Іnterpersonal group situations in the educational process

- Бех, І.Д. (orcid.org/0000-0002-4763-1673) (2021) Іnterpersonal group situations in the educational process Методист, 7-8 (116). pp. 4-14.

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Abstract

The article deals with the complex and multi-vector ideological orientation of architectonics, which creates the real functioning of a small group. Certain patterns of behaviour and interpersonal relationships often compete that are determined by a broader (than group) social situation. It is emphasised on the basic need of a growing personality – the need for a close person that can vary in value indicators depending on the level of personal development. The educator is offered for understanding and practical work the central group tendency – an action of high and low, which contains a system of selfish desires and, at the same time, there is manifestation of charity. This manifestation includes respect, justice, responsibility of the growing individual. The synthesis of these traits constitutes the self-spiritual personality as the subject of educational efforts throughout all educational levels. For that reason, a number of group behavioural situations in the form of interpersonal situations are presented, which will help the educator to organize the educational process more professionally. Therefore, the unevenness of group members in personal development, the relationship between them, which often create conditions for confrontation, is stated. The ways how to overcome it are offered. The circumstances of the pupils’ identity as individuals and their influence on the general group atmosphere are revealed. In this regard, the need to form the skills of social perception, i.e. objective determination of the actual education of a peer, is emphasized. It is focused on the situation of leadership of thoughts, when the initiative of such a leader is not immediately accepted. As a result, it takes some time for the views of the leaders to be shared by the majority of the group. It will be appropriate to understand the educator’s action in relation to people with low social status. It is concluded that in the absence of purposeful pedagogical management, the value-semantic path of the group can be significantly distorted, limited only to shaded charitable heritage. The correctional work should be organized based on the volitional development of students.

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