Abstract
The prerequisites for the present article have been abstracting and moving away from the knowledge-based learning paradigm, creating innovative forms of lessons that carry elements of metadisciplinarity, and the transformation of a set of lessons combined into personally-significant topics into a complete technological complex. A personally significant topic, in its productivity, carries a change in the pupil’s attitude to the world. It is understood as a structural unit of this change. The article offers an invariant structure that includes image, analysis, meaning, action, and reflection, which corresponds to new types of lessons, namely, image lesson, thinking lesson, mood lesson, independent action lesson, as well as actualization and reflection lesson. In general, the proposed set of lessons represents a new technology, whose purpose is to address the subject content to the emotional sphere of pupils, to perceive the value-semantic basis of the topic as conditions for future digital analysis. The methods used included observing the work of the experimental and control classes, test tasks, using the valuable words of the text, and color analysis of emotional expressions. The results of this work have been aimed at improving the quality of pupils’ knowledge, developing ways of thinking, appealing to the value-semantic context of the humanities-based subjects, and embodying the acquired competencies in action situations as the basis for adaptation and socialization of the education subject.
Highlights
The relevance of the article lies in the fact that it makes a significant step away from the knowledge-based approach
Each event of training or education is a personally significant topic that develops in the context of this structure
The experimental work has revealed that when a certain set of personally significant topics is completed, there is a need for another stage, which in this study is called adaptation
Summary
The relevance of the article lies in the fact that it makes a significant step away from the knowledge-based approach. Alienated knowledge loses its creative nature, becomes static, and turns into information independent of the individual’s consciousness [1]. In this sense, a personally significant topic aims at creating conditions for qualitative change in the world attitude of the subject of education, that is, at educating intellectual, moral, and aesthetic feelings. It is possible to speak with intuitive confidence, which is based on the experience of working with schoolchildren, about the modi of being, as the real states of the subject of education This refers to the five deep states or images of being identified in the experimental work: the modus of integrity, the modus of thinking, the modus of reflection, the modus of creativity, and the modus of embodiment
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