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Thomas Gordon'S Communicative Pedagogy in Modern Educational Realities

100%
Leshchenko M., Isaieva S.
Comparative Professional Pedagogy
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2014
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vol. 4
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issue 4
20-26
EN
In the article the principles, strategies, methods, techniques of communicative pedagogy of American scientist Thomas Gordon and system components of effective communication training for parents, teachers and administrators are enlightened. It has been determined that the main principle of Thomas Gordon's pedagogy is an interactive way of knowing the world, which is realized within communicative activities through which any views and opinions are transferred to the partner, and his reflection on the expressed opinion is perceived that helps enrich the experience of interpersonal interaction. The concept, based on Thomas Gordon's educational system, according to which a child is not the property of parents, and is characterized by his/her own identity, different from his/her parent's identity and is entitled to his/her own life, a unique personality, privacy, independence has been marked. The main goal of Thomas Gordon's educational system has been revealed: child's development, his/her creative potential, rather than subordination to some external ideals or beliefs, alien to his/her nature. Thomas Gordon stresses that it is necessary to create conditions for child's development, rather than try to bring up such a type of person which adults created in their mind. Thomas Gordon's conflict resolution strategy, based on six stepwise algorithm has been characterized: 1) recognition and definition of conflict; 2) search for possible solutions to the conflict; 3) critical evaluation of solution projects; 4) choice of the most appropriate solutions; 5) examining ways of introducing defined solution; 6) monitoring the results of performed actions. The features of using pedagogical heritage in the content of pedagogical education in different countries have been studied. Outlined recommendations for implementation of communicative pedagogy ideas in the realities of Ukrainian education have been outlined.
2

Philosophical and Pedagogical Principles of Transnational Higher Education Development

100%
Leshchenko M., Avshenyuk N.
Comparative Professional Pedagogy
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2015
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vol. 5
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issue 3
46-52
EN
The philosophical and pedagogical principles of transnational higher education development in the second half of the XX - at the beginning of the XXI century are revealed based on the authentic scientific research sources and reflections of prominent scientists. Review of scientific works, devoted to the problems of education transnationalization, allowed concluding that in the late XX century the traditional relationship of pedagogy and philosophy changed under the influence of globalization and internationalization of education. On the basis of determinant analysis it has been found that postmodernism (J. Derrida, M. Foucault, J. Lyotard, R. Panvit) and postnonclassical science (H. Haken, I. Prihozhyn, V. Stepin) serve philosophical grounds for transnational higher education formation. The article proves that the “philosophy of global problems” as a set of ideas based on the objectivity of the total global relations, serves as the basis for building a modern educational paradigm that is reflected in the concept of global education. The fundamental idea of global education is to develop a holistic vision and human perception of the world, awareness of its place in the interconnected and rapidly changing environment, by filling content of educational process with human values. Practical implementation of these ideas is made by the introduction of multicultural education approach, critical pedagogy, global education and formation of intercultural educational content, which reflects the cultural and historical specificity of population.
3
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Framework for Assessment the Quality of Digital Learning Resources for Personalized Learning

81%
Leshchenko M., Lavrysh Y., Kononets N.
The New Educational Review
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2021
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vol. 64
148-159
EN
The paper presents the framework for the assessment of digital educational resources for students who are engaged in autonomous personalized learning. Through a questionnaire and personal observations, we identified the necessity to equip students with skills and knowledge on resources quality assessment in terms of digital competence advancement. We adapted the framework that includes four components: pedagogical, technological, didactic and academic and expanded their content. Having analyzed the students’ narratives on their resources application experience, questionnaires answers and results of the personal assessment process, we observed the positive dynamic in mastering the skills of resources quality assessment after the implementation of the framework into the learning process. We suggest the algorithm of the framework implementation.
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