Комунікативна педагогіка у науковій спадщині американського вченого Томаса Гордона (1918–2002 рр.)
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Дата
2015
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Дисертаційну роботу присвячено з’ясуванню особливостей професійно-педагогічного становлення Томаса Гордона, теоретичних та методичних засад його комунікативної педагогіки, можливостей застосування ідей американського вченого в українському освітньому просторі.
Здійснено біографічне дослідження професійно-педагогічного становлення Томаса Гордона та висвітлено контекстуальні чинники розвитку його комунікативної педагогіки. Виявлено концептуальні засади комунікативної педагогіки Томаса Гордона. Визначено методичні засади підготовки вчителів та батьків до ефективного спілкування. Схарактеризовано механізми міжнародного поширення ідей вченого на основі діяльності асоціації «Гордон Трейнінг Інтернешенел». Окреслено перспективи застосування досліджуваних педагогічних ідей в українському освітньому просторі.
The thesis is devoted to finding out the peculiarities of Thomas Gordon’s professional and pedagogical formation, theoretical and methodological principles of his communicative pedagogy, the opportunities of putting American scientist’s ideas into practice in Ukrainian educational space. Biographical research of Thomas Gordon’s professional and pedagogical formation has been carried out, the contextual factors of his communicative pedagogy have been covered. The conceptual foundations of communicative pedagogy of Thomas Gordon have been revealed. Methodical principles of teachers and parents training for effective communication have been determined. The mechanisms of international dissemination of Thomas Gordon’s ideas based on the activity of ‘Gordon Training International’ association have been described. Prospects of use of pedagogical ideas in Ukrainian educational space have been outlined. The main principle of Thomas Gordon’s pedagogy is an interactive way of knowing the world, which is realized within communicative activities through which any views and opinions are transferred to the partner, and his reflection on the expressed opinion is perceived that helps enrich the experience of interpersonal interaction. The concept, based on Thomas Gordon’s communicative pedagogy, according to which a child is not the property of parents, and is characterized by his/her own identity, different from his/her parent’s identity and is entitled to his/her own life, a unique personality, privacy, independence has been marked. The main goal of Thomas Gordon’s communicative pedagogy has been revealed: child’s development, his/her creative potential, rather than subordination to some external ideals or beliefs, alien to his/her nature. Thomas Gordon stresses that it is necessary to create conditions for child’s development. Thomas Gordon’s conflict resolution strategy, based on six stepwise algorithm, has been characterized: 1) recognition and definition of conflict; 2) search for possible solutions to the conflict; 3) critical evaluation of solution projects; 4) choice of the most appropriate solutions; 5) examining ways of introducing defined solution; 6) monitoring the results of performed actions. According to Thomas Gordon’s point of view, human qualities such as tolerance, ability to sympathize, capacity to neutralize negative behaviour of the pupils, capacity to teach the pupils to solve their problems independently, should be owned by a teacher. The features of using Thomas Gordon’s scientific heritage in the content of pedagogical education in different countries have been studied. The recommendations for implementation of Thomas Gordon’s communicative pedagogy ideas in the realities of Ukrainian education have been defined.
The thesis is devoted to finding out the peculiarities of Thomas Gordon’s professional and pedagogical formation, theoretical and methodological principles of his communicative pedagogy, the opportunities of putting American scientist’s ideas into practice in Ukrainian educational space. Biographical research of Thomas Gordon’s professional and pedagogical formation has been carried out, the contextual factors of his communicative pedagogy have been covered. The conceptual foundations of communicative pedagogy of Thomas Gordon have been revealed. Methodical principles of teachers and parents training for effective communication have been determined. The mechanisms of international dissemination of Thomas Gordon’s ideas based on the activity of ‘Gordon Training International’ association have been described. Prospects of use of pedagogical ideas in Ukrainian educational space have been outlined. The main principle of Thomas Gordon’s pedagogy is an interactive way of knowing the world, which is realized within communicative activities through which any views and opinions are transferred to the partner, and his reflection on the expressed opinion is perceived that helps enrich the experience of interpersonal interaction. The concept, based on Thomas Gordon’s communicative pedagogy, according to which a child is not the property of parents, and is characterized by his/her own identity, different from his/her parent’s identity and is entitled to his/her own life, a unique personality, privacy, independence has been marked. The main goal of Thomas Gordon’s communicative pedagogy has been revealed: child’s development, his/her creative potential, rather than subordination to some external ideals or beliefs, alien to his/her nature. Thomas Gordon stresses that it is necessary to create conditions for child’s development. Thomas Gordon’s conflict resolution strategy, based on six stepwise algorithm, has been characterized: 1) recognition and definition of conflict; 2) search for possible solutions to the conflict; 3) critical evaluation of solution projects; 4) choice of the most appropriate solutions; 5) examining ways of introducing defined solution; 6) monitoring the results of performed actions. According to Thomas Gordon’s point of view, human qualities such as tolerance, ability to sympathize, capacity to neutralize negative behaviour of the pupils, capacity to teach the pupils to solve their problems independently, should be owned by a teacher. The features of using Thomas Gordon’s scientific heritage in the content of pedagogical education in different countries have been studied. The recommendations for implementation of Thomas Gordon’s communicative pedagogy ideas in the realities of Ukrainian education have been defined.
Опис
Ключові слова
Томас Гордон, американський вчений, біографічне дослідження, наукова спадщина, комунікативна педагогіка, підготовка вчителя, комунікативні стратегії, безпрограшне розв’язання конфліктів, Thomas Gordon, American scientist, biographical research, scientific heritage, communicative pedagogy, teacher training, communication strategies, win-win conflict resolution
Бібліографічний опис
Ісаєва, С. Д. Комунікативна педагогіка у науковій спадщині американського вченого Томаса Гордона (1918-2002 рр.) [Текст] : автореф. дис. ... канд. пед. наук : спец. 13.00.01 – загальна педагогіка та історія педагогіки / С. Д. Ісаєва ; МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка. – Суми, 2015. – 20 с.