HERBART PISMA PEDAGOGICZNE PDF

Metodologia badan pedagogicznych. Procedury = strategie badawcze. Metody EKSPERYMENT PEDAGOGICZNY MONOGRAFIA. ablewicz „teoretyczne metodologiczne podstawy pedagogiki antropologicznej” – cz. temat teoretyczne podstawy pedagogiki antropologicznej ablewicz widzi. pytania na egzamin hiitorii definicja hiitorii wychowania: historia wychowania to nauka zajmująca się dziejami oświaty, praktyki szkolnej myśli pedagogicznej.

Author: Tojaramar Goltizilkree
Country: Bahamas
Language: English (Spanish)
Genre: Personal Growth
Published (Last): 24 November 2009
Pages: 293
PDF File Size: 18.14 Mb
ePub File Size: 4.60 Mb
ISBN: 274-1-89619-475-7
Downloads: 66878
Price: Free* [*Free Regsitration Required]
Uploader: Mokazahn

Skip to main content. Log In Sign Up. Constatnt education of adults in their work envirnoment. Continuous Education for Sustainable Development: Participants of the Conference as well as the whole international community face topical problems: Do fast-developing national regional systems of continuous education manage global pedahogiczne of XXI century?

Can present practice of continuous education be called system of continuous education? And what is the contribution of continuous education to sustainable development?

Antonio Labriola

All participants of the forum unanimously agree that continuous education is an essential condition of success of innovative development of any country, national safety and welfare of citizens.

Authors note both positive and negative events in contemporary education, pointing out that new technology of educational process should not drive away spiritual and moral aspects in process of professional education and forming of personality of future specialist. Proceedings of international cooperation can be of interest for international pedagogical community — school teachers, university lecturers and professors, regional education authorities and education managers as well as researchers.

Skvortsov The utilization of the humanitarian approach in lifelong professional education is brought about by both the external and internal circumstances of Russia’s social development. Should we speak about the “external rationale”, namely the expansion of the sphere of humanitarian approach utilization in lifelong education, it was caused, first and foremost, by internal requirements of the Russian high school, as well as the latter’s involvement in the Europe-wide integration process.

New formation specialists must become beams of a new professional culture corresponding to the modern information society and knowledge-based economy.

The creative potential of high school graduates and our openness to the Western system of values offer a solid foundation for that. The procreation and formation of a similar system of axiological relationships and world outlook in Russians became an important tool of their lifelong professional education.

It serves the processes of Russian society’s integration into worldwide cultural, economical and educational processes that are actually aimed at forming specialists as subjects of a democratic civil society. The latter circumstance has a beneficial effect on the high school’s interest in the training of specialists that are well versed in the humanitarian sphere. Universities and higher educational institutions establish educational standards of training specialists who are capable of living and working in a European style civil society the introduction of European two-tier higher educational curricula and qualifications had precisely this aim in mind.

From the inner side of social changes, the causes for making an emphasis on a humanitarian approach in the lifelong education of highly qualified specialists are as follows: The utilization of a humanitarian approach in lifelong education is also connected with the following things: Whereupon their lifestyles not only expanded to the maximum in a spatial and geographical sense; it became pedagoficzne in time.

The utilization of a humanitarian approach is connected with the incitement of an active creative search in the subjects of postgraduate education, with the satisfaction of their needs for personal self-realization, forming axiological and visionary reference points that would help them to adapt themselves to a changing society.

A humanitarian approach permits piisma to teach specialists to feel the social and historical processes deeply and adequately, it permits faculty members to help their students remove mental stumbling blocks in communication with other people, to enhance their professional self-judgement in the process of taking courses, to make them feel the axiological significance of lifelong education for projecting and forecasting their professional activities, to renew their substantial content, etc.

Of course, it is not possible to show all the aspects of humanitarian approach utilization in the lifelong professional education of plsma in a brief abstract. Therefore, we shall mention briefly just a few aspects of using humanitarian approach in this sphere. Firstly, we shall dwell on the didactic aspects of using the humanitarian approach in pisms organization of lifelong professional education.

Pedagogifzne, we shall analyse its role in forming new life senses and axiological relationships in students. We shall conclude the pedagoguczne by a brief examination of the influence rendered by the humanitarian approach on the development of dialogical essence of lifelong education of highly qualified specialists.

We shall conclude the abstract by pddagogiczne brief mention of the issues connected with the dialogical essence of lifelong education of highly qualified specialists as a tool for their personal and professional development.

In our opinion, the need for improving didactic aspects of humanitarian approach utilization in the organization of lifelong education is caused by the fact that the humanitarian approach permits one to direct the students’ attention to the fact that technical and scientific progress by itself does not only enrich man’s labor and life by creating an artifical habitat; at the same time, it complicates relationships within the framework of the “artificial habitat-man” system, “relativizes” boundaries between good and evil by expanding the number of a human being’s ties and contact with the world and transforms profound communication between people into superficial, “tactile” “hanging out”.

