New Paradigms on Education: Intentional Learning, Internal References, Self-organizing Processes (original) (raw)
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On the pivotal basis of the educational paradigm of the 21st century
Perspektivy nauki i obrazovania – Perspectives of Science and Education, 2021
Relevance. The modern world is special. Our country is not an exception. The domestic education has also become different. Besides, it is obvious that reliance only on the conventional theoretical and methodological principles does not always lead to the desired result. In this regard, the issue of changing the educational paradigm is becoming more acute. The goal-oriented functional basis of such paradigm can be humanization, since it is a solid foundation for the harmonious development of a person, the growth of his/her essential forces and abilities at the new historical stage of social evolution. The research problem is the following: Earthlings are faced with the daunting problem of building optimal relationships between a human and a human, a human and the society. This challenge impels pedagogical science and educational practice to search for foundations that will contribute to resolving the contradictions between separateness and wholeness, isolation and unity, chaos and harmony. The aim of the study is to reveal the essence of humanization as the pivotal basis of the educational paradigm corresponding to the peculiarities of the social evolution in the 21st century. The research methodology consists in the conceptual provisions of humanistic pedagogy, anthropological and learner-centered. The specific methodological tools involved the principles of historicism, integrity, consistency, movement from the general to the particular and unique. The study also considered content-structural, activity-based, sociocultural and system-functional principles. The research methods comprised the study of monographic and scientific-methodical works, educational practice, along with their analysis, identification of special phenomena at the new stage of historical development, substantiation of the findings and interpretation of the suggested ideas. Results and discussion. The article gives a brief review of creating educational paradigms at different stages of social evolution, reveals their essence and identifies groups of principles covering various aspects of school’s functioning. It is emphasized that the implementation of these principles will ensure the humanization of training and nurturing. The paper also defines the key characteristics of the pedagogical process, designed in accordance with the conceptual provisions of the humanistic paradigm, outlines the main sets of interrelated tasks facing the education of the 21st century and substantiates the idea that humanism is the pivotal basis for the educational paradigm of the present century. The most discussed aspects of the problem are practice-oriented issues related to developing the content of humanistic education which would contribute to the formation of the basic humanistic worldview of students. Conclusion. The presented work reveals, generalizes and interprets the ideas of the humanistic tradition that underlie the educational paradigm of the 21st century. Among the leading development trends of the modern education, humanization is proved to be its cornerstone, corresponding to the peculiarities of social evolution at the current historical stage.
EDUCATION IS A PLEDGE OF FUTURE
This paper is referred to deep educational science, in which the objective reality is associated with peculiarities of perception, how far the beliefs of scientists, emerging stereotypes and language of science can physically and notionally present the origins and mechanisms of personal becoming. It is very difficult to find other burning question for humanity, on which so many arguments are focused and which forces pedagogical community to change their opinion to the contrary so many times. Within this framework, the life-sustaining activity of people is viewed historically as the outer-inner evolving system in which the philosophical categories of biological and social aspects are considered as the two poles between which the educational sphere is formed. The main idea of this study is sociogenetic approach which makes it possible to consider that the life-sustaining activity of people is a compromise solution, which can be found by multiple considerations and manifesting as vast variety. The article gives the grounds for the educational activity, including the initial setting of social channels and then circulation through them among specimens of different information modalities, establishes life-time formation of Intelligence and Personality of newly born specimens of the humanity. Studying Materials are valuable for both methodologists-theoreticians and technologists of education.
Education like breach between past and future
Anthropological Measurements of Philosophical Research., 2020
Purpose. The article aimed at comprehending the phenomenon of education in its anthropological content, by comparing two versions for the analytics of the crisis state in education, given by Hannah Arendt and Evald Ilyen-kov. Theoretical basis. For implementing this task, the method of in-depth reflexive reading of texts is used, when traditional academic concepts are considered in a new context determined by the analytics of real social problems. In this case, we are talking about the development of thinking not only as a cognitive ability but as an ethical and ontological feature of a human being. In that event, thinking arises through its invisible belonging of one person to many others that both Arendt and Ilyenkov ascertain. Originality. Originality of the article is to identify the anthropologi-cal dimension of education and to establish the negative influence of such ways in organizing the educational process while it is under the dictation of current circumstances. The justification for this thesis is presented by identifying the consonance of the educational concepts from Hannah Arendt and Evald Ilyenkov. Conclusions. The opposition between action and thinking, revealed by Hannah Arendt, cannot be understood as a divorcement of thinking from reality, since another man appears to be the original reality for a person, namely, in thinking a person enters the space of a meeting with another man, put himself into another person's mind and with this firstly attains his place in the world, becoming himself, acquiring the image of a man. So perceived education does not become manipulative training, but it is a real birth of a subject as creating himself. Undermining of the authority in the modern world is accompanied by the searching new forms in structuring the common space of human endeavor, which is possible when the educational status is determined by its attitude to the world rather than by the social environment. The authority of a teacher is effective when he relies on his responsibility for the world into which he introduces the child and which opens to him. Responsibility for peace and the resulting authority is associated with love for the world. Only with sufficient love for the world, a person is capable of taking responsibility for it.
About Education as a Fundamental Human Dimension
SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE
People are, above all, cultural beings; the central elements of culture are values, they direct the spirit of any culture and function as a selective grid towards cultural creation and diffusion. Culture involves all the products of human activity, values and modes of behavior objected by certain communities to other human communities and subsequent generations. As a global process, education could be characterized as a quick and abridged recapitulation-because it is selective-of the cultural experience of humanity as a whole and, in particular, the experience of the community and the reference group. Biopsychological maturation processes, socialization and culture can only be conceived through intimate correlation, they are three facets of a single process. Therefore, the mature psychological individual, the social and the cultural being are just hypostases of the Ego, because it is an existential unity.
