december 23, 2024

RU/EN

Headings of Vestnik

May 2017, № 6 (206)

Frolov O.V. THE SEMANTIC INTENTIONS OF THE MODERN PROFESSIONAL PEDAGOGICAL CULTUREEntity perspective of pedagogical activity is determined by dominant cultural paradigm. The current status and content of pedagogical activity due to lower public and professional interest in humanitarian culture, humanitarian values and ethical behaviour. Pedagogical activity in its valuable context is based on the value rationality of relations, ways and technologies of interaction. It is less a phenomenon of pedagogical creativity, pedagogical art teaching skills, which laid down the idea of culture. Correlation of modern pedagogical activities with the concept of “culture” reflects its paradigm shift away from a humanistic to a push. The most important characteristic of pedagogical activity is a coercive culture of inequality of the actors of the educational process. In contemporary pedagogy perspective culture coercion becomes a humanitarian problem, because creativity inherent in the child, is limited to established teacher requirements, prohibitions and threats of sanctions. Mental and cultural identification of actors of the educational process requires dialog relations, otherwise the pedagogical activity deprives the educational process content integrity and effectiveness. Culture of coercion should be that teacher cross the critical limit when disturbed stability of creative interaction with the students.Key words: pedagogical activity, culture, culture of violence, the values of humanism, pedagogical consciousness crisis.

Download

References:

1. Asadullin, R.M. Vremya pedagogiki: uroki i peremeny / R.M. Asadullin. — Ufa: Vagant, 2010. — 346 s.

2. Asadullin, R.M. CHelovek v zerkale obrazovaniya / R.M. Asadullin. — Ufa. Vagant, 2016. — 320 s.

3. Astaf'eva, O.N. Kul'turologiya: predmet i struktura / O.N. Astaf'eva, K.EH. Razlogov // Kul'turologicheskij zhurnal. — 2010. — №1. — S. 9.

4. Belyj, A. Sobranie sochinenij. Arabeski. Kniga statej. Lug zelenyj. Kniga statej / A. Belyj. — M.: Respublika, 2012. — 370 s.

5. Bibler, V.S. Ot naukoucheniya — k logike kul'tury. Dva filosofskih vvedeniya v dvadcat' pervyj vek / V.S. Bibler. — M.: Izdatel'stvo politicheskoj literatury, 1991. — 414 s.

6. Vygotskij, L.S. Psihologiya i uchitel' / L.S. Vygotskij. — M.: Prosveshchenie, 1991. — S. 358–359.

7. Gajsina, G.I. Kul'turologicheskij podhod v pedagogicheskom issledovanii: monografiya / G.I. Gajsina. — Ufa: Vagant, 2007. — S. 161.

8. ZHukova, O.A. Kul'turno-politicheskij vektor rossijskoj modernizacii: cennosti kul'tury v sisteme obrazovaniya / O.A. ZHukova // Kul'turologicheskij zhurnal. — 2012. — №4 (10). — S. 13–15.

9. Kir'yakova, A.V. Aksiologiya obrazovaniya. Orientaciya lichnosti v mire cennostej: monografiya / A.V. Kir'yakova. — M.: Dom pedagogiki, 2009. — S. 69.

10. Kudryashova, T.B. Poznanie i obrazovanie / T.B. Kudryashova // Sbornik materialov konferencii Sankt-Peterburg. Seriya «Symposium» , Filosofiya obrazovaniya. Vypusk 23. — Sankt-Peterburgskoe filosofskoe obshchestvo, 2002. − C. 43–54.

11. Kulyutkin, YU.N. Cennostnye orientiry i kognitivnye struktury v deyatel'nosti uchitelya / YU.N. Kulyutkin, V.P. Bezduhov. — Samara: SamGPU, 2002. — 400 s.

12. Leshchinskij, V.I. Pedagogicheskaya tekhnologiya lichnostnoj orientacii / V.I. Leshchinskij. — Voronezh: izd-vo im. E.A. Bolhovitinova, 2003. — 137 s.

13. Smirnov, I.P. Est' li logika v pedagogike / I.P.Smirnov // Professional'noe obrazovanie. Stolica. — 2011. — №9. — S. 48.

14. Smol'nikov, V.YU. Obrazovanie — muzhskoj vzglyad / V.YU. Smol'nikov // Sbornik materialov konferencii Sankt-Peterburg. Seriya «Symposium» , Filosofiya obrazovaniya, Vypusk 23. — Sankt-Peterburgskoe filosofskoe obshchestvo, 2002. — C. 178–185.

