APPROVED MODELS OF THE DEVELOPMENT OF AGENCY OF PUPILS’ PERSONALITY AS EMPIRICAL VERIFICATION OF RESULTS OF THE HUMANITARIAN-ORIENTED EDUCATIONAL PROCESS

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APPROVED MODELS OF THE DEVELOPMENT OF AGENCY OF PUPILS’ PERSONALITY AS EMPIRICAL VERIFICATION OF RESULTS OF THE HUMANITARIAN-ORIENTED EDUCATIONAL PROCESS

Journal Title: Молодь і ринок - Year 2018, Vol 167, Issue 12

Abstract

The article reveals the leading ideas of the author’s pedagogical models and pedagogical concepts of the twentieth century, which embodies the attitude towards the schoolchildren as agents of the educational process. The content and process aspects of national and foreign best practices are presented in the context of the created psychological and pedagogical conditions for the pupils to show real agency during the implementation of the tasks of teaching, upbringing and a development of pupils. It was stated that the psychological and pedagogical cooperation is realized only through the open mutual actions and communication. It creates such external conditions that contribute to the formation of internal conditions, prompts the intrinsic activity of the pupil in the awareness of the “I”, the search for directions and means of self-identification and self-development. The author’s models of pedagogical co-operation have shown that the context of reality, within which the pupil’s agency is realized, is characterized as a coexistence that involves the teacher’s orientation on the pupil’s activity in the process of self-determination and self-realization, on the ability to realize the actions, the measure of the own initiative and responsibility. In the chronotope of pedagogical reality, proven pedagogical systems have been recognized and proved the relevance of the personality-oriented, humanistic-oriented, non-directing approaches to the organization of educational and cognitive activity of pupils. The proposed model for organizing the educational process has been recognized as an empirical verification of the effectiveness of the human-centered, meaning-oriented approach in education. The humanitarian strategy of its renewal transforms the process of assimilating the pupils of the educational content (sociocultural experience) into the sphere of their internal activity, activity, and agency, that is, it involves not only meaningful but also necessarily semantic appeal to all that is known. The above mentioned, considered in the pedagogical systems, is connected with the pedagogical support of independence, activity, conscious self-realization and self-organization of pupils, as well as the creation of an educational process, where technologies of intensive interposition co-operation are used as co-creation and mutual respect.

Authors and Affiliations

Olena Halyan

Keywords

an agency; pedagogical ideas; pedagogical models; the author’s pedagogical systems; humanitarian; an educational environment.

EP ID EP646772
DOI 10.24919/23084634.2018.155434
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