available to them in conventional tertiary art classes. Central reoccurring themes identified include immersive nature, art-making, community, and place. Participants’ responses reveal Disorienting Dilemmas and having transformative experiences.

A Pedagogical Model to Integrate Computational Thinking Logic to First Year Design Studio

Today, computational thinking and computational design approaches transform almost all stages of architectural practice and education. In this context, since students are most likely to encounter computers, in this study, the approach of teaching students computational design logic is adopted instead of teaching how to use computers only as a drafting or representation tool. This study focuses on developing a pedagogical model that aims to teach computational thinking logic and analog computing through a design process. The proposed model consists of four modules as follows: abstraction of music and text (Module 1), decomposition of buildings (Module 2), analysis of body-space (Module 3), design of a space by the help of spatial patterns (Module 4). The proposed model is applied to first-year students in Interior Design Studio in the 2019-2020 fall semester. As a result of Module 4, students designed both anticipated and unanticipated spaces in an algorithmic way.

Interdepartmental Interaction to Combating Against Domestic Violence

The role of interdepartmental interaction to combating against domestic violence is described. The need for interdepartmental cooperation in combating against domestic violence is highlighted. Interdepartmental cooperation is considered as a coordinated prevention of domestic violence and ensuring effective and practical realization of the rights of victims. Aspects (appearance, meaning, process, result) of domestic violence are described. It is stated that the act of domestic violence is a planned, conscious, controlled process. It is proved that in accordance with international standards and domestic legislation, interdepartmental cooperation is carried out both in the field of prevention and combating domestic violence. A socio-pedagogical model of domestic violence prevention is developed. The use of the model makes it possible to describe not only the long-term relationships between its components, but also to determine the potential ability of individual components in the future to restore equilibrium. In general, the developed socio and pedagogical model of prevention of domestic violence will effectively to combating against domestic violence and its recurrence. Presented analysis demonstrates the benefits of comprehensively reflecting the interagency relationships between different organizations and victims of domestic violence.

Characteristics of the Pedagogical Model for Forming Social Responsibility in Students by Means of Project Technologies

The article describes the essence and components of the pedagogical model for forming social responsibility in students by means of project technologies. Determined the structural components of this pedagogical model: the purpose, tasks, principles, pedagogical conditions, criterion principles (criteria, indicators and levels of formation), technological support of project activity, result. Characterized the principles of forming social responsibility of students: personal orientation of educational process, dialogicity (conventionalized), integrativeness, nonlinearity, on becoming a person. Defined the criteria of forming social responsibility of students and the corresponding indicators-indicators of their display. Presented four levels (insufficient, satisfactory, sufficient and optimal) for forming certain indicators. The leading means of realization of the pedagogical model for forming social responsibility of students is defined by design technologies, their characteristics in the context of the concept of projective education. Project technologies are defined as a set of forms, methods, means of educational influence in order to implement forecasting, resource development and methodological support of project activities.

Pedagogical model for the development of a sustainable lifestyle of a student in a cultural landscape

The article considers the eco-friendly lifestyle of a person in a cultural landscape as a prerequisite for sustainable development of a territory and a practical basis for creating a qualitatively new harmonious interaction between society and natural systems. The goal of the article is to theoretically substantiate, devise, and test a pedagogical model that would teach students a sustainable lifestyle in a cultural landscape. The methodological basis of the study is the co-evolutionary subjective, activity, transdisciplinary, integral, situational, cultural, ecological, landscape, and environmental approaches, as well as some principles embodying them. Educational modeling and design were the key theoretical methods. The pedagogical model created combines the target, substantive, procedural, technological, productive, and evaluative components. Its practical use in schools proved to be effective regarding the formation of an eco-friendly lifestyle of students in the cultural landscape.

“Whoever Dies, Dies”: A Pedagogical Model forUnderstanding the COVID-19 Outbreak in United States Prisons

A year into the COVID-19 pandemic, nearly half of the United States prison population, or five times the rate found in the general population, had been infected. Limited social distancing and difficult to implement preventative measures helped to spread COVID-19 in prisons, while many incarcerated individuals felt that government policy prevented their ability to self-care. These feelings of alienation reflect a history of policy that links disease to deviance and social death. Based on the written self-reflections of anthropology students in Wisconsin prisons, this article outlines an ethnographic and pedagogical model for analyzing pandemic policy. Students learned to relate anthropological terminology to their critiques of policy and revealed how prisoners adapted to feelings of invisibility and hopelessness during a pandemic.

A Modern Model of the Educational Environment of the University with Regard to the Context of its Historic Developmen

For several centuries, the mission of the university, original created for the intellectual and cultural development of man, has changed little. The main task of the university is undergoing changes today. The growing antropogical contradiction: the uncertainty of the future, enormous technological variability and existential unpreparedness for this person, contributes to the revision of the university model. The purpose of the article is to develop a pedagogical model of the university that can respond to modern challenges. Methodology. The university always focuses on the future, accepts young people who will develop this future, so the emphasis of modern methodology in the design of educational systems should be “from the future”. This means that it should be based on the reflection of existing phenomena in culture today (see V.S. Stepin). In this work, university models from the late 17th century to the beginning of the 21st century were selected as materials of research in this work and their missions were analyzed. It is concluded that the era influences the formation of the university’s mission, its purpose, goals and methods of education. In particular, classical university education has always been built on three vectors: the vector of the search for the ideal self, the vector of social identification and the vector of cultural identification. In the modern period, the advantage of the vector of socialization over others is increasing. The results of the study. The pedagogical model of education at a modern university is presented. The basis is the thought of M.K. Mamardashvili about a self-fulfilling person and the principles of liberal education: the principle of active independent activity efforts, the principle of a varied educational environment, the principle of volumetric communication, communicativeness and creativity, the principle of reliance on independent learning. Thus, the modern educational environment of the university should be a varied, multi-level, practice-oriented, reflective environment in which 3 educational vectors are concentrated: the search for one’s purpose (idealization), cultural identification and social self-realization. Their combination allows us to overcome the one-sided emphasis of the educational process on socialization. The results of the research may be applied in design and implementation performance of blended learning models or their components in practice of universities.