Humanism without a Subject: The Crisis of the Humanistic Paradigm in Education

The presented article is devoted to the ninetieth anniversary of Doctor of Pedagogical Sciences, Professor Luzina Lyudmila Mikhailovna and the interpretation of some of her ideas on the ontology of education from the fundamental work "Man in the problem field of education". Special attention in the article is paid to the author's paradigm of education, its essence and content are revealed. A number of new components of modern education are proposed, which correspond to the ideas of national identity.

In this article two problems with the recently developed "practice or virtue approach" to business ethics are discussed. The first problem concerns an alleged harmony between common demands of morality (generally understood) and the internal goods of actual business practice. The claimed harmony is strong in essence since it holds that the role expectations a good manager has to live up to, do in fact coincide with what morality demands. The second problem is related to the first and concerns the alleged relevance of a virtue perspective for business ethics. According to the virtue perspective discussed in this article, moral reasoning should take actual practice, and only actual practice, as a point of departure. In so doing ethics is claimed to become insulated from e.g. putting irrelevant demands on practitioners. Such demands are understood as based on abstract principles alien to the practice in question. The thesis of this article is that neither of the above mentioned two claims are plausible. This is so basically because one needs to turn elsewhere than to actual business practice in order to detect a morally laden notion of managerial goodness.

<p><strong>Context and relevance.</strong> The theoretical basis of the study is a competence-oriented educational paradigm and a personalized approach, ensuring the transition from the formal compliance of educational programs with the requirements of educational standards to their practical orientation towards the real cognitive needs of students. <strong>Objective.</strong> The aim is to propose a universal algorithm for designing an educational program based on the analysis of students' educational needs, in order to further refine its structure and provide opportunities for creating individualized educational trajectories. <strong>Hypothesis.</strong> If the process of designing an educational program is based on a systematic analysis of students' educational needs, then this approach will provide a universal mechanism for its continuous updating, facilitating the implementation of personalized professional university training. <strong>Methods and materials.</strong> The study utilized a questionnaire to quantitatively assess the significance of the professional competencies developed by the educational program for students. The criterion for comparative analysis was the arithmetic mean weighted scores of professional competencies, taking into account the varying weights of their indicators. Based on the quantitative assessments obtained, professional competencies were ranked, and a competency profile was constructed reflecting the educational priorities of the program's target audience. Through expert discussions with faculty, a correspondence was established between professional competencies and educational modules by constructing adjacency matrices. A graph method was used to visualize the program structure, showing the relationships between competencies and modules. <strong>Results.</strong> Using the example of the Master's degree program "Tutoring and Mentoring in Education," we demonstrate a systematic approach to its design. This approach allowed us to create personalized educational trajectories relevant to the needs of the target audience by identifying the cognitive needs of master's students, constructing a sought-after profile of professional competencies, matching them with educational modules, and visualizing the structure of the professional block of the program. <strong>Conclusions. </strong>By conducting a systematic study of students' educational needs and, based on the structure of the resulting competency profile, it is possible to update educational programs based on the proposed universal algorithm for their design.</p>

The increasing importance of constructivism in higher education has brought about a shift in pedagogy from a focus on the teacher to a focus on the student. This has important implications for teaching and assessment. A student-centred pedagogy implies a different role for the teacher. What exactly does student-centred teaching require from teachers’ actual teaching practice? What is expected from them in order to teach in a student-centred way? It is in order to respond to these questions that this research project has been carried out establishing a core competence profile of student-centred teachers in higher education. Qualitative data were collected by means of semi-structured in-depth interviews with teachers from different institutions for higher education in Belgium, known for their student-centred way of teaching. This research method is innovative compared to the methods used for existing competence lists in the literature, which were usually developed on the basis of conversations with pedagogical experts. By exploring practice and having teachers participate in the development of a competence list, the acceptance of a competence profile is much higher. The result of the project is a validated competence profile which takes into account the critiques on existing competence lists. The competence profile provides a further insight in the functioning of teachers within a student-centred pedagogy and can be used as a starting point for the educational development of teachers within this pedagogy.

