Педагогічне осмислення неформальної освіти як складової системи освіти дорослих
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Дата
2020
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Стаття присвячена проблемі освіти дорослих в контексті педагогічного осмислення. Структурно-логічний аналіз наукових досліджень щодо освiти дорослих дозволив констатувати їх міждисциплінарний характер і визначити провідні аспекти досліджень: філософський, історико-педагогічний, психологічний, соціальноосвітній, андрагогічний. Аналіз досліджень американських, європейських та вітчизняних учених дозволив визначити складові системи освіти дорослих, зокрема базову, професійну, додаткову, освіту жінок, громадянську, батьківську, дозвіллєву, освіту вдома, сімейну, освіту «третього» віку, релігійну освіту, навчання на робочому місці тощо. Особливий інтерес викликають дослідження сучасних учених стосовно впровадження інноваційних освітніх технологій у процес навчання дорослих, зокрема, інтерактивних, дистанційних.
The article deals with the problem of adult education in the context of pedagogical thinking. Structural and logical analysis of scientific research of adult education allowed to ascertain their interdisciplinary character and to determine the leading aspects of research: philosophical, historical and pedagogical, psychological, socio-educational, andragogical. It draws attention to the philosophical approaches of scholars who influenced development of adult education: liberalism, progressivism, behaviorism, humanism, radicalism, constructivism. An important event in the development of theory and practice of adult education, in general, and non-formal adult education, in particular, was introduction to the scientific circulation of the concept of “andragogics”. Today, the concept of self-directed learning is crucial in the adult education system because it responds to the adult’s desire to take responsibility for his learning, desire for selfdevelopment and self-realization. The analysis of studies of American, European and national scientists allowed to determine the components of adult education systems, in particular, basic, professional, additional, women’s education, civic, parental, leisure, home education, family, “third age” education, religious education, education at work, etc. Continuing education is now understood not only as “lifelong learning” but also as “lifewide learning”, focusing on expanding of formal, non-formal and informal education. In this context, non-formal adult education is seen as an equivalent component of the adult education system, as a socio-cultural component that reflects the need for adults to receive a variety of educational services. Therefore, for the development of theoretical foundations of non-formal education, it is important to pedagogically understand non-formal education as part of the adult education system. Of particular interest are the studies of modern scholars on the introduction of innovative educational technologies in the process of adult learning, in particular, interactive, distance learning.
The article deals with the problem of adult education in the context of pedagogical thinking. Structural and logical analysis of scientific research of adult education allowed to ascertain their interdisciplinary character and to determine the leading aspects of research: philosophical, historical and pedagogical, psychological, socio-educational, andragogical. It draws attention to the philosophical approaches of scholars who influenced development of adult education: liberalism, progressivism, behaviorism, humanism, radicalism, constructivism. An important event in the development of theory and practice of adult education, in general, and non-formal adult education, in particular, was introduction to the scientific circulation of the concept of “andragogics”. Today, the concept of self-directed learning is crucial in the adult education system because it responds to the adult’s desire to take responsibility for his learning, desire for selfdevelopment and self-realization. The analysis of studies of American, European and national scientists allowed to determine the components of adult education systems, in particular, basic, professional, additional, women’s education, civic, parental, leisure, home education, family, “third age” education, religious education, education at work, etc. Continuing education is now understood not only as “lifelong learning” but also as “lifewide learning”, focusing on expanding of formal, non-formal and informal education. In this context, non-formal adult education is seen as an equivalent component of the adult education system, as a socio-cultural component that reflects the need for adults to receive a variety of educational services. Therefore, for the development of theoretical foundations of non-formal education, it is important to pedagogically understand non-formal education as part of the adult education system. Of particular interest are the studies of modern scholars on the introduction of innovative educational technologies in the process of adult learning, in particular, interactive, distance learning.
Опис
Ключові слова
освіта дорослих, формальна освіта, неформальна освіта, освiта впродовж життя, неперервна освіта, adult education, formal education, non-formal education, lifelong learning, continuous education
Бібліографічний опис
Терьохіна, Н. Педагогічне осмислення неформальної освіти як складової системи освіти дорослих [Текст] / Н. Терьохіна // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. А. Біда, Ю. А. Бондаренко та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2020. – № 2 (96). – С. 165–174. – DOI: 10.24139/2312-5993/2020.02/165-174.