Classical Pedagogy Research Articles

Youth work and youth workers as key elements for youth pedagogy development and realisation

In recent decades, youth work, being the tool supporting young people to develop and reach their full potential, is gaining more and more attention and support from various actors on different levels. As youth work is mainly focused on learning and personal development, it would highly benefit from a specification of the terminologies and refining the youth workers' professional profile, both putting a solid, scientific-based foundation for its development. Here, the youth pedagogy comes to the scene. This paper is an attempt to identify and characterise “youth pedagogy” in terms of its specific approaches, contexts and ways of fostering the learners’ development, differing from the classical (child-oriented) pedagogy and the (adult-oriented) andragogy. Additionally, the connection between youth work and youth pedagogy will be observed and analysed, exploring the out-of-school environment offering a number of learning opportunities in the context of both - non-formal and informal learning. Finally, outlines of a professional profile of practitioners delivering youth pedagogy activities will be suggested and explained.

Abdullah Avlonius in Works The Issue of Promoting Goodwill

In the second half of the 19th century, at the beginning of the 20th century, in the Turkestan district (Central Asia), the merits of the advanced intelligentsia in the development of pedagogical ideas and increasing the work of public education were great. At the same time, there are many merits of a major representative of Jadid literature of the poet, playwright, teacher Abdullah Avloni (1878-1934). He opened schools, and also personally taught, made a great contribution to the work of equipping schools with textbooks. His works "Turkic Gulistan or Morality," "First Teacher," "Second Teacher" "Gulistoni School" have been repeatedly published. Here the work "Turkic Gulistan or ethics" is a vivid example of Uzbek classical pedagogy. Abdullah Avloni, one of the outstanding representatives of Uzbek national culture of the late XIX century of the beginning of the XX century, as a poet, playwright, journalist, scientist, statesman and public figure, a deeper contribution to the development of Uzbek literature, the study of the writer's works.

FIZIČKO VASPITANjE U ŠKOLI U PRIRODI

School, as an educational institution, has been losing its monopoly in terms of achieving its educational mission, and especially in terms of the realization of the goals and tasks of physical and health education. The central place in the achievement of these tasks belongs to Physical education, but the results have not been satisfactory. School-age children are less and less physically active, which inevitably results in poor motor skills and a disturbed biological and psychological balance of the body. It cannot be expected that school would change this situation. As a response to the mentioned problem, using the method of theoretical analysis, this paper explores pedagogical values of open air schools. The classical pedagogy authors, from the XVII to the XIX century, such as J. A. Komenski, J. Lock, J.-J. Rousseau and J. H. Pestalozzi, wrote about the advantages of these schools, and due to the possibility of an integrative approach, they are current in today’s modern world. Although open air schools are organized once a year, their comprehensive educa- tional approach compensates for certain weaknesses of traditional schools. These schools achieve their goals through physical activity; a teaching approach that combines theory and practical work; improvement of previously acquired knowledge and skills; integrative ap- proach; development of independent learning skills; leisure activities. An open air school can reduce consequences of the lack of physical activity in children, their prolonged stay in polluted environments and improper nutrition. Positive influence of open air schools have long-term effects on children. The implementation of numerous activities in open air schools compensates for certain weaknesses in the realiza- tion of the educational role of the school in general, which is why it is often the target of criticism. Therefore, it is crucial to sistematically educate teachers for the implementation of the integrative approach in a different teaching environment.

