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ПРОФЕСІЙНА Я-КОНЦЕПЦІЯ ВЧИТЕЛЯ В РЕТРОСПЕКТИВІ ТВОРЧОЇ СПАДЩИНИ ТОМАСА ГОРДОНА (1918–2002)

100%

Ісаєва С.

Педагогічні науки: теорія, історія, інноваційні технології

2014

issue 8(42)

79-87

The activity and life of Thomas Gordon, a prominent American scientist, an educator, a psychologist, the founder of the association «Gordon Training International», is studied in the article. The role of an educator as a mediator between children and the system of ideas and humanity traditions is underlined. According to Thomas Gordon’s point of view, human qualities, such as tolerance, ability to sympathize, capacity to neutralize negative behavior of the pupils, capacity to teach the pupils to solve their problems independently, should be owned by a teacher and are emphasized in the article. Significance and necessity of pedagogical profession is highlighted in the article. Great importance is attached to correct training of future teachers. The role of a teacher as a mediator between children and the system of ideas and humanity traditions is underlined. The topic of the article is conditioned by some tasks which are put before the teachers: 1) the formation of a young man who creatively and actively will affect the world, 2) the conditions that will give a person an opportunity to discover potential skills and talent. Great importance is also given to the ability of effective communication. The analysis of philosophical, psychological and pedagogical literature is fulfilled. Thanks to it the home and foreign scientists’ searches of new conditions and mechanisms of the younger generation upbringing by a teacher are confirmed. The scientists underline the teachers’ need in basic knowledge, special training and constant self-learning. The problem of a teacher’s training in aquiring special communication skills is examined by a lot of foreign teachers and researchers. However, the pedagogical heritage of Thomas Gordon (1918–2002), a prominent American scholar, educator, researcher, psychologist, creator of his own methodology, founder of «Gordon Training International» has remained unnoticed. But it’s a well-known fact that he devoted much of his time to research of the interrelations between the teachers and the students. As a prominent representative of communicative pedagogy Thomas Gordon wrote many books and articles concerning interpersonal communication about leadership, discipline, counseling, parenting, conflict resolution and democratic decision-making. The professional self-concept of a teacher in a retrospective of creative heritage of Thomas Gordon is analyzed and described. The activity of Thomas Gordon is studied. Special attention is devoted to the professional I-conception of a teacher in the retrospective of creative heritage of Thomas Gordon. The information about his life is given briefly. Today, Thomas Gordon is widely recognized thanks to his own teaching methods of effective communication and conflict resolution for parents, teachers, leaders. According to Thomas Gordon’s point of view, human qualities, such as tolerance, ability to sympathize, capacity to neutralize negative behavior of the pupils, capacity to teach the pupils to solve their problems independently, should be owned by a teacher and are emphasized in the article.

ФОРМУВАННЯ ПЕДАГОГІЧНОГО СВІТОГЛЯДУ Ю.П.CТУПАКАВ КОНТЕКСТІ РОЗВИТКУ УКРАЇНСЬКОЇ ОСВІТИ20–70-Х РОКІВ ХХ СТОЛІТТЯ

84%

Похилько О.

Педагогічні науки: теорія, історія, інноваційні технології

2015

issue 9(53)

64-72

The appeal to the heritage of the history of Ukrainian pedagogical science is traditional and innovative as it expands the range of our ideas about the course of national historical and pedagogical process, deepens its perception, opens up new prospects for scientific discourse. Y. P. Stupak, a teacher, a literary critic, a folklorist, an ethnographer, an art expert, occupies a prominent place among the less known scientists-pedagogues of XX century. The formation of Y. P. Stupak as a scholar and a teacher occurred in the context of secondary and higher education in Ukraine in the 20 – 70s of the XX century and reflected all social and political contradictions of that time. Applying phenomenological approach to the study of educational personalia allowed determining the stages of Y. P. Stupak’s life and his pedagogical creation: I – the stage of ideology formation (1911 – 1933), II – the stage of professional development (1934 – 1953), III – the stage of intensive research and different aspects of professional activity (1954 – 1979). The use of biographical and chronological methods of analysis made it possible to analyze the multifaceted activities of the scientist, the main vectors of which are literature, methodology, historical pedagogy, ethno-pedagogy and art review. A significant contribution of a scholar to the development of national scientific pedagogy is publication of children’s literature textbooks. Most of the ideas, expressed and embodied by Y. P. Stupak, have become of paramount importance in contemporary Ukraine. The main foundation of the system of pedagogical views of Y. P. Stupak were the ideas of patriotism and nationality, which are embodied in the scientific multifaceted activity of the researcher (folklorist, methodological, Shevchenko-studios; purely historical and pedagogical researches, managing the Department for nearly two decades, etc.) and tireless work of awakener, enlightener who did a lot of work in education among different segments of the population throughout life. The research does not cover all important aspects of the problem. Further, more detailed attention should be paid to teachers training and national education of youth in the heritage of Y. P. Stupak.

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2 Педагогічні науки: теорія, історія, інноваційні технології

1 Ісаєва С.

1 Похилько О.

1 2015

1 2014

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ПРОФЕСІЙНА Я-КОНЦЕПЦІЯ ВЧИТЕЛЯ В РЕТРОСПЕКТИВІ ТВОРЧОЇ СПАДЩИНИ ТОМАСА ГОРДОНА (1918–2002)

ФОРМУВАННЯ ПЕДАГОГІЧНОГО СВІТОГЛЯДУ Ю.П.CТУПАКАВ КОНТЕКСТІ РОЗВИТКУ УКРАЇНСЬКОЇ ОСВІТИ20–70-Х РОКІВ ХХ СТОЛІТТЯ