Abstract
Proceeding from broadly accepted role of emotional intelligence (EI) in professional and personal life, the paper suggests a new learning model (LM) called Student-Self Oriented LM (SSOL-model). It is defined as the model being beneficial for self-cognition and self-construction through the prism of the acquired knowledge and life experience. Two successful implementations of the SSOL-model are shortly described: the system of emotional-imaginative teaching (the EIT-system) developed by the authors in the 1990s and expanded in the 2000s and art cognitonics. The EIT-system is underpinned by the authors’ Theory of Dynamic Conceptual Mappings (the DCM-theory). The EIT-system includes an original method of developing figurative thinking and creativity at the lessons of second language (English for Russian children), literature and poetry in English and Russian, symbolic language of painting, and communication culture. It is stated that this method may be used as an effective starting framework of STEAM education. It is mentioned that the DCM-theory and the EIT-system became the starting point for developing the foundations of a new scientific discipline called cognitonics. The basic principles of art cognitonics – a well developed branch of cognitonics and the concept of cognitive engagement are described. The significance of art cognitonics for helping the learners to answer the encountered moral questions is explained. The broad possibilities of designing intelligent tutoring systems (ITSs) of new generation are indicated. These are culture and moral experience oriented systems aimed at developing figurative thinking, creativity, early socialization and helping the students to find in the outstanding art works the answers to emerging moral questions. An original, detailed script of an ITS contributing to early socialization of the learners is described, its literary source is the fairy-tale Sleeping Beauty. Since the sphere of using the SSOL-model is not restricted, it is suggested to interpret this model as an effective paradigm for education in knowledge society and a strong support to anthropocentric approach to education in the digital age.
Highlights
The progress of science and technology in the end of the 20th – the beginning of the 21st century has posed new demands to education
The analysis shows that the DCM-theory and the EIT-system may be interpreted as an effective theoretical framework for starting STEAM education (STEAMed)
Preparation in the palace (1) The birds are bringing in the beaks the field flowers; (2) the chipmunks are bringing the baskets with drops of dew in order to water field flowers; (3) in the evening the star peeps through the curtain to light the room; (4) the little angel descends in order to fill the nursery with kind dreams and to kiss the princess good night
Summary
The progress of science and technology in the end of the 20th – the beginning of the 21st century has posed new demands to education. The accumulated theoretical and practical experience shows that modern education as a whole underestimates the significance of basing on EI for making easier for the students grasping central ideas of theoretical materials to be learned and for developing creativity. The system is composed by (a) several complex methods combing teaching/learning with the development of the student’s personality, (b) an original program of extra-scholastic humanitarian education covering 9 years of continuous studies, where the starting age is five – seven years [6,7,8,9,10,11,12, 14,15,16,17,18,19,20,21,22]. A big part of this article is based on our papers [17, 23]
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