Pedagogical Work Research Articles

Требования к педагогу-наставнику в трудах К. Д. Ушинского и современных авторов: сравнительный анализ

This article describes a study devoted to the comparative analysis of modern requirements for a teacher-mentor and requirements for him in the works of an outstanding Russian teacher K.D. Ushinsky. The purpose of the study is to analyze the modern requirements for a teacher-mentor in comparison with the requirements of K.D. Ushinsky. The article reveals the stages of research: analysis of the works of K.D. Ushinsky «A guide to teaching on the «Native word», «The project of the teachers' seminary», «Preface to the first volume of «Pedagogical Anthropology», «Native word. A book for teachers», a comparative analysis of modern requirements for a teacher-mentor and the requirements for him by K.D. Ushinsky, generalization of research results and formulation of conclusions. The article reveals the stages of research: analysis of the works of K.D. Ushinsky «A guide to teaching on the «Native word», «The project of the teachers' seminary», «Preface to the first volume of "Pedagogical Anthropology», «Native word. A book for teachers», a comparative analysis of modern requirements for a teacher-mentor and the requirements for him by K.D. Ushinsky, generalization of research results and formulation of conclusions. The article analyzes the pedagogical works of K.D. Ushinsky and describes his requirements for a mentor as a teacher and educator, reveals the modern understanding of mentoring by the authors as professional support of a young (novice) teacher by a more experienced mentor colleague. K.D. Ushinsky in the «Guide to teaching on the «Native Word» imposes special requirements on the mentor – primary school teacher – awareness of mastering the native language, correct, literate speech, learning to understand oral and written speech, teaching students to express their thoughts in writing. In the «Teacher's Seminary Project», K.D. Ushinsky points out that a mentor should have not only professional knowledge, but also skills, as well as readiness to carry out his duties. According to K.D. Ushinsky, a teacher-mentor should have patience and special knowledge, as well as pedagogical tact and experience. K.D. Ushinsky places high demands on a teacher-mentor. His pedagogical ideas can be applied in the modern professional education of future teachers and in the mentoring activities of novice teachers.

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

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.

O DESAFIO DE SER UM PROFESSOR NO CONTEXTO EDUCACIONAL INCLUSIVO NOS ANOS FINAIS DO ENSINO FUNDAMENTAL

Understanding inclusive education as the guarantee of a human right expands the possibilities of seeing the potential of students eligible for special education services in differences. In this scenario, the profile of the teacher develops, as he/she is faced with numerous challenges in the exercise of his/her profession. In this sense, the objective of this article is to verify how pedagogical work is taking place with students eligible for special education services, in a common room in the final years of elementary school. In order to achieve the proposed objective, the chosen methodology considered a qualitative approach, by carrying out a case study, with a teacher in the final years of elementary school, in which it was carried out, for the purposes of data collection technique , a semi-structured interview using a previously established instrument, through a script of questions. The results showed the understanding that the pedagogical work carried out with students eligible for special education services in the final years of elementary school is progressing in a satisfactory and positive manner, seeking to be based on an effective partnership between a regular education teacher and a special education teacher. , in the quest to develop potential in the aforementioned students based on consideration of their specificities.

Wychowanie i edukacja dziewcząt według Les Conversations d’Émilie Louise d’Épinay

The Raising and Education of Girls as Formulated by Louise d’Épinay in Les Conversations d’Émilie The article presents the views of Louise d’Épinay on the education of girls against the background of her work, taking into account the particularly unusual case of the Histoire de Madame de Montbrillant. D’Épinay presented her views on the education of girls in Les Conversations d’Émilie, a work written under the influence of having to care for her granddaughter Émilie and written, above all, for her. This is an extraordinary pedagogical work in several respects. It was the only work by d’Épinay that was published under her own name during her lifetime. For most of her life, because of prevalent cultural stereotypes, she was against making her work public. The form of dialogues‑conversations, mother‑daughter conversations, makes up the central axis of Les Conversations, and the content has been adapted to the understanding of a small child. The fundamental premise of d’Épinay’s suggestions was a belief in the intellectual equality of the sexes. The opening of cognitive opportunities for girls in various areas, going beyond traditional women’s activities, created an opportunity to shape their mentality, but also led to discovering and learning about their own autonomy, identity, and female subjectivity. Among cultural conventions and stereotypes about the division of gender roles, d’Épinay, who partly accepted them, found an asylum and a reservoir of mental activity, female independence in the private, personal sphere, determined more by a mental dimension than by real boundaries of space and duties. Les Conversations are brave, pioneering views and reflections by a woman about girls’ education, a bold look at who a woman is at her core.

