COMMUNICATIVE AND INSTRUMENTAL MODELS OF EDUCATIONAL PROCESS IN MODERN PHILOSOPHY AND SOCIOLOGY OF EDUCATION
Journal Title: Гуманітарний часопис - Year 2016, Vol 1, Issue 3
Abstract
Bataeva Katheryna COMMUNICATIVE AND INSTRUMENTAL MODELS OF EDUCATIONAL PROCESS IN MODERN PHILOSOPHY AND SOCIOLOGY OF EDUCATION The paper presents analysis of main principles of instrumental and communicative paradigms of educational process studied in modern philosophy and sociology of education. The basic principle of communicative teaching model is the special interest to the process of intellectual interaction between a tutor and students at lectures and seminars aimed at achieving understanding of a problem under discussion and mutual understanding between all participants of interaction. Another important principle of the communicative model of learning is to encourage intellectual non-conformism of all participants of educational interaction, to develop skills of producing, translating and defending their own understanding of some problem. There is a structural and organizational principle of a communicative teaching model that can be roughly noted as de-hierarchization and de-authoritarianism of educational process. We are talking about impossibility of using the authoritarian style of teacher’s behavior with respect to students (and, conversely, of inadmissibility of «dictation» practices from students’ side that can be done by a teacher). Egalitarian principles of the communicative process in the student audience have, as its source, an idea of authority (and not dictatorship) of teacher that should create an atmosphere of mutual respect. The basic principles of instrumental learning models in higher education institutions are in inverse relationship to the principles of communicativity. Firstly, instrumentalism presumes focusing not so much on the process of learning but on how to get final grades or degrees, on visible success, on getting functional skills that later can be mechanically applied at a particular place of work and become a Perfect Functioner. Secondly, instrumental learning is connected with hierarchism and authoritarianism principles in relationship between the subjects of the educational process by idealizing the situation of unquestioning obedience, servility and conformism that do not exclude the use of other people as a tool for reaching their own utilitarian goals. Thirdly, instrumentalism does not exclude repressing some opinions of the educational process subjects, that may be stigmatized as inadequate, incorrect, too original, or, conversely, too banal. One of the central principles of instrumental education paradigm is the belief in necessity and possibility of modifying the subjects of educational process in accordance with a certain «correct model», the correctness of which is justified in accordance with subjective preferences of educational program author. The totalitarian character of such practices is obvious, especially if we consider that in such a situation a student turns into a passive object that is initially deprived of opportunities for free «selfconstitution» and self-determination (the teachers themselves decide who or what he/she must be by managing the educational process with using positive/negative evaluation of correct/incorrect speech acts). In instrumental learning model, a student turns into a nonfree, inexperienced being that is doomed to accept intellectual food that is prepared by the teacher-priest for him/her. In contrast, in the communicative model, freedom space is reserved for all participants of educational interaction; a student has a right to freely choose intellectual trajectories that he/she is able to learn «here and now»; he/she may re-design or re-establish their perception of the world, but only as a result of free awareness of the necessity of such a «self-assembly». To sum up, two models of communicative relation principles and instrumentalism can be described. Firstly, it is a contradiction model (instrumentalism versus communicativism), which includes two subspecies: 1) instrumentalism displaces communicativity (exactly this variation has become a sad reality of universities in industrialism era) and 2) communicativity replaces instrumentalism (this option may be considered as the purpose of strategic changes in universities of post-industrialism era). Secondly, there is a conjunctive model (communicativity and instrumentalism), in which these two principles complement each other. Thus, communicativity becomes a strategic task implemented in a variety of interactions between social actors of a university system, and the principle of instrumentalism becomes the tactic method of application of knowledge learned. It will be possible to accept the conjunctive model as the best manner that fits postmodern intentions on pluralization and diversification of educational strategies.
Authors and Affiliations
Катерина Батаєва
Keywords
Related Articles
- EP ID EP565982
- DOI -
- Views 116
- Downloads 0
КОНЦЕПЦИЯ СМЕХА В ФИЛОСОФИИ ПРАГМАТИЗМА
Volodymyr Zharkih CONCEPT OF LAUGHTER IN THE PHILOSOPHY OF PRAGMATISM The paradox in the title can be explained by the seeming in compatability of laughter and philosophy, since there appears to be little in commo...
ВИТАУКТ – ЭВОЛЮЦИОННЫЙ МЕХАНИЗМ, ОБЕСПЕЧИВАЮЩИЙ ПОВЫШЕНИЕ ЖИЗНЕСПОСОБНОСТИ ОРГАНИЗМА
Bakanova Olexandra VITAUCT IS AN EVOLUTIONARY MECHANISM FOR INCREASING VIABILITY OF AN ORGANISM This paper is another publication of a series of articles in the "Humanitarian journal" devoted to the study of proble...
ПОЛІТИЧНИЙ PR ЯК ІНСТРУМЕНТ ПОЗИТИВНОГО ТА НЕГАТИВНОГО ВПЛИВУ НА ПОЛІТИЧНУ АКТИВНІСТЬ І ЕЛЕКТОРАЛЬНИЙ ВИБІР СТУДЕНТІВ
Kopylov Volodymyr, Lobanova Larisa POLITICAL PR AS AN INSTRUMENT OF POSITIVE AND NEGATIVE INFLUENCE ON POLITICAL ACTIVITY AND ELECTORAL CHOICE OF KHAI STUDENTS The article discusses the necessity to study political...
КРИЗИС РАЦИОНАЛЬНОСТИ КАК ОСНОВА МИФОТВОРЧЕСТВА В СОВРЕМЕННОЙ КУЛЬТУРЕ
Jadan Viktoria CRISIS OF RATIONALITY AS BASIS FOR MYTHMAKING IN MODERN CULTURE The article considers the myth is an important element of culture. A myth is an ancient form of consciousness and storage of collective...
THE VALUE OF HIGHER EDUCATION IN THE CONTEXT OF THE LIFESTRATEGIES OF UKRAINIAN YOUTH (BASED ON THE PUBLIC OPINION SURVEY OF FERST-YEAR STUDENTS AT THE NATIONAL AEROSPACE UNIVERSITY)
Volodymyr Kopylov, Larisa Lobanova THE VALUE OF HIGHER EDUCATION IN THE CONTEXT OF THE LIFE STRATEGIES OF UKRAINIAN YOUTH (BASED ON THE PUBLIC OPINION SURVEY OF FERST-YEAR STUDENTS AT THE NATIONAL AEROSPACE UNIVERSITY...