Philosophy of Education in Postmetaphysical Thinking

Aim. The aim of the article is to define the possibilities of education in the concept of postmetaphysical thinking. The definition takes into account the need to understand education as an open process of developing an authentic personality. The new understanding of education helps to orient the educational process in the family and school towards the person of the pupil and the development of his real possibilities. Concept. The article is built around a comparison of metaphysical and post-metaphysical thought. It describes the fundamental differences between both types of thinking, with a focus on the importance of others and openness in the interpretation of fundamental pedagogical categories. Attention is paid to the understanding of the pupil, the teacher, the process of education, and the goal of education. The pupil is interpreted as a person who has individual and original abilities. The process of education is understood as the development of the individual abilities of the pupil. The objective of education is determined on the basis of the pupil's abilities. The aim of upbringing is not predetermined. The openness of pedagogical practice necessitates the openness to continuous updating of educational and training methods. Results and conclusion. Creation of a basic framework for the innovation of pedagogical practices. The proposed framework views pedagogical success as a means of finding a sense of self, leaves room for alternative solutions, and emphasises the importance of students' individual abilities. It allows for pedagogy based on acceptance of otherness. Through the pedagogy thus interpreted, it creates a path for creative solutions to educational problems while developing not only the individual abilities of students but also their capacity for tolerance, which is a prerequisite for the functioning of a democratic society, through the pedagogy thus interpreted. Cognitive value. The article presents problems that arise when using classical pedagogy, i.e. pedagogy based on metaphysical thinking. The aim of classical pedagogy is the passive passing of knowledge and the production of graduates with the same abilities and knowledge. Pedagogy based on a postmetaphysical approach educates pupils whose value is based on human nature. Each pupil is accepted according to his individual abilities. He is an original and authentic human being.

Searching for a Place for Therapeutic Work in Social Pedagogy

The article presents a correlation of common features, social pedagogy, and methods of work of addiction therapy, which are based on coherent theoretical assumptions, professional practice, and scientific research. The main concept of the search is to refer to the thought approaches of classical social pedagogy and ways of action of educated professional practice. The aim of interpreting the social conditions of upbringing processes is to support them with psychotherapeutic work. Determining functionality of practical psychotherapeutic methods in social pedagogy will serve for a thorough understanding of situational causes, influence factors, and mechanisms of human functioning. Thus, the position on interrelationships between therapeutic work and social pedagogy has the character of a presentation of conditions, circumstances, and influences on educational and upbringing activities in the formation of a person’s personality.

From Classical Pedagogy to Education 4.0: Continuity of Methodology, Approaches and Principles

The article actualizes the need for a theoretical substantiation of the theory of learning and personalitydevelopment at the stage of early, middle and late adulthood. The implicit theory of intelligence, synergetic and eutagogical approaches are considered; knowledge management approaches for the knowledgesociety (phenomena of explicit and implicit knowledge, knowledge flows, diffusion of knowledge andculture); ideas of peeragogy as Education 4.0. The continuity of “classical pedagogy → andragogy → heutagogy → peeragogy” is studied. The results of a survey of 1st year students about their implicit presentation of the doctrine are given. The survey involved 86 students of the Kazakh National University namedafter al-Farabi. It was found that 66.7% of students chose the understanding “learning is the acquisition offacts, methods, etc., which can be stored and applied in practice”, 25% – “learning is the accumulation ofknowledge” and 4.8% “learning is it is the interpretation and understanding of reality”, and 3.6% “teachingis the understanding of meaning and determination of meaning”. The attitude of students to the principlesof eutagogy and pyragogy has been studied. Most students approve of the principles of self-education.Key words: heutagogy, andragogy, synergetics, implicit theories of intelligence, personality development, self-education, knowledge management.

Re-Evaluating Early Memorization of the Qurʾān in Medieval Muslim Cultures

In medieval Islam, traditional primary educational practices laid special emphasis on learning the Qurʾān by heart. Ideally, a pupil was primed to memorize the entirety of the Holy Book―a feat known as khatma or ḥadhqa. The successful learner would earn the prestigious sobriquet of “ḥāfiẓ”, for which he/she was to be proudly known for the rest of his/her life. Muslim youngsters continue up to present times to memorize the Qurʾān, in conceivably more or less the same way, in traditional Qurʾānic schools. In a sense, this practice developed into a symbol of Islamic conservatism and nationalism in the face of modern non-Islamic ideological forces. Against this backdrop, recent pedagogical trends tend to lay blame on rote learning as a markedly ineffective teaching method. The pedagogical issues of contemporary educational apparatus in the Muslim countries and the traditional Qurʾānic preschools in and beyond the Muslim world are usually ascribed to persistence of “abortive” medieval practices in such institutions. However, this hypothesis and the lingering presumptions related to it are based on defective modern applications of such medieval educational practices and inaccurate conceptions of how these practices are described by the sources. Generally, the intrinsic characteristics of traditional Islamic pedagogy have been explored, albeit partly, by only a limited number of Western surveys. This paper seeks to re-evaluate the efficiency of the pedagogies related to memorizing the Qurʾān in medieval Muslim primary schools. It opens the vista to explore the extent to which such pedagogies resonated with the educational and cultural milieus of the time. To that end, the paper applies literature and theoretical analysis of classical scholars. It also examines primary and secondary Islamic texts as well as the Qurʾān, ḥadīth and fragments of poetry. The main finding is that, contrary to modern misconceptions and generalizations, rote memorization was intertwined in the classical Islamic pedagogy with the ability to contemplate, reflect and understand. It was a multidimensional learning experience that was set to advance a plethora of cognitive, linguistic and intellectual abilities.

