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2 Педагогічні науки: теорія, історія, інноваційні технології

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КОНЦЕПЦІЇ ЕСТЕТИЧНОГО ВИХОВАННЯ В НАУКОВІЙ ДУМЦІ ПОЛЬЩІ

100%

Лещенко М.

Педагогічні науки: теорія, історія, інноваційні технології

2014

nr 9(43)

274-283

The article deals with theoretical foundations of aesthetic education in the scientific thought of Poland. The integrative component of these theories is orientation on the education of the person with established aesthetic worldview, which is based on universal values and priorities. It is stressed that revival of Ukrainian national school provides aesthetization of all parts of the educational process, creation of the theoretical basis of aesthetic education of the individual. Academician Ivan Zyazyun believed that social-value qualities of a person and norms of conduct acquire personal meaning and significance only by understanding their essence and after the completion of their aesthetization. A set of rules is seen as an external factor, and the value is internal, aesthetic, mastered by the subject guide for life and is perceived as a spiritual intention. The author emphasizes that the so-called «mass culture» in all its varieties is often withdrawn from the Polish concepts of aesthetic education. However, at the end of the last century, researchers noted a significant impact of mass culture on the formation of personality and stressed that ignoring this phenomenon had led to serious shortcomings in the training of teachers. Conceptual foundations of aesthetic education were developed in Poland at the turn of the XIX and XX centuries by the philosophers of axiological direction. Important factors in the philosophical rationale for art education from the standpoint of aesthetic paradigm were the works of Ph. Znanetsky, R. Ingarden, V. Tatarkevych. In the theories of aesthetic education its important means is art education. The studies of Polish researchers-pedagogues concerning identification of the appropriate forms and methods of aesthetization of the educational process are aimed at assimilation of scientific-aesthetic thought of the English-speaking researchers. The attention is focused on the problems of formation of the human personality in its most diverse aesthetic manifestations. From the innovative positions in modern foreign pedagogical science the relationship between «aesthetic», «emotional», «creative», «individualized» education is interpreted, aesthetic and educational opportunities for all academic disciplines, the external environment are revealed. The most important function in achieving the goals of aesthetic education is assigned to the personality of the teacher, his professional skills.

ЗАРУБІЖНИЙ ДОСВІД ВИКОРИСТАННЯ ТЕОРІЇ МНОЖИННОГО ІНТЕЛЕКТУ ГОВАРДА ГАРДНЕРА В НАВЧАЛЬНОМУ ПРОЦЕСІ

63%

Лещенко М. , Гринько В.

Педагогічні науки: теорія, історія, інноваційні технології

2017

nr 10(74)

115-133

Thearticledescribesthe essence of the theory of H. Gardner, developmentofitsmainprinciples, foreignexperienceof its realization in educational practices. H. Gardner suggested that each person had a plurality of types of intelligence. Each of these different types represents special ways of processing and interpreting information, thus informing in which way each person cognizes the world. Creation and dissemination of the theory of multiple intelligences began a revolution in understanding and developing of the thinking processes in learning. H. Gardner argued that intelligence was dynamic and multidimensional, beyond the limits of the capabilities of linguistic-logical abilities that had traditionally been diagnosed in the learning process. G. Gardner’s theoryofmultipleintelligences has generated doubts about sustainable concepts in the field of cognitive science and education. According to H. Gardner’s theory, every person has different types of mind, the so-called intelligences, which reflect different ways of cognitive interaction with the world. Initially, H. Gardnerdistinguishedsevenintelligences– verbal-linguistic, logical-mathematical, intrapersonal, visual-spatial, musical-rhythmic, kinesthetic, interpersonal, laterthescientistaddednaturalistic, existentialandpedagogical. These types of intelligence are used by each individual to varying degrees, but one or more can dominate. The theory was not unambiguously accepted by scholars in the field of psychology, since, according to critics, was not subjected to a detailed experimental test.In response to critical remarks H. Gardner argued that his theory was based solely on scientific data taken from psychology, anthropology and biology (neurobiology, genetics). H. Gardner emphasized that the theory was based on the evidence of science; it changed on the basis of new scientific evidence, for example, only fifteen years after the initial formulation of the theory pedagogical intelligence had been determined as a human potential that began to develop in the early years of human life and manifested itself in the ability to teach. The theory of multiple intelligences is developing successfully. In particular, based on an analysis of the intrapersonal and interpersonal types of intelligence, D. Goleman distinguished emotional and social intelligences. Although Gardner’s theory was the subject of many discussions, it became a kind of catalyst that stimulated educators to rethink educational practices in the last century. At present, the theory is realized in many educational projects. H. Gardner summed up the recommendations for teachers about the implementation of the theory of multiple intelligence in educational practices: • Individualizetheteachingstyle (accordingtothemosteffectivemethodofperceivingthe learningmaterialforeachstudent); • to pluralize the ways of teaching material (studying important material in multiple ways); • avoidtheterm “styles” usexperimentallyunverified. H. Gardner described ways to solve problems that may arise during the implementation of the theory of multiple intelligence in pedagogical activity. The introduction of the theory of multiple intelligence into the pedagogical practice of foreign countries changed the presentation of teachers about the essence of teaching and learning processes in such a way that they began to take into account the individual differences of students in the ways of perceiving the educational material, provided a wide range of different activities, enriching personal experience and accelerating and facilitating the process learning helped to improve the student’s learning achievements. Today, most foreign educators believe that the theory of multiple intelligences is an axiom that needs to be taken into account, first of all, when designing and conducting various educational classes.In the conditions of development of a new Ukrainian school, foreign experience of implementing the theory of multiple intelligence in educational practices becomes of special relevance for a broad pedagogical community.