GENERAL SCIENTIFIC AND METHODOLOGICAL APPROACHES IN MANAGEMENT OF THE PROFESSIONAL DEVELOPMENT OF SCIENTIFIC AND PEDAGOGICAL EMPLOYEES OF A MUNICIPAL INSTITUTION OF HIGHER EDUCATION

The article analyzes scientific-pedagogical and management publications as well as general scientific and methodological approaches to the management of professional development of scientific-pedagogical employees of a municipall institution of higher education. The author considered the role of methodological approaches in the implementation of scientific investigations and science in general. It was revealed that general scientific approaches are of particular importance to modern science, because they allow to obtain general knowledge about the studied phenomena, and it can also be used in various fields. Also, these approaches make it possible to direct the researcher to search for various means in order to obtain effective results. The theoretical analysis proved that for the study of management of professional development of scientific and pedagogical workers of a municipal institution of higher education, among all general scientific methodological approaches, the priority ones are systemic, synergistic and strategic. In accordance with the purpose of the study, the need for their substantiation was revealed. Based on the analysis of domestic scientific psychological and pedagogical sources, it was found that aspects of the use of general scientific approaches to managing the professional development of municipal institutions of higher education are not disclosed in the writings of modern scientists, which confirms the relevance of our research. The article substantiates the need to use a systemic approach to the phenomenon under study. The author emphasizes that its implementation aims at studying the content, components, obligations, principles and regularities of the process of managing the professional development of municipal institutions of higher education, as well as at clarifying the factors, tracking the dynamics and creating appropriate conditions for increasing the efficiency of the overall management system. In the process of study, it was found that the use of a synergistic approach makes it possible to expand the content of management and qualitatively transforms its characteristics, allows to create the necessary conditions for productive professional development. The article reveals the expediency of using a strategic approach, as it is related to the formulation of strategic goals of an educational institution, professional development of each scientific and pedagogical worker, the construction of a general and individual strategy, its adjustment, addition, criticality in the evaluation of results, etc. The perspective of further research is determined by the analysis and substantiation of specific scientific methodological approaches.

DIRECTIONS OF DESIGNING EDUCATIONAL SYSTEMS IN THE CONDITIONS OF THE NEW UKRAINIAN SCHOOL

The design of educational systems in the conditions of the New Ukrainian School requires a complex and multifaceted approach, which includes organizational design, design of the educational process, internal system of ensuring the quality of education, educational environment, pedagogical action, the system of stimulating pedagogical workers and students, designing management decisions of the head of the educational institution, etc. In order to ensure high-quality educational activities and implement effective training of the young generation in accordance with modern challenges, the design of educational systems requires the joint efforts of all interested parties – students, parents, teachers, management, the government and the public. The purpose of the article is to carry out a systematic analysis of the directions of the process of designing educational systems in the conditions of the New Ukrainian School. Research methods: system-structural analysis, synthesis, abstraction, classification, generalization. The methodological basis of the research is the theory of systems and the doctrine of systematization in scientific pedagogical theory and educational practice. The article specifies the essence of educational systems in the broad and narrow senses. The affiliation of the institution of general secondary education to the educational system is substantiated. The directions of designing educational systems in Ukraine have been determined: organizational design, design of the educational process, design of the internal system for ensuring the quality of education, design of the educational environment, design of pedagogical action, design of the system of stimulation of pedagogical workers, students, design of management decisions of the head of the educational institution. The directions of designing educational systems are characterized, and their possibilities in the conditions of the New Ukrainian School are critically evaluated.

