Съвременна хуманитаристика и хуманитарно образование в училище

The social, economic and political changes nowadays impose the problem of humanism, humanistic traditions and the human being the center where the main lines in the development of economics, technology and world culture intersect. Today, in this direction there is a deficit, which is related to solving the numerous problems in the field of education accumulated over the years. The school is a place where the humanistic traditions can be ‘transmitted’ through the interaction between teachers and students, since in its course are formed qualities such as: authenticity, empathy, trust, etc. In a broader sense, it can be claimed that education is a way of storing and succession of values, spirituality and culture.

Гуманизация образования: история и современность

В статье анализируются вопросы, связанные с гуманизацией образовательных систем. Гуманизация рассматривается в качестве одной из тенденций современного образования. Показано, что современные процессы гуманизации в различных сферах жизнедеятельности человека имеют тесную связь с гуманистическими идеями, выдвинутыми мыслителями прошлого, и сегодня не потеряли своей актуальности.

Is it possible to teach values without social psychology?

Although values are closely related to moral psychology, morality is a developmental problem in psychology. However, what the problem is, is to confine to reduce development and maturation to individual psychology. The fact that social-psychological characteristics of the values have not been emphasized, indicates concerns of the integrity of the development. All of the values in teaching approaches solely employ moral reasoning in schools. This paper articulates why theories of the social psychology, which explain social influence and process as determinants of the behaviour are not used in the context of value education.

Хуманизъм- педагогика- учител

Хуманистичната педагогика е система от научни теории, които утвърждават ученика като активен, съзнателен, равен участник в образователния процес, развиващ се според способностите си. Хуманистичната педагогика е ориентирана към индивида. Хуманистичната педагогика изисква поставянето на ученика в центъра на училищните отношения и правенето на всичко, за да се постигне максимално развитие.

Conditions of educational environment for the development of teenagers' moral relations

The relevance of the study is conditioned by the fact that social relations require from a school graduator not only the subject specific competences, but also the ability to build interpersonal interaction based on moral norms. Therefore, this article is aimed to reveal the conditions of the school educational environment organization promoting the formation of moral relations among adolescents. The leading approach to consider this problem is a system-activity approach, allowing present structure of the educational environment and the mechanisms of coordination of its elements in complexity. The article presents the results of a study of teenagers' moral relations to be characterized as stable, active, generalized, differentiated, prosocial directed relations. The main conditions of teenagers' moral relations are subject-subject interaction in the context of academic and extracurricular activities, the humanization of the content and technologies of educational process, the saturation by moral facts the subject and space environment of school, meeting social and psychological needs of educational relations participants. The article submissions are of practical value for school teachers dealing with the problem of pupils' spiritual and moral development in school and extracurricular activities.

Towards a pedagogy of humanizing child education in terms of teacher-student interaction

By reading and analyzing related studies, this article investigates methods for humanizing child education in terms of teacher-student interaction. It is hoped that this study will allow teachers to understand the essence of child education, to become better educators and humanizing child education, so that students can develop a healthy body and mind and become better citizens in the future. The suggestions are as follows: (1) teachers' instruction must fit each child, (2) it must be understood that all children have their own talents, (3) there must be a connection with the child's real learning experiences, (4) teaching should pertain to the child's interest, (5) teachers must recognize the child's nature, (6) oppressive educative relationships between teachers and students must be eliminated, (7) children must be allowed to learn through their own experiences and discoveries and (8) teachers must think in a humanizing way.

Особенности гуманизации образования

В данной статье рассматриваются вопросы, связанные с новым подходом к образованию с позиций гуманизации и демократизации. Одним из проявлений гуманизации образования является введение принципов гуманитаризации. Целью статьи является изучение закономерностей гуманизации образования, подходов к ним и их влияние непосредственно на учащихся.

Гуманизм и образование

Гуманитаризация образования тесно связано с его гуманизацией. Все мы прекрасно понимаем, что понятие гуманизма включает сферу отношений между людьми и оценку человека, как личности, способную развиваться и проявлять свои способности. Ядром гуманитаризации образования является включение в содержание образования, любого учебного предмета и его преподавание, человеческого компонента для изучения, осмысления и понимания сущности изучаемого.

Pre-service teachers' humanistic vs. custodial beliefs: Before and after the student teaching experience

The student teaching experience is cited as one of the most critical facets of teachers' professional development. However, teachers' beliefs about pedagogical practices and disciplinary procedures, as well as their perceptions of students, also influence the approaches they use in the classroom. This study uses a humanistic and custodial orientation theoretical framework to compare the beliefs of pre-service teachers immediately after having completed their core didactic coursework--but "prior" to the student teaching experience--with their beliefs immediately "after" the student teaching experience. Findings from this study reveal that upon completion of their didactic coursework, pre-service-teachers' espouse humanistic beliefs, in contrast to a custodial orientation. Furthermore, although the use of external rewards to shape student behavior as well as other specific management and pedagogical practices were more highly prioritized after immersion in the field, student teaching did not appear to alter pre-service teachers' core beliefs.

Гуманистическая традиция в российском образовании

В статье сделана попытка анализа гуманистических идей в отечественном образовании. Только ли декларируется гуманизация образования или на ее принципах строится образование в современной школе?

Възпитанието чрез изкуство: шанс за хуманизиране на началното училищно образов ание

„Детето в центъра на образователния процес” –един безспорен и много модерен педагогически постулат. Другото име на принципа за хуманизъм в образованието. И наистина: днес понятието „хуманизъм” стои все по-често до понятието „образова- ние” в заглавията на книги, статии и теми на научни конференции.

