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ПСИХОЛОГО-ПЕДАГОГІЧНІ ПЕРЕДУМОВИ ФОРМУВАННЯ СОЦІОКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ В МАЙБУТНІХ ВИКЛАДАЧІВ АНГЛІЙСЬКОЇ МОВИ

100%
Безвін Ю.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 10(54)
3-10
EN
The article tackles the analysis of psychological and pedagogical prerequisites of forming the socio-cultural competence, which are defined by socio-cultural contexts of the modern world. Based on the background of theoretical and empirical research, it is found out that the age period of studying for a Master’s degree is beneficial for forming the socio-cultural skills in critical reading of on-line news articles as a source of socio-cultural knowledge. The article highlights that this period is the most favorable for forming the learners’ critical thinking skills for them to be able to assess the socio-cultural phenomenon or event, which is being studied by the future University teachers of English. It has been shown that critical thinking is neither about negative opinion nor about criticism, but it has to do with a sorted out approach with the purpose to make a well-grounded judgment and a decision as for the objectivity or bias of the socio-cultural information that is presented in the on-line news articles. It has been stated and proved that the process of the professional education of the future University teachers of English provides opportunities to interpret the ideas, expressed in on-line news articles, correctly, avoiding prejudice or bias. It helps to build up one’s own well-grounded opinion as for this or that socio-cultural phenomenon, even despite the respected ideas of others. The age period of studying for a Master’s degree is ideal for forming the socio-cultural competence. However, one shouldn’t consider the development of critical thinking as the only one, which is beneficial. It is viewed that a separate «Critical Thinking» discipline in the education system of our country is not a panacea: it is important to enable the future University teachers of English to use the critical thinking skills in particular subject-related activity in the frames of specific University disciplines. It is stated that forming critical reading skills is possible in the process of forming the socio-cultural competence in the discipline of English Practice Course
2
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Głęboka Kompleksowość a ujęcie krytyczności w wyjaśnianiu kompleksowości przez Morina i Le Moigne'a

51%
Delorme R.
Zarządzanie Publiczne / Public Governance
|
2012
|
issue 1(19)
85-108
PL
W artykule podjęto próbę oceny, czy perspektywa pojmowania kompleksowości, którą przyjęli Edgar Morin i Jean-Louis Le Moigne, ujmuje krytyczność stanowiącą centralną cechę Głębokiej Kompleksowości. Na początku artykułu analizie poddano poglądy Morina na temat kompleksowości i symplifikacji. W dalszej kolejności opisano intelektualne powinowactwo między autorem artykułu i jego paradygmatem Głębokiej Kompleksowości a twórczością Morina. i Następnie dokonano wielowymiarowego, krytycznego porównania założeń konstytutywnych dla jego Metody z pod-I stawami paradygmatów kompleksowości oraz Głębokiej Kompleksowości. W kolejnej części artykułu opisano dorobek Le Moigne'a w zakresie modelowania systemów kompleksowych i jego wpływ na badania nad kompleksowością. W uwagach końcowych przedstawiono ocenę wkładu badań prowadzonych przez Morina i Le Moigne'a do rozważań nad kompleksowością.
EN
The article is an attempt to determine whether the perspective of understanding complexity adopted by Edgar Morin and Jean-Louis Le Moigne involves criticality that constitutes the central tenet of Deep Complexity. First, Edgar Morin's views on complexity and simplification are presented and then the intellectual affinity between the author of the article, his paradigm of Deep Complexity and E. Morin's work are discussed. Subsequently, the author offers a multidimensional, critical comparison of the constitutive principles of Morin's Method with the foundations of the paradigms of complexity and Deep Complexity. The next part of the article focuses on the achievements of Jean-Louis Le Moigne in the area of modelling complex systems and his impact on research into complexity. Final remarks review the contribution of Morin and Le Moigne to this field of study.
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