The Impact of the Application of rhe Online Teaching Model on the Development of Digital Competencies of Future Preschool Teachers

In this study, the influence of the application of an online teaching model on the development of digital cometences of future teachers in preschool institutions was examined. The research that this study deals with was carried out on a sample consisting of N=125 students of the 3rd year of basic academic and professional studies in the study program of teacher in preschool institutions. As a research instrument, a five-point Likert-type scale of attitudes was used. The results show that there is a statistically significant difference in the attitudes of future teachers in preschool institutions when it comes to self-assessment of digital competencies before and after the implementation of online classes during the state of emergency in Serbia during the Sars-Cov-2 virus pandemic. The conclusion of the study is that the implementation of online teaching in processing the content of the Methodology of getting to know the environment affects the improvement of the digital competences of future educators when it comes to: 1) creating digital resources; 2) application of digital technologies in immediate educational work; 3) the role of digital technologies in professional development. The results of this research can be used to encourage teachers to step out of the usual pre-pandemic practice and enrich their pedagogical work with combined teaching (hybrid model) where part of the material would be analyzed in person, and part would be analyzed online using web tools, websites and videoconferencing applications.

A teacher in a Croatian village during the First World War and the interwar period

The paper examines the life and work of Stanko Horvatin, the head teacher (principal) of the public/elementary school in Gračani, which changed its name several times during its existence. The central time frame covers the period from 1913 to 1933, when Horvatin was active in the Gračani area, but the paper also covers earlier and later phases of his life. On the basis of archive material, the paper analyzes various aspects of Horvatin's life, from pedagogical work at school, to social involvement, political positions and everyday existential problems in family life. Horvatin's biography clearly reflects the educational system and its influence on the life of a Croatian village during the First World War and the interwar period. The paper also shows the status of Croatian teachers in relation to the political changes and regimes they were exposed to, as well as the challenges they faced as a result. In a broader context, changes caused by modernization can be observed in the Croatian countryside of Northwestern Croatia during the researched period.

SOCIAL INTEGRATION OF YOUTH WITH INTELLECTUAL DISABILITIES: CURRENT DIRECTIONS OF DEVELOPMENT

Young people with intellectual disabilities are persons who have qualitative and quantitative deviations in the development of mental abilities and have completely or partially lost the ability to independently perform certain functions as a result of illness, injury or birth defects. Support for social integration of youth with intellectual disabilities at the state level is expressed in the functioning of a system of institutions that solve individual tasks of this process. In particular, a state policy of tolerance for persons with intellectual disabilities is being formed, mechanisms are being implemented to ensure constitutional rights and freedoms, and equal opportunities are being implemented in all spheres of society. The legislative framework in Ukraine acts as the main tool that guarantees persons with intellectual disabilities to receive quality services, which include correctional and pedagogical work, care, protection of rights, treatment, etc. The initial stage of social integration of youth with intellectual disabilities is the deployment of meaningful activities of educational institutions (special and inclusive) and complex rehabilitation in Ukraine, which, in particular, are able to successfully implement social adaptation of persons with intellectual disabilities through propaedeutic complex (social, emotional and cognitive) development of each child so that he/she feels like a unique, full-fledged participant in social life. Accordingly, the priority directions for the further development of the system of social integration of young people with intellectual disabilities include the following: further improvement of the legislative and regulatory framework, improvement of the organizational and methodological foundations of the activities of institutions of inclusive education and comprehensive rehabilitation, increase in the transparency and accessibility of social services, systematic information policy aimed at humanizing society's attitude towards persons with various types of developmental disorders.

Women Pirates Learning Through Legitimate Peripheral Participation

In this field note article, I discuss my in-progress historical novel about privateering in the 17th century to demonstrate how adult education feminist theories of situated learning have influenced my fiction-based research. I introduce situated learning in gendered communities of practice, explain women’s experiences in (para)military organizations, and describe fiction-based research. I then compare theoretical concepts and quotations with excerpts from my fiction to explore feminist situated learning adult education theories, women in non-traditional roles, fiction-based research, and how women’s lives from the 17th century connect to those in the 21st. I conclude with a discussion of how adult educators can use fiction to engage with theory in their own teaching and research. In ways similar to Watson (2016), who argues that “fiction offers sociologists a medium for doing sociological work” (p. 434), in this article, I explore how fiction can offer adult educators a medium for doing pedagogical work.

