Самореалізація творчих і духовних цінностей особистості в евристичній освіті
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Дата
2014
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Творчі й духовні цінності гуманістичної освітньої парадигми стають визначальними принципами евристичної освіти. Такими принцпами є суб’єктність, автономність, розкріпаченість, креативність і реальна, а не декларована самостійність особистості. Дослідження виявило, що учень (студент) в евристичній освіті набуває вмінь розуміти не тільки загальний сенс життя (необхідність власної творчої самореалізації), але й сенс окремої, свідомо обраної справи, спрямованої на створення значимого освітнього продукту. Евристична система навчання та спілкування допомагає прискорити формування важливих пізнавально-творчих умінь, особистісно-діалогового стилю взаємин і поведінки різних осіб за рахунок широкого впровадження в навчально-виховний процес таких методів, як система евристичних запитань, евристична бесіда, дискусія, диспут, презентація та захист власних навчальних і виховних проектів тощо.
The main educational aim of state policy in developed countries is the creation of the necessary conditions for the development of creative and spiritual values and a citizen’s self-realization during life. That’s why the possibilities of modern heuristic education are investigating. The pupil (student) as the subject of life and as a free and spiritual individuality with his endless possibilities in self-development and self-realization is put into the center of the educational process. The basic values of humanistic educational paradigm are becoming crucial principles of heuristic education and upbringing. They are subjectiveness, autonomy, liberation, creativity and real, not declaring independence of personality, cultivation of productive interpersonal dialogue interaction of all educational subjects. A real pedagogical process is impossible without creative teachers and students’ activity. Creativity in the heuristic education is not adornment, not decoration, not an exceptional part; it’s a compulsory and an indispensable component of any activity. Pedagogical creativity is specific because the object and the result of it is not an image, not a mechanism, not a design, but a living person. Its main product is new in itself, that is successful self-realization of personal essential forces as the primary purpose of education. The research has discovered that a pupil (student) must understand not only the overall meaning of life (the need for own creative self-realization), but also the meaning of the individual, consciously chosen case as a specific contribution in its today’s «I» and a certain micro-world. This sense is appeared if both the work and the result (product) become consciously and deeply meaningful for boys and girls, young and adult. Heuristic education creates such conditions, providing to any subject of education freely elect the kind of educational product (as the purpose of a particular activity), the ways of its creation and human and technical resources for productive interaction. Heuristic system of teaching and communication helps to speed up the forming of such spiritual value as a student-dialogue style of individual relationships and behavior different in temperament and character especially if there is a wide introduction of techniques in educational process like a set of heuristic questions, a heuristic conversation, a discussion, a debate, a presentation and a defense of their own training and educational projects. This style was first investigated by us, and it is the core of the spiritual culture of the educator and the sign of multiplying personal approach to human creativity and skill to lead a humanist and a constructive dialogue with any man.
The main educational aim of state policy in developed countries is the creation of the necessary conditions for the development of creative and spiritual values and a citizen’s self-realization during life. That’s why the possibilities of modern heuristic education are investigating. The pupil (student) as the subject of life and as a free and spiritual individuality with his endless possibilities in self-development and self-realization is put into the center of the educational process. The basic values of humanistic educational paradigm are becoming crucial principles of heuristic education and upbringing. They are subjectiveness, autonomy, liberation, creativity and real, not declaring independence of personality, cultivation of productive interpersonal dialogue interaction of all educational subjects. A real pedagogical process is impossible without creative teachers and students’ activity. Creativity in the heuristic education is not adornment, not decoration, not an exceptional part; it’s a compulsory and an indispensable component of any activity. Pedagogical creativity is specific because the object and the result of it is not an image, not a mechanism, not a design, but a living person. Its main product is new in itself, that is successful self-realization of personal essential forces as the primary purpose of education. The research has discovered that a pupil (student) must understand not only the overall meaning of life (the need for own creative self-realization), but also the meaning of the individual, consciously chosen case as a specific contribution in its today’s «I» and a certain micro-world. This sense is appeared if both the work and the result (product) become consciously and deeply meaningful for boys and girls, young and adult. Heuristic education creates such conditions, providing to any subject of education freely elect the kind of educational product (as the purpose of a particular activity), the ways of its creation and human and technical resources for productive interaction. Heuristic system of teaching and communication helps to speed up the forming of such spiritual value as a student-dialogue style of individual relationships and behavior different in temperament and character especially if there is a wide introduction of techniques in educational process like a set of heuristic questions, a heuristic conversation, a discussion, a debate, a presentation and a defense of their own training and educational projects. This style was first investigated by us, and it is the core of the spiritual culture of the educator and the sign of multiplying personal approach to human creativity and skill to lead a humanist and a constructive dialogue with any man.
Опис
Ключові слова
сенс життя, творча самореалізація, творчі і духовні цінності, евристична освіта, освітній продукт, особистісно-діалоговий стиль, sense of life, creative self-realization, creative and spiritual values, heuristic education, educational product, personal and dialogue style
Бібліографічний опис
Лазарєв, М. О. Самореалізація творчих і духовних цінностей особистості в евристичній освіті [Текст] / М. О. Лазарєв // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 7 (41). – С. 270–280.