ВИКОРИСТАННЯ МОЖЛИВОСТЕЙ ФЕНОМЕНОЛОГІЧНОГО ПІДХОДУ ДО ВИКЛАДАННЯ ПЕДАГОГІЧНИХ ДИСЦИПЛІН
Using phenomenological approach to teaching pedagogical disciplines.
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The new conditions of the socio-economic and cultural life need radical revision of many aspects of philosophical and epistemological solution to the problem of the formation of a man, his preparation for life in the multidimensional society that is based on the complex balance of interests. However, nowadays we observe definite discrepancies between the awareness of the needs of the society in other philosophical and methodological orientations concerning the solution of the educational problems and inertia in the approaches to the organization of the educational process. The peculiarity of the educational reality of today is the coexistence of different pedagogical paradigms and approaches. There have appeared the new concepts of pedagogical knowledge, among which there have spread such notions as “phenomenology of pedagogy”, “phenomenology of education”, “phenomenological method”, “phenomenological approach”, “pedagogical phenomenon” (B. Bim-Bad, M. Berulava, L. Vysotska, V. Konke, S. Kulnevych, R. Kurenkova, Ye. Plyehanov, Ye. Rohachova, N. Smyrnova, O. Fedotova, T. Filanovska and others). Philosophical basis of the research of their essence is the ideas of classical phenomenology (H. Hehel, E. Husserl, M. Hartman, M. Sheler, A. Shyuts). Based on the theoretical analysis and practical experience accumulated in the educational space of the phenomenology, there have been revealed the basic ideas that became the essential principles of our approach to teaching the professional pedagogical disciplines (particularly History of Pedagogy and Teaching Methods of Ecological Education of Preschool Children). Our experience shows that effectiveness of the process of using the phenomenological approach depends on a number of objective and subjective factors. The objective ones are the existing social readiness of students to assert themselves as individuals, future professionals, the need for social cognition, and the researches of sense-living mission. The subjective factors are the adequate educational space (the relevant “thin” technologies, where students can express their individuality, act consciously and humanely). This approach cannot be universal; it does not deny the functioning of other known approaches. We are sure that the phenomenological issues require further discussion within the professional community.
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