H .S. LEVCHENKO’S MUSIC PEDAGOGY

This article combines scientific approaches to understanding the pedagogical work of Professor Hryhorii Semenovych Levchenko with his expressive and emotional memories. The relevance of the article is due to the ongoing interest of researchers in the figure of the contemporary educator, including Professor H. Levchenko.
 The author emphasizes the role of song in the education of a nationally conscious and self-aware citizen of Ukraine. She convincingly argues that the aspects of the influence of musical art on the formation of the personality of future teachers have always been the foundation of the teaching and choral work of Hryhorii Levchenko. The Ukrainian folk choir “Kalyna,” created by Hryhorii Semenovych in 1979, became the creative laboratory of the professor, as the researcher believes. Therefore, the goal of the article is to clarify the dominant techniques of Professor H. S. Levchenko’s music pedagogy.
 The article establishes that the pedagogue-musician Levchenko paid significant attention to repertoire selection, working with the content of song compositions, and setting an example as a means of influencing the student audience in his educational and upbringing activities. The author relies on original documents, including concert programs, for the analysis of Professor Levchenko’s pedagogy.

Характеристики личности современного лидера в представлениях студенческой молодежи

The relevance of the research is due to the public demand for the development of youth leadership programs. Additionally, the leaders themselves express the need to take into account the ideas of the youth about their personal characteristics in order to develop effectively. The objective of the study is to identify characteristics that are significant for a modern youth leader as seen by students themselves depending on their gender and age. Hypothesis: while young women attach more importance to ethic qualities of a youth leader, young men put more value on a leader’s professional qualities; and as students grow older, they are more focused on professional traits of their leader. Participants: students (N = 332) of Saratov universities aged between 18 and 25 (M = 20.4; SD = 1.9), 60.2% of young women. Methods (tools): questionnaire for the analysis of behavior and personal characteristics of youth leaders (I. V. Arendachuk, M. A. Klenova, N. V. Usova), which is based on the constructs of the “I am a leader” test (E. S. Fedorov, O. V. Eremin, in the modification of T. A. Mironova), as well as the results of the research on the personal qualities of youth leaders (I. M. Filippov). Results. Regardless of their gender, students put most value on behavioral activity of their leader. For young women, the leader’s focus on self-development is important, young men attach importance to professional qualities. As young women grow older, these same qualities of a leader increase in importance; and with age, young men put less value on professional qualities of their leader. The main conclusions. Students are more focused on the behavioral activity of their leaders than on personal qualities, however, young women are more demanding of the personality of the leader than young men. Practical significance. The results of the study can be used in psychological and pedagogical work with students to develop their leadership qualities that would allow them to be socially active and create positive changes in society.

Проектная деятельность в образовательном учреждении среднего профессионального образования

The article discusses the possibilities of forming professional competencies when performing a diploma project in educational institutions of secondary vocational education through the involvement of students in project activities. The substantiation of the approach to the design activity of the pedagogical worker is proposed, the procedural scheme of the design of the educational process in the implementation of the diploma project is proposed. The role of project activity in achieving educational goals, as well as the impact on the professional development of the student is shown. The conducted studies allow us to conclude that it is necessary to divide the design process into stages that differ in priority deterministic goals. The structure of the professional module, made on the basis of the federal state standard in the system of secondary vocational education, is given.

Theatre for Zheleznogorsk in the architect G. P. Stepanov’s creative activity

23 February 2024 marks the 100th anniversary of the birth of Georgy Petrovich Stepanov (1924-2007), a Soviet and Russian architect, Doctor of Art History, Professor, Honoured Art Worker of the RSFSR, Honorary Member of the Russian Academy of Architecture and Construction Sciences. A major project implemented by G. P. Stepanov was a theatre for Zheleznogorsk in the Krasnoyarsk region. On the basis of the revealed archival data and published materials, the stages of the search for the architectural appearance of the theatre building for the Siberian city are restored. The structure built in neoclassical style influenced the further creative path of the Leningrad architect and the directions of his scientific interests and pedagogical work.