ВОПРОСЫ ИНТЕГРАЦИИ ПЕДАГОГИЧЕСКИХ И ПРОИЗВОДСТВЕННЫХ ФАКТОРОВ В ТРУДАХ КЛАССИКОВ ПЕДАГОГИКИ

The relevance of the problem under study is due to the fact that today, in the conditions of total permanentization of education, one of the leading trends in its development is the interpenetration of pedagogical and production factors. This inevitably leads to a contradiction between the growing need to develop an adequate system of heuristic support for the integration of education and production, on the one hand, and actually ignoring the richest positive experience in this area, presented in the works of the classics of world and domestic pedagogy. The complex tasks of reforming vocational education can be successfully solved by referring to the existing centuries-old experience. The purpose of the article is to identify, analyze and generalize the ideas of integrating educational and production factors in classical pedagogy and thereby satisfy the urgent socio-educational need to create a modern system of heuristic support for the integrative interaction between education and production on a solid foundation of previous experience, taking into account the specifics of the realities of modern education. and society as a whole. The leading approach to the study of the problem is the imperative, which requires a person to be considered as an end, and not as a means. In the context of our study, this means that the initial objective basis of pedagogical integration in general and the integration of education and production is the “subject of education” - a person, his needs and interests. Neither the needs of production nor the interests of the employer should ideally play a priority role in educational activities. But at the same time, we must remember: they organically enter into its field. And here is the problem of the «correct» choice of the integration methodology, a balanced approach to its implementation. What, in fact, is evidenced by the historical and pedagogical experience presented in the work. Results of the study are: a) the most significant ideas for the integration of pedagogical and production factors in the works of outstanding teachers were identified; b) the main directions of this integration are determined, somehow the relationship between general and vocational education; connection of training with productive work; c) some projections of the elements of the historical and pedagogical experience of the considered integration on modern educational realities are indicated. The materials of the article can be used in modeling, designing and constructing modern approaches to solving the problem considered in the article.

Ethical Repetitions: Rhetorical Imitation and/as Algorithmic Judgment

ABSTRACT In order to explore the possibilities of affirmative ethics and algorithmic judgment, this article puts machinic rhetoric in conversation with classical imitation pedagogy. Taking a machine-learning chatbot as my example, I examine how imitation and repetition in a restrictive economy of rhetorical models produces a limited affirmative ethics through dialectical relations. Drawing on Hannah Arendt's concept of representative thinking to theorize a procedure for algorithmic judgment, I argue that rhetorical training requires the affirmation of a plurality of models if it is to generate not only versatility but also ethical repetitions.

¿Educar o evitar el pensamiento? Un análisis sobre el lenguaje y el poder

From the perspective of essay, this article is an analytical, but above all hermeneutic, reading of the relationships that education has maintained with thought, language, and power. The research is based, in the first place, on a rigorous and systematic documentation, and then move on to the selection of those texts that, in the opinion of the author, have greater relevance to the subject and that, in addition, represent the nuclear approaches of Michel Foucault and Edgar Morín. The arguments of these two authors are detailed and analyzed, as arduous critics of classical pedagogy, its actors, and strategies. It is concluded that, in both authors, there is an effort to find the threads of power that sustain in the periphery, some discourses, typical of an education that questions the dominant rationality and that postulate different ways of thinking, such as: an archaeology of knowledge in the style of Foucault or the complex thought proposed by Morín.

