Perspectives of the transformation of educational content as a means of self-identity of the student in terms of establishing a new philosophical and educational paradigm


  • I. M. Bezena Dnіpropetrovsk regional institute of postgraduate pedagogical education
Keywords: self­identity, competence, components of educational content, the process of individuation, monitoring the quality of education, humanistic approach sociocultural environment, training staff, psychologization of educational process

Abstract

This article outlines the philosophical and educational paradigm of new approaches in the process of self­identity at school period, the prospects for transformation of educational content as a means of self­identity of the student. It describes the components of the school education content: informational and active (with cognitive, value, technological, developmental components), communicative and reflexive. Changes of the paradigmatic framework of schooling are going on in the context of the content and quality of education improvement concept. The concept of secondary education is determined by the following components: «learning as a process», «participants of learning process», «learning time», «institution» and «educational technologies». Conceptual center of school is a person. Means of students’ personal potential realization determine the future of human development in the twentieth century. The following should be fulfilled: content focusing on educational results, which are formed as key competences; introducing in the disciplinary approach and program optimization in different subjects and coursebooks, practical usage of the content and its optimization; using assessing technologies which are true to life. Philosophy of education and practical pedagogy have identified the main strategic goal of humanizing the sphere of education. In her center of attention is the personality of the student, his personality, the formation of potential opportunities for self-expression and self-development, creative thinking. School education is a synthesis of learning and individual cognitive activity, education and self-education, development and self-development, maturing and socialization of students, preparing them for an adult and independent life. Metaphorically, education is perceived by our society as a process of creating an image of a person in an individual. All these processes are inseparable, which is why in the post-classical philosophical and educational paradigm education is considered as a multilevel space in which specific educational and educational processes take place, creating conditions for self-development of the individual. Thus, education is a multi-level structure in which society first of all creates conditions for self-development and self-realization of the individual, and the actual education and upbringing in a general educational institution serves only as an instrument for achieving this socially significant goal. Today, the society's need for successful socialization of schoolchildren is felt very acutely. Further integration of educational factors is planned: school, family, micro-and macro-society. The profound socio-economic and political changes create conditions for changes in all spheres of education, the content of the work of educational institutions, the technology of school education and the updating of methodological pedagogical tools. All modernization processes and innovations that are taking place in educational institutions increase the relevance of education and training problems, which, accordingly, enhances the vector of educational work on the basis of the ideas of humane pedagogy, the awakening of their own activity of students, the disclosure of personal potentials. The rather intensive attention to the problem of self-realization is related to the understanding of its decisive role in the development of the personality, the orientation of the modern school on the differentiation and the stability of learning, which in turn determines the need to create conditions that will allow the student to uncover and realize the internal potential. In this context, an active search for the most effective management models should take place: content content of the educational process in accordance with the society's demand for a clear, consistent and understandable structure of education in a general education school, enhancing the openness of school education for understanding and appropriate assessment of parents and society as the main customers educational service. The society defined the special role of the teacher at all levels of the educational activity of the individual in relation to the formation of the real content and quality of knowledge, skills and abilities. The level of self-actualization of students to effective and effective acquisition of knowledge and skills at the level of time requirements depends on his pedagogical actions and participation in this process of the parents' community, the student's staff.

References

1. Andrushchenko V. Filosofiya osviti ХХI stolittya: u poshukah perspektivi (Philosophy of the XXI century: in search of prospects), Filosofiya osviti, 2006, № 1. Regime to access: http:// www.1andrushchenko­fo­1­3­2006.pdf 1/7
2. Vatkovs’ka M.G. Stanovlenja i samoorganіzacії osobistostі pid vplivom osvіtnіh zinnikiv, (Personal Developmet and self­organization, influenced by educational principles), Regime to access: http:// www.info­library.com.ua, books­text­11980.html
3. Gorycheva S.N., Dmitruk N.G. Samorealizatsiya lichnosti uchashchihsya v protsesse uchebnoy deyatelnosti (Self­identity of the student in the learning activity), Vesnik Novgorodskogo gosudarstvennogo universiteta, 2005, №31, s.36­40. Regime to access: http:// www.novsu.ru / file/24132
4. Parashchenko L.I. Mehanizmi derzhavnogo upravlinnya zagalnoyu serednoyu osvitoyu v konteksti natsionalnoyi strategiyi rozvitku osviti (Mechanisms of secondary education management in the context of national education development strategy). Regime to access: http:// www.dy.nauka.com
5. Pasichnik N. Realizatsiya kontseptu «osvita» naprikladi angliyskih didaktichnih terminiv, shcho poznachay utuchasnikiv navchalnogo protsesu (Implementation of the concept of «education» as an example of English teaching terms for the educational process participants), Regime to access: http:// www.rusnauka.com
6. Podlasiy I.P. Pedagogika. Noviy kurs. Kniga 1. Zagalni osnovi. Protses navchannya (Pedagogy. New Course. Book 1. The general principles. The learning process), Regime to access:http:// www.booksgid.com
7. Primakova T.V. Analitichna diyalnist uchitelya istoriyi (Analytical activity of a history teacher), Istoriya ta pravoznavstvo, Naukovo­metodichniy zhurnal, 2014, №9, s.2­3.
8. Kremin V.G. Pedagogichna sinergetika: ponyatiyno­kategoriyniy sintez(Education Synergetics: conceptual and categorical synthesis), Teoriya i praktika upravlinnya sotsialnimi sistemami. Shchokvartalniy naukovo­praktichniy zhurnal. – Harkiv: NTU «HPG», 2013, №3, 138s.
9. Lokshina O.V. Transformatsiya zmistu shkilnoyi osviti v krayinah Evropeyskogo Soyuzu (The transformation of school education content in the European Union), Porivnyalno­pedagogichni studiyi, 2009, №1, s.1­10. Regime to access: http://www.pps.udpu.org.ua, article/view/17841
10. Maksimenko S.D. Psihichni mehanizmi samorealizatsiyi osobistosti v media prostori (Mental mechanisms of self­identity in the media space), Pedagogika i psihologiya, 2013, № 2, s.14­17.
Published
2015-01-15
How to Cite
Bezena, I. (2015). Perspectives of the transformation of educational content as a means of self-identity of the student in terms of establishing a new philosophical and educational paradigm. Grani, 18(2), 31-36. https://doi.org/10.15421/1715035
Section
Статті