ВПЛИВ ДЕТЕРМІНІСТИЧНОЇ НАУКОВОЇ ОСВІТНЬОЇ ПАРАДИГМИ НА СПІВВІДНОШЕННЯ СИСТЕМ «ОСОБИСТІСТЬ» І «ДЕФЕКТ» МОЛОДШИХ ШКОЛЯРІВ ІЗ ДЦП
The influence of deterministic scientific educational paradigm on correlation of systems «personality» and «defect» of junior pupils with child’s cerebral palsy.
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The purpose of this article is an exposure of influence of deterministic scientific educational paradigm on the change of correlation of the systems “personality” and “defect” of the person, in particular pupils of junior forms with child’s cerebral palsy. Heuristic-synergetic methodology of research is applied in the article. An educational process in the modern special establishments for persons with psychophysical disorders gradually passes to the new paradigm of education – synergetic. Teachers mostly take into account the system in fulfillment of necessities of children and give less preference to one-sided deterministic methods. However gradation to the synergetic educational paradigm takes place too slowly, and dominant remains a deterministic educational paradigm which does not take into account wholistic character of processes of self-organization and self-destroy of systems “personality” and “defect” of a person and that is why does not allow to carry out habilitation, progressive development, rehabilitation of subsystems of the system “personality” and correction of subsystems of the system “defect”, compensation and overcompensation of presence of subsystems of the system “defect”, and also biological, psychological and social adaptation of the person with psychophysical disorders. An author proves that deterministic scientific educational paradigm does not stimulate enough self-organization of subsystems of the system “personality” and does not represses enough self-destroy of subsystems of the “defect” of the person with psychophysical disorders during the direct processes of habilitation, development, rehabilitations, corrections, compensations, overcompensations. The article shows that it is necessary to use deterministic methods in the educational process of persons with psychophysical disorders as often as possible. Deterministic methods are not enough natural in fulfillment of necessities of the person with psychophysical disorders in self-perfection and self-organization and less effective, than synergetic, relatively habilitation, development, rehabilitations of subsystems of the system “personality” and corrections, compensations, overcompensations of subsystems of the system “defect”. In future it is necessary to compare deterministic and synergetic scientific paradigms, to find out positive and negative sides to each of them and to offer medical-psychological-pedagogical methods and methodological systems which are based on synergetic principles.
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