Modern Basics Philosophy of Education
In this article, the authors examine the current understanding of the foundations of the philosophy of education. Lately, when speaking about the human development and education, one concretizes that it is about the perfection of mind. At the end of the XX century, the subject of the educational impact was considered as a person, consisting of social and biological entity, but at the beginning of the XXI century the situation changed. Advances in neurosciences (RistoKalervoNäätänen, James Olds, Donald Olding Hebb, Elhonon Goldberg and others) are allowed to concretize the subject of educational impact and distinguish the material organization in a person that really makes him differ from the world of living organisms. We are talking about neural structures that are formed and developed in the human brain and which are not observed (if they are observed in different formats and with different functional manifestations) in the brain of higher animals.
CONSCIOUS EDUCATION: A NEW THEORY BASED ON JAPANOLOGY EXAMPLES
Edulearn20, 2020
How to educate answering the challenges of 21 st century? How has the nature of education changed in recent years and how to be more effective in educating oneself or others. The paper presents an attempt to form a theory, called Conscious Education. The research belongs to the field of philosophy of education and rethinks the aims and methods to educate. It emphasizes on the involvement of all participants in the education process, and of the society where education is conducted and is based on the development of self-and environment-awareness. The theory relies on several well-known theories and approaches from various fields-Darwin's evolutionary theory, Kaoru Ishikawa's economy and management theory for Total Quality Control, Abraham Maslow's needs theory, Motokiyo Zeami's understanding of 'hana' as seen in Noh Theatre performance, the philosophy of educators like John Dewey, Lev Vygotsky and Anton Makarenko, and the Buddhist understanding of smrti and samprajanya, as well as zen principles and practices. The theory is inspired by Japanese Studies development in Bulgaria, which has been thoroughly studied in the last 25 years and these form the concrete illustrations for class examples. Yet Conscious Education addresses a more fundamental question of how to educate in 21 st century and what is education in the first place-how to make the individuals more aware of themselves and of the environment they live in, how to teach them to interact with other members in society and to be more effective in their efforts to excel. The Japanese intellectual thought is seen as a major resource-well thanks to the various approaches suggested by artisans, philosophers, educators, managers and alike through the centuries. These theories are applied to shake up the conventional understanding of education and to think holistically on the nature of education, the nature of educators and the nature of each learning human. 978-84-09-17979-4
2014
The article analyzes transformative learning as a purposeful and voluntary effort made by the person to educate himself in order to achieve essential changes that transform his personality without the influence of andragogues. It examines features of self-directed learning in the context of transformative learning. The goal of the research is to reveal the phenomenon of self-directed learning in the context of transformative learning. The article presents a diversity of theoretical approaches and researches on transformative learning in foreign countries and Lithuania. The resarch established that transformative learning the purpose of which is to stimulate man’s self-realization in his personal and social life is linked to the awareness or development of critical consciousness, cognitive change oriented to the development of autonomous and responsible thinking that is achieved through the construction of new meanings and the creation of other inner senses about the changing world. Selfdirected learning as a conscious process is an essential method of personality improvement, conscious, purposeful and organized activity of the individual in order to achieve goals set by himself, selected acceptable modes of self-directed learning the purpose of which the aspiration for harmony of all inner powers of the man. The essence of self-directed learning in the context of transformative learning is revealed through the development and perfection of the consciousness of personality, aspiration for inward liberty at individual and social levels.
The Importance and Meaning of Learning at School in Students’ Consciousness
International Education Studies, 2012
One of the most important functions of learning is the formation of identity. From a hermeneutical viewpoint the formation of ipse-identity is, to a large extent, based on the meaning of the learning experiences. The following questions guide our research: first, what meanings do Estonian and Finnish students gain from curricular facts? And second, what do students in the two countries consider important to learn for their future? The theoretical framework of the study is based on ontological and socio-cultural approaches to learning. Both traditions recognize a connection between one's personal agency as well as structural factors concerning learning contexts. It was found that in meaningful learning contents youth, on one hand, gain authentication of identity, while on the other, they feel the pressure of insecurity and coping with the idea of an uncertain future.
This text aims to discuss a purpose to present a philosophy of education based on the arguments from Deleuze and Gutarri's thinking, specifically about the concept of plan of immanence. Two tasks are playing at this context. First, the evaluation of modernity will put in debate three important notions from it: the modern project of future, the humanity and individuality. Then, it will point out the end of the modern promises as emancipatory discourses to be achieved in the future and consolidated during the history, as well as the process that have transformed at same time the human beings in subject and the individuality in individualism. At the second task, it will talk about the terms by which we can present a proposal to philosophize in immanence of life, thinking about how education can working as line of escape of the ephemeral capitalist socialization and discussing two concepts of Deleuze and Guatarri's thinking: affections and perceptions.
Education ant its continuous evolution
Immersed in a century full of changes and constant evolution of the social functions of school, education becomes a fundamental tool for change. The forms of knowledge and development of students have evolved, but in many ways, the educational system preserves the essence of the schools of old, unable to solve the challenges that the knowledge society and information arises. Rigid, lacking openness to other professionals and education to make a commitment to society to which they belong citizens, educational models require new ways of learning, values and principles that guide education S.XXI. In order to analyze new and existing social problems in the school setting and encourage reflection on the need for integration of social education to the education system, from this research, it is exposed through a literature review and an empirical approach drawn from interviews teachers, the need for flexible deployment models that allow a transversal and multidisciplinary work. A reflection on the new demands of the education system and education as a tool for educational intervention in the current school setting.