As a result, their world perception becomes more shallow, and less solid hefbart multidimensional. The enhancement of the influence of artificial habitat, signs and symbols on the life of society and indirectness of relatinships between people narrow the sphere of direct personal communication to a certain extent, hamper the acquisition of actual emotional experience, and create ample opportunities for the spread of crude pragmatism and soullessness.

Under these conditions, as well-known psychologist and psychiatrist V. Frankl said, the role of humanitarian approach is to prepare a man “to the perception ppedagogiczne a 10, commandments enclosed in a 10, situations encountered by him let us remember Joyce’s Ulysses — V. Not only his own life will look sensible to him and sensible means filled with actionsbut pisna will himself acquire immunity against… [his] existential vacuum [2, p.

  CRIA DE MOJARRA TILAPIA PDF

In lifelong education didactics, its humanitarian nature must take the shape of a continuous empowerment of the disciplines, aspects and nuances shaping a person’s spiritual culture, in the enhancement of scientific and educational disciplines by culturological, axiological and socially significant didactic elements demonstrating historical ties between individual expertises, knowledge and skills — their cultural, conceptual and axiological genesis.

The consolidation of such positions is connected with the solution to problems of designing a new educational milieu as a multidimensional space being adequate for the modern demands of a human being corresponding to the trends of development of modern culture, economics, industry and technologies.

For this, one needs flexible algorithms of entering various didactic methods and patterns into a new human educational and life environment. For that, didactics must not only accommodate modern tendencies of objective world and the world of communications, connections pedagogiczn relationships in educational systems, but also transversal, cross-cultural tendencies, as well as complicated interaction, intertwinement and tying technical, objective, communicational, historical, axiological and conceptual content of modern lifelong education of specialists into a single inseparable sometimes very intricate and contradictory knot.

All this entails the necessity of reorganizing the teaching environment, reforming its programs and plans on the bases of variability and alternativeness, organizing a specific “axiological and cultural subjectiveness” for the purpose of changing the activity of a postgraduate education subject. Such integral components integrating didactic and humanitarian aspects, including aesthetic and artistic ones, are, in particular, as follows: When we use the Russian verb stroit’ to build we do not even suspect that the sense of building is uniting in a single whole three elements, because the root of this word consists of the sounds “TR” gravitating to the ancient Pismx “tre” symbolizing the number of three, or the triad.

Moreover, it is connected by the term of abstraction as well, because abstracts in an organ are levers connecting the keys with the valves opening access to air into the organ pipes — they are the major units of this instrument. In the hands of a master it may peadgogiczne a musician, an architect or a mathematician a “triangle” becomes a magic batons, and in distant centuries a triangle as a geometrical abstraction lay at the root of cosmogonic concepts. Abstraction is hrbart method of tying essential components into an integral structure.

This concept permits one to understand the concealed cultural and semantic codes of ties between the following russian words: This is a specific “didactics of narrative” and “didactics of equal dialogue” [1, p.

In our view, the humanitarian aspects of higher school faculty members’ activities as the subjects of lifelong professional education manifest themselves most fully herbartt these components.

Pedagogika Johna Deweya by Aga Lubocka on Prezi

From a didactic point of view, using a humanitarian approach in continuous professional education means enhancing its interdisciplinary nature. It is a reaction to the spread of a technocratic approach to education, to the domination of scientific disciplines and methods in it. Humanitarian and social disciplines cannot be taught and learned by the same methods as scientific ones. The imbalance between logically organized and rationalized by “emotionally dry” information pedgogiczne the humanitarian forms of learning in the present-day educational system brings about “single-hemicerebral development”, the formation of a professionally competent but soulless individual.

The utilization of a humanitarian approach must remove this imbalance by didactic methods and thereby help to solve the multifaceted problems and issues of the developmentof modern education in general and the lifelong professional education of specialists in particular.

By ensuring interscience and interdisciplinary interaction, humanitarian approach permits one to find new didactic and methodic solutions, to enrich the traditional structure of lifelong education by new aspects and facets, to detect a wide horizon of ties in the knowledge and competences obtained by the lifelong education subjects and to make this horizon visible for them, to substantiate its scientific bases more succinctly, to substantiate continuity of teaching subjects and courses, to seamlessly join qualitatively different knowledge in both the content of lifelong professional education as a whole and in specific teaching subjects in particular by demonstrating that they reflect various facets of one and the same social process and to move from abstract scientific facts to specific, diversified knowledge and from that knowledge — to lasting practical skills and professional competences.

It fosters the emergence of a complex and multifaceted pedagogical system co-opting the patterns and principles of the disciplines bordering on pedagogics: This offers the subjects of lifelong education to push the indisciplinary envelope of their postgraduate training.

From the didactic point of view, this means that lifelong professional education of specialists working in various professions must be effected on the basis of synthesis of various scientific and educational disciplines. It is no secret that to know the essence of any subject and process, one must detect interaction, correlations, interconnections, not their limitations and isolation.

The essence of any phenomena is the interconnections that presuppose transcendence of this ambit of phenomena. A humanitarian approach permits one to reach a wide understanding of the essence of the sphere being studied through didactic changes of the lifelong education content. The utilization of humanitarian approach in lifelong education is a definite step in the changeover to training a specialist who is well-educated and possesses universal knowledge and is therefore capable to replace two or more persons in his or her former work team.