ТЕОРЕТИЧНЕ ОБҐРУНТУВАННЯ КОНЦЕПЦІЇ УПРАВЛІННЯ ПРОФЕСІЙНИМ РОЗВИТКОМ НАУКОВО-ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ КОМУНАЛЬНОГО ЗАКЛАДУ ВИЩОЇ ОСВІТИ

The article is devoted to the problem of development and theoretical justification of the author's vision of the concept of managing the professional development of scientific and pedagogical workers of a municipal establishment of higher education. The analysis of scientific and pedagogical literature made it possible to identify important provisions that were taken into account when developing the concept. The goal of the concept is determined, which consists in improving the system of effective management of professional development of scientific and pedagogical workers for the sustainable development of a municipal establishment of higher education and correlation with the educational goals of the region. Tasks have been formed, the implementation of which will allow us to achieve the main goal: anticipatory nature of the sustainable professional growth of scientific and pedagogical workers; priority directions for improving the efficiency of management activities; expanding opportunities for professional growth; creation of organizational and pedagogical conditions. The author has determined the directions and stages (preparatory, planning and design, implementation, verification of the concept) of the implementation of the concept of managing the professional development of scientific and pedagogical workers of a municipal establishment of higher education in modern conditions.The expected result of the implementation of the concept, which consists in increasing the professionalism of scientific and pedagogical workers, ensuring proactive nature in managing the professional development of scientific and pedagogical workers of a municipal establishment of higher education, is highlighted; improvement of management in higher education, etc. The author notes the possible risks that may arise in the process of implementing the developed concept into the educational content of communal institutions of higher education, including: a decrease in the motivation of scientific and pedagogical workers for professional growth; inconsistency of methods of professional development to the personal and professional demands of specialists; the unforeseen influence of external factors on the process of managing the professional development of scientific and pedagogical workers at the state and regional levels; insufficient funding, provision of the material and technical base, etc.

ФОРМАЛЬНА ТА НЕФОРМАЛЬНА МЕДІАОСВІТА В УКРАЇНІ: ПРОБЛЕМИ І ПЕРСПЕКТИВИ

The article examines the current state of development of formal and non-formal media education in the Ukrainian educational space. A comprehensive analysis of the formal and informal aspects of the media education paradigm is carried out, and the key areas of their development are identified. The formal and non-formal aspects of media education are systematized, taking into account its impact on the development of media literacy and critical thinking of participants in the educational process. The media education experience and best practices of media education activities in formal and nonformal education in Ukraine are highlighted. It is determined that the media is one of the factors in the practical implementation of the theory of dialogue of cultures, and therefore acts as an important social institution of the modern information society. The current state of media literacy of teachers in Ukraine in the framework of formal and non-formal education is analyzed, and it is noted that the problem of media education requires scientific substantiation and the search for ways to modernize the system of professional development of scientific and pedagogical workers. The predominance of non-formal media education is obvious, but the availability and differentiation of media education programs provides teachers with a significant amount of opportunities for the development of personal and professional media culture. A modern teacher should become a generator of media literacy skills for participants in the educational process. Therefore, the value of teachers' media competence is gaining new importance for ensuring continuous education and sustainable development of Ukrainian society.

Pedagogical conditions for training future teachers of preschool organizations to use information and communication technologies

Relevance. The relevance of the research of the article is due to the problem of introducing information and communication technologies into the educational process, which allow expanding the level of educational services in the field of their practical application in preschool education. Purpose. The purpose of the article is to develop a model for the implementation of the pedagogical application of information and communication technologies with older preschool children at the level of the professional personality of the teacher. Methodology. The leading methods for the study of this problem were the testing developed by A. Mehrabyan, N. Epstein "Emotional Response Scale" to determine the level of responsiveness and sensitivity of future teachers of preschool education based on their personal qualities. Results. The article presents a model of the use of information and communication technologies in the framework of pedagogical work with older preschool children based on methodological parameters that consider their successful development in a friendly atmosphere against the background of the development of their cognitive interest, which includes periodic modification of the use of these opportunities in the form of creating a zone of natural video installation with the corresponding natural sound, cognitive and gaming activities with displaying on the screen against the background of collective solving logical tasks, viewing master classes and educational children's programs, creating literary hours, during which children will listen to reading books with a pleasant visual component or accompanied by a symphony orchestra. Conclusions. The formed model of the use of information and communication technologies will harmonize the psycho-emotional sphere of children, create favorable conditions for their cultural and cognitive development and upbringing in the conditions of their stay in a preschool institution, which is of practical importance for the education system and the well-being of society.