Эвтагогика как теория самообразования и развития личности: оценка магистрантами и докторантами

Researched is the new in theory of education, i.e. heutagogy as a theory of self-education in a digital and knowledge society complements classical pedagogy and andragogy. Heutagogy is becoming one of the sciences of distance education. How do students of postgraduate education-master and PhD courses assess their potential for self-development and the foundations of heutagogics? The purpose of the article is to analyze and generalize the foundations of heutagogy as a theory of self-determination and self-education in the digital era, as well as to assess the principles of heutagogy by Kazakhstani master and doctoral students for their further self-development. In the article the continuity of the development of “Pedagogy – Andragogy – Heutagogy” (PAH) is reflected, the principle of PAH-continuum is substantiated, the strengths and weaknesses of the use of heutagogics in education are identified. Since a synergetic approach is more studied and applied in the domestic tradition, it can enrich the heutagogic foundations of modern education. In the practical part of the study, a questionnaire survey of 125 master’s and doctoral students of Kazakhstan was carried out in the 2020/2021 academic year. According to the self-assessment of the respondents, 78.4% of students are constantly engaged in self-development, and 20% — are unsystematic. Most of the students in the sample approve of the four principles of heutagogy, but some undergraduates and doctoral students dispute or suggest improving them. Thanks to the application of the heutagogic approach, a person can increase his intellectual potential throughout his life.

КЫРГЫЗ ЭЛИНИН БАЛА ТАРБИЯЛООДОГУ ЖАШ КУРАГЫНА ЖАРАША МАМИЛЕ КЫЛУУ ӨЗГӨЧӨЛҮКТӨРҮНҮН УЛУТТУК МАДАНИЯТТАГЫ ОРДУ

National culture is the product of many centuries. Its formation depends on many factors. In this article, we have tried to reveal the content, purpose, and objectives of the traditions of attitude and education in connection with the age characteristics of children in ethnopedagogy, which is part of the national pedagogical culture. In our research, ethnopedagogy was considered and compared with classical pedagogy. The main factors influencing the upbringing of Kyrgyz children are identified. The study has an ethnopedagogical orientation and is dedicated to modern teachers, teachers of schools, educational institutions, and everyone who is related to educational work. The conclusion from our article is that the education of children in accordance with the age characteristics of traditional education increases the effectiveness of this education.

ҮЙ-БҮЛӨДӨ КУРАК ӨЗГӨЧӨЛҮКТӨРҮНӨ ЫЛАЙЫК БАЛА ТАРБИЯЛОО ПРОБЛЕМАСЫНЫН ЖАЛПЫ ДҮЙНӨЛҮК ЖАНА ОРУС ПЕДАГОГИКАСЫНДА АНАЛИЗДЕНИШ ТАРЫХЫ

In the history of pedagogy and education, there are many opinions about the upbringing of children in accordance with their age characteristics. In this article, we compared the opinions expressed by the classics of the history of pedagogy with the traditions of raising children in the Kyrgyz ethnopedagogy in accordance with their age characteristics. From the pedagogy of Ancient Greece, Athens, Sparta to Aristotle, Plato, Socrates, and others.B. Analyzing the work of scientists, K. D., We have dwelt in more detail on the research of Ushinsky. The study has an ethnopedagogical orientation and is dedicated to modern teachers, teachers of schools, educational institutions, and everyone who is related to educational work. The conclusion from our article is that the education of children in accordance with the age characteristics of traditional education was carried out in accordance with the teachings of the global classical pedagogy.

