СОЦІОКУЛЬТУРНА ОБУМОВЛЕНІСТЬ ВИНИКНЕННЯ Й РОЗВИТКУ КОНЦЕПЦІЙ ВИХОВАННЯ XX СТОЛІТТЯ
The sociocultural determination of appearing and development of native upbringing conceptions of the XX century.
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On the basis of scientific and pedagogical analysis the sociocultural determinants of appearing and development of native upbringing conceptions of the XX century are described. They are the universal factors of social and cultural development of society in a certain historical period, which define the degree of integration of educational and upbringing realities into the social terms. They include the dominant in the XX century native and foreign ideological philosophical generalizations, which give the most common orientations for the cognitive activity and form the information base of pedagogical views of scientists, pedagogues and practitioners for general scientific picture of the world. Also they include the state ideology as an integral base of social consciousness, which is represented by a system of ideals, values, norms, canons, doctrines, moral principles of the social interaction regulation. In addition they include the nature of social relations, which has become apparent in a relatively stable system of perception and value-estimative attitude to surrounding reality. The content accents and structural components of the “upbringing conception” as the highest form of scientific and pedagogical knowledge were discovered. The upbringing conception as the methodological, theoretical and empirical system of opinions, judgements, ideas predetermines the complete understanding and interpretation of pedagogical phenomena and processes. It reveals their essence, structural and semantic features, mechanisms and general rules of their purposeful realization, organization and transformation. It is a methodological and empirical basis of the theory of upbringing of the personality and its semantic core. Besides it performs the function of peculiar pre-theoretical design and integral description of scientific and pedagogical knowledge. The structure of the upbringing conception depends on its type, specifics of the upbringing process and the upbringing systems, which are considered. It is determined by the characteristics of its author’s (group of authors) mental activity and consists of the following components: reflexive and cumulative, which includes historical and genetic, methodological and theoretical analysis of the leading upbringing problem; content and evolutional, which core is constituted by the ideas that determine the integral understanding and interpretation of the upbringing process; basic and prognostic, which contains the initial constructive principles that define the logic and directions of research, as well as practical and innovative pedagogical activities; systematic and organizational, which includes technological mechanisms of upbringing realization in terms of the transformation of educational reality.
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