Application of the Concept of Multidimensionality of Education Based on a Phenomenological Approach (on the Example of Pedagogical Observation)

Abstract

The purpose of this article is to demonstrate possible ways to solve pedagogical situations based on the concept of multidimensional education and a phenomenological approach. In the course of the study, based on the phenomenological consideration of the student’s personality, an attempt is made to select pedagogical means of education (upbringing) that are poorly amenable to quantitative characteristics. Some universal and situational means of student’s personality development used in the logic of the concept of multidimensional education are described, an example of pedagogical observation of a student in dynamics is given. The category of spirituality, values, as well as the concept of meaning, ideas, and upbringing cannot be quantified, but at the same time they constitute qualitative educational results that a teacher should focus on in his activities. Understanding the multidimensionality of education as an infinitely complex reality with the characteristics of dynamism, multidirection and diversity, capable of influencing the value and semantic attitudes of the individual, it is necessary to master the tools of this reality based on the understanding of the priority of education and the emphasis on the development of personality based on its actual needs. The example of the analysis of the pedagogical situation in dynamics presented in the article gives teachers the opportunity to use such tools and means in their activities. Consideration of such pedagogical situations allows not only to analyze the features of the educational routes of students, but also to equip the teacher with practical methodological tools on which the content of pedagogical work is based.