ACADEMIC MOBILITY OF SCIENTIFIC AND TEACHING EMPLOYEES AS A MEANS OF ENSURING THE QUALITY OF EDUCATIONAL PROGRAMS

The article characterizes the international academic mobility of scientific and pedagogical workers as a means of ensuring the quality of educational programs based on the analysis of the practical experience at the Poltava State Medical University. Relevant local regulations are outlined; advantages and forms of academic mobility for participants in the educational process; examples of foreign institutions of higher education, international projects and programs under which cooperation is carried out are given; respondents' answers to questions about the possibility of academic mobility are highlighted. Academic mobility has the following advantages for the participants of the educational process: experience of staying in other educational institutions/scientific institutions; development of intercultural competence; mastering modern methods, teaching approaches and scientific research used by the world's leading countries; providing opportunities for career development in Ukraine and abroad.

QUALITY OF TRAINING OF SPECIALISTS OF THE "SECONDARY EDUCATION (NATURAL SCIENCES)" EDUCATIONAL PROGRAM AT THE POLTAVA NATIONAL PEDAGOGICAL UNIVERSITY NAMED BY V. G. KOROLENK: PROBLEMS AND PERSPECTIVES

The article examines the state of higher science education at V.G. Korolenko National Pedagogical University. Scientific developments within the scope of the investigated problem are analyzed. The peculiarities of the formation of bachelor's and master's levels of higher education in the specialty 015.15 "Secondary education (Natural sciences)" are highlighted. The key aspects of ensuring the process of quality training of specialists in natural sciences are analyzed. It was found that natural sciences are the leading specialty for entrants, and V.G. Korolenko National Pedagogical University is the only educational institution in the Poltava region that implements training under the OP "Secondary Education (Natural Sciences)". During teaching at this OP, modern didactic tools and various forms of pedagogical interaction are used, which are necessary for solving complex problems in professional activity. Auditory classes of students are held in specialized offices in compliance with safety rules. Students combine studies with research, participate in scientific and scientific-practical conferences, have the right to academic mobility, and are regular participants in excursions. The training of education seekers is provided by financial, material and technical resources and educational and methodological support. The main source of information support for the educational process and scientific activity of the applicants is the library named after M. A. Zhovtobryukha of V.G. Korolenko National Pedagogical University. Participants of the educational process have free access to international scientometric databases. The safety of the educational environment of V.G. Korolenko National Pedagogical University is ensured by the activities of the University's divisions: the labor protection service, the civil protection headquarters, the economic department, psychological and legal services, and an interesting student life is ensured by student self-government - the "Student Council of V.G. Korolenko National Pedagogical University" .About 20 amateur art groups and sports sections function for students to realize their creative potential in extracurricular time. Continuous professional development of scientific and pedagogical workers takes place, and priority tasks are self-education and self-improvement. In addition, the article provides prospects for improving the educational process at V.G. Korolenko National Pedagogical University.

Seven Embroidered Threads Between Works of Art and Art Pedagogy

This article is based on a walking interview through an art museum with the artists Pia Skogberg and Mette Hegnhøj. At seven stops on our walk, we discuss their 'work of art,' meaning the work, the processes themselves that the artists undergo, and the connec tions between this and their art pedagogical work in the project LegeKunst (PlayArt).11 I describe these themes as seven connecting threads and illustrate them in the article with an embroidery. The seven connecting threads that emerge through the dialogue to connect the works of art and pedagogy con stitute the article's first research finding. Then, I analyse, condense and unfold the threads as seven propositions for a world and process centred art pedagogy with a focus on a material relational practice. The second finding of the article consists of the seven propositions for art pedagogy: Reverses, the Engine Room, the Creative Urge, Handwork, Rebellion, Cracks and Exploration. I discuss these propositions in relation to art theory by Kontturi and Bolt, and pedagogic theory by Biesta, Skregelid, and Knudsen.