15. Spenser L.-M.-ml. Kompetencii na rabote / L.-M.-ml. Spenser, S.M. Spenser ; per. s angl. — M.: HIPPO, 2005. — 384 s.

16. Sultanov, K.K. Samodostatochnost' mnogoobraziya ili dialog razlichij? (V poiskah novoj modeli mezhliteraturnogo i mezhkul'turnogo vzaimodejstviya / K.K. Sultanov // Dialog so vremenem. — 2012. — №41. — S. 10–11.

17. Feoktistov, G.G. Prinuzhdenie kak strukturnyj princip pedagogiki / G.G. Feoktistov // Obrazovanie i nasilie / Pod red. K.S. Pigrova. — Sankt-Peterburg: Izdatel'stvo SPbGU, 2004. — C. 251–265.

18. Frolov, O.V. Magistr gosudarstvennogo upravleniya: kul'tura, kompetentnost', professionalizm: ucheb. posobie [EHlektronnyj resurs] / O.V. Frolov. — M. : FLINTA, 2016. — 202 s.

19. SHtuden, L.L. Krizis soznaniya kak fenomen kul'tury / L.L. SHtuden. — Novosibirsk: Izd-vo NGAEHiU, 1999. — 251 s.

20. Baeten, M. Using student centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness [Electronic resource] / M. Baeten, E. Kyndt, K. Struyven, F. Dochy // Educational Research Review. — 2010. — Vol. 5, №3. — P. 243−260. — URL: http://www.sciencedirect.com/science/article/pii/S1747938X10000370.

21. Edwards, C.H. Student violence and the moral dimension of education / C.H. Edwards // Psychology in the Schools. — 2001. — Vol. 38, №3. — P. 249–257.

22. Furlong, M. The school in school violence: Definitions and facts / M. Furlong, G. Morrison // Journal of Emotional & Behavioral Disorders. — 2000. — Vol. 8, №2. — P. 71−82.

23. Goldstein, S.E. Relational Aggression at School: Associations with School Safety and Social Climate [Electronic resource] / S.E. Goldstein, A. Young, C. Boyd // Journal of Youth and Adolescence. — 2008. — Vol. 37, №6. — P. 641–654. — URL: http://search.proquest.com/docview/204522615?accountid=35419.

24. Gooding, D. Ideology: why we live and what is our place in the world / D. Gooding, J. Lennox. — New York, 2000. — P. 384.

25. Greene, M.B. Reducing Violence and Aggression in Schools / M.B. Greene // Trauma Violence Abuse. — 2005. — Vol. 6, №3. — P. 236–253.

26. Hermann, M.A. An ethical and legal perspective on the role of school counselors in preventing violence in schools / M.A. Hermann, A. Finn // Professional School Counseling. — 2002. — Vol. 6, №1. — P. 46–54.

27. Kurtz, P. The Humanist Alternative / P. Kurtz. — Buffalo. Prometheus, 1973. — R. 50.

28. Leinhardt, A.M.C. Involving stakeholders in resolving school violence / A.M.C. Leinhardt, H.J. Willert // NASSP Bulletin. — 2002. — Vol. 86, №631. — P. 32–43.

29. Mulvey, E.P. The Inherent Limits of Predicting School Violence / E.P. Mulvey, E. Cauffman // American Psychologist. — 2001. — Vol. 56, №10. — R. 797–802.

30. Peterson, R.L. Creating school climates that prevent school violence / R.L. Peterson, R. Skiba // Preventing School Failure: Alternative Education for Children and Youth. — 2000. — V. 44, №3. — P. 122–129.

31. Rosenberg Marschall, B. Umgang mit Angriffen von aggressiven Gesprachspartnern [Electronic resource] / B. Rosenberg Marschall. — URL: http://arbeitsblaetter.stangl6taller.at/KOMMUNIKATION/Umgang6mit6Aggression.shtml (Accessed: 17.11.2013).

32. Stateva, M. Understanding violence: Doctor of Philosophy thesis / M. Stateva. — University of Warwick, 2009.

33. Wayne, N.W. The Effects of School Climate on School Disorder / N.W. Wayne // The Annals of the American Academy of Political and Social Science. — 2000. — Vol. 567, №1. — P. 88–107.

About this article

Author: Frolov O.V.

Year: 2017

Editor-in-chief

Sergey Aleksandrovich
MIROSHNIKOV

© Электронное периодическое издание: ВЕСТНИК ОГУ on-line (VESTNIK OSU on-line), ISSN on-line 1814-6465
Зарегистрировано в Федеральной службе по надзору в сфере связи, информационных технологий и массовых коммуникаций
Свидетельство о регистрации СМИ: Эл № ФС77-37678 от 29 сентября 2009 г.
Учредитель: Оренбургский государственный университет (ОГУ)
Главный редактор: С.А. Мирошников
Адрес редакции: 460018, г. Оренбург, проспект Победы, д. 13, к. 2335
Тел./факс: (3532)37-27-78 E-mail: vestnik@mail.osu.ru