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Theoretical Analysis of Canadian Lifelong Education Development

100%

Mukan N., Barabash O., Busko M.

Comparative Professional Pedagogy

2014

vol. 4

issue 4

27-32

In the article, the problem of Canadian lifelong education development has been studied. The main objectives of the article are defined as theoretical analysis of scientific and pedagogical literature which highlights different aspects of the research problem; periods of lifelong education development; and determination of lifelong learning role and importance in modern Canadian society. The research methodology comprises theoretical (descriptive, statistical, comparative; structural and functional, logical and systemic; chronological and retrospective) and practical (conversations and dialogues with public school teachers in the town of Burlington (Ontario) methods. The research results have been presented: 6 periods of lifelong education development in Canada have been singled out; the role and importance of lifelong learning in modern Canadian society (especially, in economic, political, cultural and social development) have been justified; the Canadian experience of Composite Learning Index formation has been described. Among the perspectives of further research, we define the theoretical analysis of functionality of lifelong education system in Canada.

Thomas Gordon'S Communicative Pedagogy in Modern Educational Realities

100%

Leshchenko M., Isaieva S.

Comparative Professional Pedagogy

2014

vol. 4

issue 4

20-26

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.

Identity building through perpetual choice: lyrical self in Vasyl Stus’s poetry

88%

Taranukha Y., Department of Literature Studies National University of “Kyiv-Mohyla Academy “, Yelyzaveta Taranukha is a first year PhD candidate at the Department of Literature Studies of the National University of Kyiv-Mohyla Academy (Kyiv U. r. p. c. l. s. Y. i. a. e. i. y. P. p. P. a. L. a. t. Y. f. D. S. S. i. a. r. i. C.-U. c. s. Y. s. r. t. i. L. s. i. p. o. V. S., zazafisher@gmail.com

Władza sądzenia

2016

vol. 8

Based on the oeuvre of Vasyl Stus, the article investigates the origin of personal identity in Ukrainian poetry of the 20th century. The lyrical self in Stus’s poetry is supposed to be represented by identity building provided through perpetual choice. The article indicates and explores the connection between the choice of lyrical self and the topical concepts of Stus’s poetry, such as alive-death and death-life are. The article states that the lyrical self builds the identity perpetually by choosing beyond or within these concepts.

Opierając się na przykładzie Wasyla Stusa, w artykule przedmiotem badania uczyniono genezę tożsamości jednostkowej w dwudziestowiecznej poezji ukraińskiej. „Ja” liryczne w poezji Stusa wydaje się być reprezentowane przez tożsamość kształtowaną w wyniku nieustannych wyborów. W artykule wskazuje się na związek między wyborem dokonywanym przez podmiot a głównymi pojęciami obecnymi w poezji Wasyla Stusa, takimi jak żywy - martwy czy śmierć-życie. Zakłada się przy tym, że podmiot nieustannie buduje swą tożsamość wybierając między tymi pojęciami.

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2 Comparative Professional Pedagogy

1 Władza sądzenia

1 Barabash O.

1 Busko M.

1 Department of Literature Studies National University of “Kyiv-Mohyla Academy “

1 Isaieva S.

1 Leshchenko M.

1 Mukan N.

1 Taranukha Y.

1 Yelyzaveta Taranukha is a first year PhD candidate at the Department of Literature Studies of the National University of Kyiv-Mohyla Academy (Kyiv U. r. p. c. l. s. Y. i. a. e. i. y. P. p. P. a. L. a. t. Y. f. D. S. S. i. a. r. i. C.-U. c. s. Y. s. r. t. i. L. s. i. p. o. V. S.

1 zazafisher@gmail.com

1 2016

2 2014

Search results

Theoretical Analysis of Canadian Lifelong Education Development

Thomas Gordon'S Communicative Pedagogy in Modern Educational Realities

Identity building through perpetual choice: lyrical self in Vasyl Stus’s poetry