The topic of the article is relevant as the present-day developments of social and economic changes in our society pose new challenges for pedagogical science in terms of innovative changes based on the international scientific and practical experience of many countries of the world - the USA and also countries of Western and Eastern Europe, representing a new stage of education development complying with the globalization epos, formation of socially oriented economy which requires implementation of radical reforms in education. The purpose of the article is to characterize and theoretically substantiate the features of innovative approaches to creation of contemporary education; to discover pedagogical technologies in the process of achieving the innovative goals of education. The article defines the content of theoretical ideas about education in the knowledge society in the context of appearance of its social reality. The research methodology is built in terms of cultural and historical epistemology, which is based on the analysis of socio-economic attitudes to knowledge and cognition using a comparative review of theoretical developments with the real situation. Changes in politics and social priorities introduced a fundamentally new paradigm of higher education in Ukraine, based on the ideas of the growth of spiritual and intellectual potential of each young person, comprehensive development of one’s personality by introducing a humanistic type of thinking, forming a new mentality, awareness of the multicultural perspectives of the human society development, as well as understanding, recognition and ensuring the culture common to all mankind. The new paradigm of education and upbringing is aimed at transferring from the upbringing of a citizen of a particular country to the upbringing of a citizen of the world, i. e. a person with a sense of responsibility whose education and morality correspond to the complexity of tasks to be solved. This approach means gradual replacement of the causal, deterministic principle of cognition of reality within each discipline with modern methodological approaches.

Every academic institution is clearly obliged to have great aspirations for its students. In addition since the world has changed exponentially in ways that are not always easy to understand, so as to accurately predict, and prepare students for the future, a new trajectory in education is urgently needed. ACS Athens has developed and is implementing for the past 8 years a new educational paradigm called the Global Morfosis Paradigm, an authentic, unbounded, and exciting educational paradigm educating students for complex and ambiguous future needs. In particular, students in primary grades, learn in an environment of engagement with creativity and innovation, which should be the norm and not the exception. The program Dogs in Learning (DiL) is designed to use highly trained dogs as an inspirational vehicle to help children understand and apply everyday issues related to human behavior such as: leadership, non-violence, patience, respect, kindness, love, team work, responsibility, confidence, friendship, trust, empathy, etc. In addition a plethora of curriculum contents at the Elementary School are being taught and learned by students in a meaningful and fun way utilizing well trained dogs under the guidance and leadership of teachers.

The article shows that the entrenched orientation of higher education towards the demands of the labor market requires rethinking and adjustment, since in modern conditions it does not guarantee the effectiveness of university’s activities and the ability to meet the challenges of the future. The real basis and guarantee of the university’s success is now the “synchronization” of its development strategy with the historical and epistemological trends in the development of knowledge, its functions and forms of being. In this context, the role and place of techno-science at university and university processes – research, design, and educational – is becoming especially important. It is argued that the current trends in the development of knowledge and science bring to life (and have already provoked) a new “projective-personal” paradigm of education. It is not focused on mastering the maximum academic knowledge (as it has been so far), but on individualizing the trainee’s educational trajectory and mastering the methods of synthesizing knowledge and project activities.

Models of Teacher Information and Communication Technologies (ICT) Professional Development that Empower Multiliterate Classroom Practices

Training of specialists in medical universities today is not perfect enough from modern cultural and value positions and does not give proper scientific justification to the practice of University education. The productive solution of problems of formation of culture of the future specialist of a medical profile, all-round development of its social qualities is possible on the basis of the analysis of educational and organizational work, generalization of conclusions of theoretical and concrete sociological researches at a joint of pedagogics of the higher medical school, the theory of the person and culture, pedagogical heritage. Culture as an educational value in the development and education of medical students should be manifested in the culture of being, thinking, leisure, in relationships, communication, in worldview culture, in aesthetic activity. Therefore, the article considers the main paradigms of modern medical and pedagogical education in the system of training medical students; the importance of the system-value approach in the process of training in the educational process of a higher medical school is determined. In addition, the article formulates the conceptual apparatus of the problem of training and education of medical students. The essence of such concepts as “education”, “culture”, “paradigms of education” is considered, their interrelation and interdependence are analysed. The authors substantiate the idea that the state and society need not only workers who are “knowledgeable”, but also socially active, who are able to make moral choices, who are able to adapt to various social roles.

In the era of educational transformations, caused by digitalization, globalization and the need to ensure continuous personal and professional development, a modern specialist must not only possess professional knowledge, but also be able to independently acquire new knowledge and skills, adapt to new challenges, critically interpret information, generate innovative solutions. In this regard, the formation of self-educational competence as the ability to organize a personal educational process throughout life is of key importance. The relevance of the topic is also due to the rapid development of an open information educational environment, which creates new conditions and opportunities for students' self-learning. Within this environment, students can freely choose sources of knowledge, platforms, pace of learning and forms of self-control, which transforms traditional approaches to higher education and requires a new pedagogical paradigm, focused on the development of the individual as an active subject of educational activity. The modern stage of development of higher education is characterized by the growth of the role of the open information educational environment, which provides new opportunities for individualization and personalization of learning. In these conditions, the formation of self-educational competence of future bachelors is of particular importance, which allows them to effectively organize their own educational trajectory, independently acquire knowledge, critically interpret information, and adapt to changing conditions of professional activity. At the same time, educational practices are not yet sufficiently adapted to the systematic development of this competence, which necessitates the need for theoretical understanding and methodological support of the process of its formation in the context of the open information educational environment. The article reveals the essence of self-educational competence as an important component of the professional training of future bachelors in the context of the digitalization of education and the growing importance of the open information educational environment. Based on a thorough analysis of scientific research, the content of the concept of "self-educational competence" is analyzed, its key aspects, functions, and potential for implementing the concept of lifelong learning are characterized. It is substantiated that the development of self-educational competence of future bachelors is a necessary prerequisite for their professional mobility, readiness for self-development and effective self-organization in the conditions of an open educational space