Гражданско-патриотическое воспитание старшеклассников в условиях гуманизации школьного образования

Создание целостной системы гражданско-патриотического воспитания в школе позволит преодолеть проблемы, связанные с воспитанием гражданского самосознания и духовности детей и молодёжи. В условиях гуманизации школьного образования нужно развивать сотрудничество школы и музея. Освоение исторически принятых в обществе ценностей, законов и норм жизни способствует формированию гражданской позиции учащихся.

Инклюзивное образование: путь к гуманизму, духовности и социальной справедливости

В статье речь идет о гуманистических принципах развития современного образования. Автор рассматривает процесс становления инклюзивной педагогики как путь к гуманизации современного «образования для всех», независимо от возраста и пола, этнической принадлежности, способностей, наличия или отсутствия особенностей в развитии, где индивидуальные особенности каждого человека уважают и ценят.

Прилагане на ценностния подход при формулирането на възпитателните цели в училище

Училището е призвано да допринася за моралното развитие на учениците и формирането на характера. Моралът в раличните му форми влияе върху междуличностните взаимодействия. Ролята на учителите се възприема като ключов фактор при подготовката на младите хора за обществения живот. Педагозите трябва да решат как да се интегрира нравственото възпитание в образователно-възпитателния процес. Тази цел изисква използванетона методи, които да съдействат за изграждане на собствени ценностни ориентации и нравствени качества у учениците.

Гуманизация в пространстве непрерывного образования

Статья посвящена одному из актуальных аспектов современной педагогической науки. Цель работы проанализировать ключевое понятие современной гуманистической педагогики, охарактеризовать основные принципы гуманизации отечественного образования в контексте теории и практики непрерывного образования. Гуманизация образования рассматривается как социально-педагогический феномен, объект гуманистических преобразований. Процесс гуманизации, в основе которого лежат идеи гуманизма, обеспечивается развивающейся методологией гуманистической педагогики. С формированием целостной концепции гуманизации связано развитие в педагогике личностно ориентированного и культурологического подходов. Актуализация принципов концепции гуманизации способствует интеграции общекультурного, социально-нравственного и профессионального начал в структуре личности эпохи нового гуманизма.

Гуманизация современного образовательного процесса как условие развития человечности личности

В публикации гуманизация образования рассматривается как условие гармоничного развития личности и образ жизнедеятельности педагогов и обучаемых. Авторы отмечают, что гуманизация предполагает установление подлинно человеческих отношений в процессе обучения, способствует развитию человеческих качеств личности.

Modern school role in human potential development

The article attempts to analyze critically the role of the modern school in the development of human potential. Based on the conducted research procedures (the focus group study of the parent community, the questionnaire survey N = 90), they determined the domination of parental position, according to which there is the lack of equal opportunity provision by the state for quality education. The commercialization of the educational industry, the increase of the informal sector of the economy at the market of educational services ensure the reproduction of social inequality, limit the access to quality education for students, primarily from low-resourced families. The results of the study illustrate the growing dissatisfaction of parents with the ability of the school to develop a sufficient cultural level of students, to build the system of spiritual needs, values and interests of young people. The system of school education develops the contradiction between the expectations of parents to intelligence, social and communicative skills, the moral qualities of students and actual learning outcomes. Professional burnout, the deformation of modern teacher social role significantly reduces the effectiveness of the educational impact on the younger generation. The modern school is not fully capable of sustainable human development provision due to the following dysfunctions: an insufficient legitimacy of disciplinary impact on student behavior, high pedagogical workload, conflict risks, the distortion of teacher traditional role. The promising trend for the development of human potential in modern Russian conditions is to increase the prestige of teacher profession, overcome the key deformations of its position, form creative spaces in the school environment, expand the diversity of educational programs, and focus on "gifted" children support.

Насилието и агресията сред подрастващите

According to most authors who have studied aggression, it is defined as inflicting physical or psychic trauma to another person deliberately. The factors influencing aggression lay in the specifics of the family, examples of violence shown by television and seen in life, emotional stress and frustration (disappointment, derangement, nervous breakdown). These factors do not affect every person. Obviously, there are more reasons for aggression. Most probably such are certain psychological features of the individual. Aggression arisen in childhood stays a constant feature of the person for a long time, even for life, and this makes prevention of such behaviour crucial.

Социально-психологические причины проявления подростковой агрессии

Статья представляет собой краткий обзор имеющейся на сегодняшний день информации относительно проявления агрессивности в подростковом возрасте. В ней рассмотрены наиболее существенные проблемы характерные для подростков, диктуемые временем. Особое внимание уделяется конфликтности и повышенной агрессивности как основным негативным проявлениям данного этапа развития. Анализируются возможные причины проявления подростковой агрессивности. Выявляется взаимосвязь между личностными характеристиками подростков и особенностями их поведения, выделяются основные формы проявления агрессии на разных стадиях подросткового возраста.

Problems of aggressive behaviour among primary school children

This paper identifies the issue of pupils’ indiscipline as manifested in some antisocial behaviour among which aggression is one, especially in the primary school for a long time. This paper focuses on the nature of aggression, causation of this detrimental behaviour (aggression). It also touches on the effects of aggression, discussion on the process of controlling it among the individual children in both school and the home and finally concluded with specific recommendations by the authors.