Науковий вісник НГУ

The transversal character of polyparadigmal educational space

• 
• 

User Rating:  / 0

PoorBest 

Details

Category: Contens №3 2020

Last Updated on 13 September 2020

Published on 02 July 2020

Hits: 2555

Authors:

O. N. Starokozhko, Cand. Sc. (Pedag.), Assoc. Prof., orcid.org/0000-0003-3793-9655, Berdiansk state pedagogical university, Berdiansk, Ukraine, e‑mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

V.V.Kryzhko, Cand. Sc. (Pedag.), Prof., Head of the Department of Management and Administration of Berdiansk State Pedagogical University, orcid.org/0000-0002-7144-7892, Berdiansk state pedagogical university, Berdiansk, Ukraine, e‑mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

V. I. Zhygyr, Dr. Sc. (Pedag.), Prof., Dean of the Faculty of Physical and Mathematical, Computer and Technological Education, orcid.org /0000-0002-1501-905X, Berdiansk state pedagogical university, Berdiansk, Ukraine, e‑mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Naukovyi Visnyk Natsionalnoho Hirnychoho Universytetu. 2020, (3): 191-197

https://doi.org/10.33271/nvngu/2020-3/191

повний текст / full article

Abstract:

Purpose. Research on the main transversal characteristics of the polyparadigmal educational space.

Methodology. The scientific discourse of domestic and foreign scientists as for the given problem; historiographic method of continuum of educational space’s scientific concepts; technologies of the reflexive analysis of scientific community’s achievements and our own experience in the field of management of social environment and its structural systems; modeling of the process of transversal connections; methods of mathematical analysis for establishing real patterns of the transversal correlation or concepts conflict of polyparadigmal educational environment.

Findings. It is found that transversal character of the polyparadigmal educational environment is its implicit methodology, which enriches it with new “composite” forms. This creates conditions under which the emergent factors and new phenomena arise in the field of educational paradigms. A scheme of author’s technology of the analysis of emergent zones of transversal interaction of educational paradigms is developed. The internal logics of paradigmality are briefly disclosed in the author’s scheme of transversal interaction of domestic polyparadigmal educational space. Content components of transversal interaction of the educational space’s paradigm are defined. The approbation of results for three years is carried out in the educational process of training of educational managers according to specialty “Management of educational establishment”.

Originality. For the first time, the concept “polyparadigmal educational space” has been proposed and introduced into scientific discourse; factors of dual transversal interaction of the educational paradigm have been defined and the scheme of transversal interaction of educational paradigms has been developed.

Practical value. The use of results raises the scientific discourse on the problem of methodology of polyparadigmality and transversality of the educational space. The developed technological schemes and models can be used in further scientific research and educational process in preparation of educational managers.

References.

1. Horbunova, L. S. (2012). Thinking in the world of plurality: project of transversal mind by V. Welsh. Philosophy of education: scientific journal, 1-2(11), 92-110.

2. Novikova, O. V. (2008). The problem of the development of creative thinking in the system of Edward de Bono. Retrieved from http://www.disser.com.ua/content/350926.html#download.

3. Cedefop (2008). European Training Thesaurus. Retrieved from http://www.cedefop.europa.eu/EN/Files/3049_en.pdf.

4. Sobol, N. (2016). Transversal skills and abilities in the structure og professional competence of teacher. Bulletin of the National Academy of State Border Guard Service of Ukraine. Series: Pedagogy, (4). Retrieved from http://www.nbuv.gov.ua/UJRN/Vnadped_2016_4_13.

5. Voloshyna, L. O., Leko, B. A., & Kushnir, L. D. (2016). Lateral thinking as an important component of clinical thinking of future doctors. Medychna osvita, (1), 11-14.

6. Dmytryev, S. V., Neverkovych, S. D., Bystrytska, E. V., & Vo­ronyn, D. I. (2014). Semantic space of “alive motions ” in the sphere of language consciousness a s self-conscious of man as a creative personality. World of psychology, (3), 173-186.

7. Starokozhko, O. M. (2017). Strategies of polyparadigmality of educational space. Visnyk Luhanskoho Natsionalnoho Universytetu imeni Tarasa Shevchenka, 8(313), 223-230.

8. Vitvitska, S. S. (2015). System-synergetic approach to pedagogical training of future masters of education. Professional pedagogical education: system research: monography. In edit. by O. A. Dubaseniuk (Ed.), (pp. 92-108). Zhytomyr: Publ. House ZhDU named after I. Franko, 92-108.

9. Bohdanov, I. T., Kryzhko, V. V., & Lysakov, S. V. (2017). Guidance in education. From idea to eternity: monography. Bohdanov, I. T. (Ed.). Kyiv: Education of Ukraine.

10. Bohdanov, I., Lysakov, S., Nemchenko, S., & Kryzhko, V. (2018). The of guiding in higher education management. Vyshcha osvita Ukrainy, (1), 11-20.

11. Bogdanov, I. T., Lysakov, S. V., & Kryzhko, V. V. (2018). The guidance as a modern frame of management by changes in education. Virtus: Scientific Journal, (24), 56-63.

• < Prev