Covid-19 Pandemic and Online Education: Impact on Students, Parents and Teachers

ABSTRACT The sudden outbreak of COVID-19 and resultant lockdown led to the disruption of classical pedagogy methods and a mandatory shift toward online mode. The impact of this unplanned enforcement of online education was assessed on Indian students, parents and teachers. An online survey was designed with questions based on ease of accessibility, attentiveness, learning outcome, stress level, preferred learning mode, and was shared through Gmail and Whatsapp. Almost all the respondents could access virtual platforms; 48.3% found themselves inattentive during the online classes, while 71.6% were not satisfied with respect to understanding the topic. Academic integrity also needs serious assessment, as only 11.3% of students were sure that no unfair means were used during the online assessment. Increased workload (57.7%) and screen time (94.2%) of children have become a concern for parents. Online education has provided a solution in the current scenario, but it cannot replace offline learning which ensures the holistic development of young minds for a better future.

ДИАЛОГИЧЕСКАЯ КОМПЕТЕНТНОСТЬ ЧЕЛОВЕКА С ОВЗ В ИНКЛЮЗИВНОМ ОБРАЗОВАТЕЛЬНОМ ДИАЛОГЕ

In modern and classical pedagogy and psychology, a significant place is given to the problems of subjectivity (lack of personality) and authenticity ("fictitiousness") of human life: the human personality, relation-ships, activities and values. The authenticity is a problem of success, harmony of human life, subjective dialogue of a person with himself and the world (meaningfulness of his being). In dialogue with another in an educational situation, building an understanding of the world, a person simultaneously develops an understanding of himself. In educational dialogue with each other, people test, explore, transform, coordinate different parts of their experience that cannot be studied in other circumstances. The purpose of the research is to analyze the problems of dialogical competence of a person with disabilities as a phenomenon of readiness and ability to build and develop semantic relationships with oneself and the world in educational dialogue. The theoretical basis of the research is the analysis and integration of data from various empirical and theoretical models of understanding a person's dialogical competence in the context of subjectivity and reliability of his being in pedagogy and psychology. This competence is a phenomenon of the readiness and ability of a person with disabilities to build and develop relationships with oneself and with the world. The concept of dialogical competence implies an understanding of the processes and learning outcomes as a phenomenon aimed at maintaining and developing a harmonious and authentic human interaction with himself and the world. The study proposes a theoretical model of inclusive education aimed at the formation and development of the participants' dialogue competence.

Hobby-therapy in professional support of a teacher in the system of continuing education

The description of the possibilities of theorizing the foundations and ideas of hobby therapy is carried out in the mainstream of classical pedagogy and developmental psychology. The concept and models of theorization and implementation of the foundations and ideas of hobby therapy in the professional support of a teacher in the system of lifelong education are highlighted, which determine the foundations of level, age-appropriate, professional development and the formation of a personality in activity and communication as a condition for the success and productivity of an individual. Hobby therapy is viewed as a technology and product of the evolution of ideas and values of humanism, determines the possibility of psycho-correction and self-organization of the quality of solving problems of personality development, self-realization and cooperation in various aspects of the theorized phenomenon. Hobby therapy in the professional support of a teacher is specified through the identified types, principles, functions, technologies of organized activities. The integrity and correct use of the foundations and ideas of hobby therapy in professional support of a teacher in the system of lifelong education is clarified by pedagogical conditions for managing the quality of implementation of ideas and technologies of hobby therapy in professional support of a teacher in the system of lifelong education. Theorization of the foundations and prospects of hobby therapy in professional support of a teacher in the system of lifelong education can be revealed through the active use of the method of analogies in the context of models of socialization and self-realization of a person, this practice can be carried out through education, science, art, culture, sports. The scientific substantiation of the use of the method and technology of hobby therapy in the professional support of a teacher in the system of lifelong education determines the possibilities of the future practice-oriented use of the ideas of psycho-correction and psycho-relaxation in the organization of educational research, research and scientific-pedagogical activities in the work of teachers with teachers and students.