The twenty-first century constantly surprises us with vertiginous and persistent changes, from the habits of leisure time, to the means of work or study, as well as in the way we communicate. This study intends to contribute to a better understanding of contemporary education as a new paradigm of education in the twenty-first century, as well as the new morphology of school communication. For this, in the mixed research, with a sample of 338 individuals, random sample in a universe of northern Portugal in twelve districts and divided into two large groups the digital natives (subdivided into three age groups in relation to the Portuguese educational system) and the digital immigrants (subdivided into two groups the adults of working age and those over 65), using a semi-structured interview. We felt the need to characterize the technological behavior of the different generations and to understand how they result, in life changes, of society in this digital age, as an instantaneous and liquid structure, with impulse placed on the dynamics of transformations in education. In the struggle to unblame what we know as the concept of technological determinism, responsible for the transformations that have taken place in the family theater and changes in light of societal transformations, primarily in the school, we soften a pessimistic view where children, young people, adults, and the elderly reveal that technologies favor humanness, making life sweeter in leisure, at work, and in the endless process that is the human search for knowledge and learning connectively.KeywordsContemporary educationTechnologiesConnectivityDigital nativesDigital immigrants

It is generally acknowledged that much contemporary education takes place within a dominant audit culture, in which accountability becomes a powerful driver of educational practices. In this culture, both pupils and teachers risk being configured as a means to an assessment and target-driven end: pupils are schooled within a particular paradigm of education. The article discusses some ethical issues raised by such schooling, particularly the tensions arising for teachers, and by implication, teacher educators who prepare and support teachers for work in situations where vocational aims and beliefs may be in conflict with instrumental aims. The article offers De Certeau's concept of la perruque to suggest an opening to playful engagement for human ends in education, as a way of contending with and managing the tensions generated. I use the concept to recover an idea of solidarity for teacher educators and teachers to enable ethical teaching in difficult times.

In this paper, the paradigm of China’s pedagogy means a way of thinking followed and adhered to by Chinese educationists from the establishment of New China till now when they consider, study and conceive problems of pedagogy. This way of thinking guides educationists to have particular study directions, unique modes of pedagogy establishment and special framework of problem solving. And furthermore, it forms the study tradition of China’s pedagogy and stipulates the developing orientation of China’s pedagogy. From the establishment of New China till now, we have been edified by the paradigms in the Soviet Union and the Western countries and restricted by “Western paradigm” and “Soviet Paradigm”, without any paradigm of our own. The paradigm crisis in the development of China’ pedagogy has obstructed the healthy development of China’s pedagogy. The establishment of China’s pedagogy should start with establishing the subject-educationists and establishing the object-“paradigm system”. The establishment of China’s pedagogy paradigm will contribute greatly to the origination of China’s pedagogy and its academic schools.

The aim of the article is a theoretical modeling of the inclusive paradigm of contemporary education. The study was based on a literature study and secondary data analysis. The article presents the data collected in Russia in 2014-2017. Based on an analysis of the inclusive paradigm conceptual framework, the statements of culturalhistorical theory and system-activity methodology as well as the results of empirical studies on inclusive education, the authors come to conclusions on the conditions of an inclusive paradigm development. The evolution of the inclusive paradigm in contemporary education requires the implementation of various models of professional cooperation, as well as new technologies and methods based on the theory of joint activities.

World society, technologies and sciences are changing very quickly. The school, as an educational institution is facing great challenges of the century. The school needs to change many components like curricula, teaching, strategies, learning techniques. By using a series of strategies, contemporary teaching needs to strengthen the learning environment and offer different models, in order to design proper curricula for all subjects, fields of study and levels. Based on some official data, empirical surveys, questionnaires, as well as data from the students’ results, there have been identified some problems in our school, concerning traditional and contemporary teaching and learning. The focus of the research is: teaching principles applied in school curricula in Albania such as student – centered teaching and future oriented one through the paradigms of interactive teaching and passing from traditional to contemporary teaching methods. This principles aim at developing students’ critical thinking and learning skills to educate students as lifelong learners. These principles and solutions are necessary to be known and to be applied in everyday process of teaching and learning, in order to improve their quality. Key words: critical thinking, diversity of teaching modes, future-oriented teaching, interactive teaching, student skills, student-centered teaching.