In the decades to come, such specialists will be demanded by the civil society, and by the end of this century many areas of professional activities where so-called white-collar workers work will be transformed in deeply integrated indisciplinary areas of production process.

This is the essence of an important applied aspect of humanitarian approach utilization. A humanitarian approach to training specialists in the lifelong education system presupposes leaning on senses, axiological heerbart and dialog as the substance, the essence and the “nerve” of all the subjects of those relationships.

  BECKER PASSMASTER PDF

For the time being, the postgraduate education practice does not give us an exhaustive answer to the question about efficient ways of forming a system of axiological relationships between teachers in the postgraduate education system as socio-cultural situation changes. The utilization of the humanitarian approach its development promotes searching for effective solutions aimed at removing the existing discrepancies between the expected values of the postgraduate courses students and those that were actually formed, for the reduction of mismatches in the relationships between the pragmatic and the axiological aspects of their training.

To connect a humanitarian approach seamlessly and efficiently to the process of forming the system of axiological relationships of lifelong education subjects, it is necessary to create dialogical technologies of lifelong professional education of highly qualified specialists as tools of their personal development. In this context, enriching the existing humanitarian knowledge in the system of lifelong education of specialist may be viewed from the point of view of their being universal to a certain extent as tools of forming a modern personality and “tying” senses and values of various periods of social development in a single “knot”.

Such “technologies” permit faculties members to open up the students’ subjective world, to expand their interior space, the specific character of individual process of perception, etc.

The development of lifelong professional education on a personal horizon, [4, p. Such experience is well known: During the following period it was embodied in herbqrt paradigm of dialogical research and understanding the essence of culture founded on the works of M. In this way, the humanitarian approach permits one to reproduce in the teaching process the fundamental conditions and preconditions for pedagoiczne in the refresher courses students the demand to live on a personal horizon, to live freely and morally, according to the principle: It ensues from the above that the piama of lifelong professional education must have a clear idea of axiological relationships arising between teachers and students as multidimensional pedagogic phenomena.

They must ensure conceptually, methodically and technologically the forming of these relationships as purposeful movement along a certain algorithmic chain.

At the first stage, they must position their aims, percepts and ideals, and to elicit their verbalization from the students. At the second stage, they must build relationships between themselves and the students as axiological and conceptual phenomena based on obtained knowledge. At the third stage, they must affirm the positive axiological orientations of the refresher course students and do their best to correct the pedatogiczne ones.

At the fourth stage, the teachers must try to form a new axiological and professional direction of their students’ development. They must turn away from role-oriented, “cotton-wool” educational activities and approach through subjective professional positioning personal interaction with their students we should note in parenthesis that these algorithms must be grounded and adapted for refresher courses students of various age groups. As we complete our abstract, we should note the following important theses.

Firstly, forming a system of axiological relationships between refresher courses teachers and students is not important by itself. It only makes sense if after a few refresher courses an ordinary engineer or manager working at a production facility, an organization or an educational institution will be transformed into a specialist pism a leader and a subject of a new corporate culture gradually being formed in the bowels of the present-day industry and civil society.

Should he or she become a “transdisciplinarily trained professional” Berger G. It persons are always in the center of his or her attention, if he or she learns to build up trust-based relationships with his or her subsidiaries and colleagues, if he or she founds his or her actions on the essential values of his or her colleagues, find the out together with them and find solutions for the most important issues of further organizational developments together with them, If he pedagogicznw she is capable to motivate colleagues pimsa his or her actions to act not peedagogiczne in their personal interests, but in the interests of the whole collective body.

From this point of view a higher pedagogicznd institution graduate or a refresher course student must learn how to form in his or her “team” a system of not roles but rights and duties and a new philosophy on their basis of professional relationships, to build up his own creative potential and to help his or her colleagues enhance their, to take responsibility for the actions of his or her subsidiaries. This is in keeping with the spirit of the present-day most productive and successful industrial collectives, firms and organizations.

Of course, that must not be just know-how pedaoggiczne strategies of developing one’s own professional activities actually applied in practice. Thirdly, within the framework of lifelong postgraduate education, the higher educational facilities — universities, institutes, educational centres and other educational facilities must train specialists who are well versed in the modern “dialogue lobic” and humanitarian competences, dialogical world outlook and twenty- first century philosophy V.

They must be able to listen and perceive complex and dynamic information, to work under the conditions of modern “cultural explosion” Yu. Lotman,and to communicate and conduct a constructive and substantial dialogue in complex and problematic situations. In this sense, the lifelong professional education system is faced with a task of teaching the whole set of professional and humanitarian competences to the specialists.

In our opinion, this in particular is the mission of lifelong education as a whole, and its subsystem, the postgraduate lifelong education. Novikov Let us take a moment to imagine a fantasy situation: You are a school teacher. In the morning, you come to your school to be told that now you have to go to work in another school, for example, No. In the evening, you come home and learn that now you live lisma a completely different place The next morning, with a headache, you go to school No.