Um Percurso pelo Cinema e pela Escola

The cinema plays its pranks on us. We start in the chairs of a dark room projecting ourselves on the images that move us or alert us to the joys and dramas of life. Then we move away looking in a more critical and detached way. We even dare to take a camera, go to a cinema course, experiment with editing even when technological resources still did not allow us to go far beyond sketches of a project. We often take cinema to meetings with friends, girlfriends, colleagues and thus the tribe that is solidified and polemic around a film is born. When we find out she has impregnated us and employed us and she goes with us to our profession and to the situation of retirement. As a teacher I took it to school and at school I used it when and how much I could. Then, at the University, I crossed the path to retirement around the cinema. Not always peacefully. I often encountered Bergala. In the writing. In the reassembly of the Lumière films. In the États généraux du film documentaire de Lussas. When reading L’Hypothèse cinéma (2002) I considered it the best pedagogy book that I had ever read. Bergala says that the great hypothesis of cinema or art, at school, is the encounter with otherness, that is, the encounter with the radically other, in the school context, without, however, a break with teaching being necessary. and with classical pedagogy instituted.

Formation of the teacher’s professional culture in the context of pedagogy of success

The article deals with the problem of forming the professional culture of a teacher, capable of carrying out the educational process in the establishment of secondary education at a high quality level in the context of the implementation of the principles of pedagogy of success. The authors have found out the essence of the concept “pedagogical culture” and have justified its influence on the success of teacher’s professional activity. On the basis of the best practices of classical pedagogy and the researches of modern scientists, the criteria and indicators of professionalism of the successful teacher are emphasized distinguished. Moreover, the evaluation of his/her professional competence are considered, as a condition of becoming and development of teacher-master and as a component of the content of pedagogical culture. Based on the scientific generalizations and the results of empirical researches, the main features of per- sonality-oriented pedagogical culture are distinguished. The influence of individual pedagogical culture’s components on the teacher’s education are indicated. In this article, the components of the level of pedagogical culture of the teacher are represented. The results of the profile and questionnaire of the expert teachers of the establishments of secondary education give opportunity to determine an important connection between the level of teacher’s culture and the success of his/her professional activity. This connection has been demonstrated according to distinguishing criteria using the table of combination and Pearson’s correlation coefficient.

Аналіз досвіду країн Східної Азії з підготовки майбутніх учителів початкової школи шляхом імпломентації цифрових технологій

Digital and cloud-oriented technologies gained extremely powerful traction, Big Data and Web technologies are widely used, artificial intelligence is becoming popular as well as the Internet of things, smartphones and other devices have become an integral part of living in civilized society. Prompt digitalization predetermined the situation when learning is conducted spontaneously and informally. In today's realities educational process has to transform quickly and support gaining digital competence by all the participants. It is essential to follow the rules of secure and effective interaction with digital content, form media culture and media information literacy. To overcome challenges that appear in digital era it is necessary to provide high quality preparation of future teachers, that is why our aim was to research and analyze peculiarities of educational process of higher educational institutions of countries which have got significant gains in the field of creation and dissemination of the most modern IT technologies. The article analyzes the educational process of preparation of future elementary school teachers in East Asian countries, namely: South Korea, Japan, China (describes the levels of preparation in the higher education institution (HEI), specifies the peculiarities of the educational program and lists the educational goals that a future elementary teacher should achieve). It provides information on a study initiated and conducted by theThe Republic of Korean Research Foundation and outlines basic ideas for SMART education in understanding South Korean counterparts. Found out how future primary school teachers inThe Republic of Korea are trained in six core subjects with a combination of digital literacy to be taught in junior high. The vector of Japan's higher education reform is presented, which aims at developing conceptually new approaches to the organization of the educational space with a combination of classical pedagogy and IT, as well as information on the certification features of future and current teachers. The article focuses on educational innovations (interaction between IT and education), outlined by President Xi Jinping. The list of qualities that a Chinese teacher should possess in the 21st century is given.

Pedagogika resocjalizacyjna – w kierunku twórczej resocjalizacji

Artykuł omawia podstawowe zagadnienia twórczej resocjalizacji na tle klasycznej pedagogiki resocjalizacyjnej. Autor przedstawia koncepcje teoretyczne będące źródłem zarówno klasycznej pedagogiki resocjalizacyjnej, jak i twórczej resocjalizacji. Opisał także destygmatyzującą istotę oddziaływań metod twórczej resocjalizacji w kontekście stygmatyzującej metodyki preferowanej przez tradycyjną pedagogikę resocjalizacyjną.