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НАУКОВО-ДОСЛІДНИЦЬКА КУЛЬТУРА МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИКИ ЯК ОСОБИСТІСНИЙ ФЕНОМЕН У СИСТЕМІ ВИЩОЇ ПЕДАГОГІЧНОЇ ОСВІТИ

100%

Тушева В.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 7(61)

164-173

EN

The aim of the article is to reveal the essential characteristics of research culture of the future music teachers in the context of personal, pragmatic and axiological approaches that allow holistically and systematically, based on interdisciplinary strategies, to trace the peculiarities of functioning and development of this personal phenomenon in the system of higher pedagogical education. In this paper we use such research methods as theoretical analysis of scientific funds, the inductive-deductive method in the study of the essential characteristics of research culture of the future music teachers as a personal phenomenon. The result of this study is identification of the characteristics of research culture of the future music teacher as the ability to combine various methods of scientific knowledge, that is, the implementation of scientific methods of research, the conceptual-categorical apparatus of pedagogics of music education in the developed pedagogical models or strategies, and forms of creative cognition, which is addressed to the search for artistic images. Based on the understanding of cultural, scientific, psycho-pedagogical and artistic aspects of the identified problems, the definition of research culture of the future music teachers as a complex, dynamic qualities of the personality, that are manifested in the ability to synthesize analytic-synthetic, inductive-deductive mental activity and emotional-imaginative comprehension of musical works, the embodiment of the scientific, educational and artistic ideal in the research process, the application of scientific knowledge in pedagogical activity as a scientific-theoretical (explanatory) and design-technological (rectifier) function. The practical importance of research is evident in the development of a model for the formation of research culture of the future music teachers in the training process to ensure scientific and methodological training of students of art faculties. The conclusion is made and the prospects for further research are identified: the research culture of the future music teacher manifests itself as a means of cognitive-creative self-realization and personal self-actualization in the educational and artistic space that provides for the formation of the cognitive potential of the individual, his/her research and creative qualities, and affects the social determinism of research, building individual pathways to the future musical-pedagogical activity. The chosen direction of research can be continued in identification of the features of the future teachers’ research culture formation in the field of artistic education abroad.

2

Common Sense and Scientific Inquiry: Remarks on John Dewey’s Philosophy of Educational Progressivism

84%

Malitowska A., Bonecki M.

Ethics in Progress

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2016

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vol. 7

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issue 1

184-198

EN

This paper focuses on analysis of relation between pedagogical and epistemological ideas of John Dewey. Our considerations are divided into four sections. (1) We reconstruct Dewey’s conception of culture as a body of normative and regulative common sense beliefs determining human conduct and language use. (2) Further, we compare common sense based inquiry and its scientific mode with regard to their respective conceptual frameworks in order to show that “theoretical-scientific” perspective provides more comprehensive insight into the relations constituting problem situations. (3) We identify informal education with socialization processes and argue that educational process relies on constant reflection on cultural habits. (4) We conclude that competences of using theoretical conceptual frameworks and conducting scientific inquiry play crucial role in Dewey’s educational ideology of progressivism since they provide basic tools for critical reconsideration and revision of common sense beliefs.

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Cultural-historical theory by Lev S. Vygotsy: Strategies of studies on children’s learning and development. From theory to change in practice

84%

Filipiak E. M.

Forum Oświatowe

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2018

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vol. 30

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issue 2(60)

169-182

PL

Kulturowo-historyczna teoria rozwoju Lwa S. Wygotskiego w sposób szczególny wpłynęła nie tylko na rozumienie procesu rozwoju poznawczego jednostki, ale także wprowadziła nowe procedury w metodologii badań. Procedury, które pozwalają odkryć potencjał rozwoju tkwiący w dojrzewającym sposobie funkcjonowania dziecka, obserwowanie jego form działalności i zaangażowanego uczestnictwa w rozwiązywaniu zadań. Oryginalną „teorio-metodę” Wygotskiego i związane z nią procedury metodologiczne: eksperyment nauczający, eksperyment genetyczny, metodę podwójnej stymulacji, zastosowano w realizowanych w Katedrze Dydaktyki i Studiów nad Kulturą Edukacji projektach badawczych (Developing teaching in early childhood education in line with Lev S. Vygotsky ’s concepts – ACK, Narrative environment of play and learning – NEPL). W artykule skupię się na trzech wątkach problemowych: (1) rozumieniu procesu rozwoju i uczenia się według Lwa S. Wygotskiego i podejścia kulturowo-historycznego; (2) przedstawieniu oryginalnych strategii badań rozwoju i uczenia się – eksperymentu nauczającego; (3) zastosowaniu tych procedur badawczych w realizowanych ostatnio projektach w Laboratorium Zmiany Edukacyjnej – Centrum Badań nad Rozwojem i Uczeniem się, jednostce utworzonej przy Katedrze Dydaktyki i Studiów nad Kultura Edukacji UKW w Bydgoszczy.

EN

Lev S. Vygotsky’s cultural-historical theory of development did not only affect, in a special way, the understanding of cognitive development of an individual but it also introduced new procedures in research methodology. Procedures that allow one to uncover the potential of development residing in the maturing way of child functioning, in observing his forms of activities and engaged participation in task solution. An original “theory-method” by Vygotsky and methodological procedures connected with it – teaching experiment, genetic experiment - were applied to a research project run in the Department of Didactics and Culture of Education Studies (Developing teaching in early childhood education in line with Lev S. Vygotsky’s concepts - ACK, Narrative environment of play and learning - NEPL ). In the paper I shall focus on three problematic issues: (1) understanding of the development process and learning by Lev S. Vygotsky and under the cultural-historical approach; (2) presentation of original strategies of research on development and learning – design experiment, (3) application of these research procedures in projects recently run in the Laboratory of Educational Change – Centre for Studies on Development and Learning, a unit created at the Department of Didactics and Culture of Education of Kazimierz Wielki University in Bydgoszcz.

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The possibilities of developing theoretical thinking in children of early school age – the approach of Lev S. Vygotsky

67%

Filipiak E.

Studia Pedagogiczne

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2015

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vol. LXVIII

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1 Ethics in Progress

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1 Педагогічні науки: теорія, історія, інноваційні технології

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1 Тушева В.

НАУКОВО-ДОСЛІДНИЦЬКА КУЛЬТУРА МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИКИ ЯК ОСОБИСТІСНИЙ ФЕНОМЕН У СИСТЕМІ ВИЩОЇ ПЕДАГОГІЧНОЇ ОСВІТИ

Common Sense and Scientific Inquiry: Remarks on John Dewey’s Philosophy of Educational Progressivism

Cultural-historical theory by Lev S. Vygotsy: Strategies of studies on children’s learning and development. From theory to change in practice

The possibilities of developing theoretical thinking in children of early school age – the approach of Lev S. Vygotsky