- Міхно, Олександр Петрович (orcid.org/0000-0002-5271-9530) (2021) The Phenomenon of Pedagogical Profile of a Student in Domestic Education and Education Science (mid-nineteenth – second half of the twentieth century) Other thesis, Інститут педагогічної освіти і освіти дорослих імені Івана Зязюна.
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Abstract
The dissertation first studies the phenomenon of pedagogical profiles of students in domestic education and education science in the middle of the XIX – second half of the XX century, which resulted from an analysis of a significant set of archival and published historical and pedagogical sources. The conceptual matrix of the study is a set of theoretical approaches (the basic is a phenomenological approach, with which hermeneutic, system-chronological, anthropological, personalistic, psychological, paradigmatic, regional, historiographical, and source-based methods, and micro-historical approaches are consistent at the macro level), methods (historical-structural, constructive-genetic, comparative, paradigmatic, retrospective, modeling, content analysis), principles (of historicism, objectivity, systematics, determinism). The scientific argumentation is built in the following sequence: scientific and pedagogical sources about the study of the student by the teacher as a prerequisite for the phenomenon of the pedagogical profile → theoretical development of the student's profile by teachers and psychologists in the late nineteenth - early twentieth century. → distinguishing and spreading the phenomenon of the pedagogical profile in the educational space in the early twentieth century → contribution of domestic teachers and pedologists to the problem of studying the student and in the method of compiling the profile (1920-1930s) → modernization approaches to compiling psychological and pedagogical profiles of students in domestic education science 40-80s of the twentieth century → the phenomenon of pedagogical profiles of the student in the scientific and methodological heritage of Vasyl Sukhomlynsky → trends and prospects of development of the studied phenomenon. The axiomatic system-forming concept of the phenomenon of the student's pedagogical profile is justified to be an individual approach to the student. Two components – theoretical and practical (procedural) – in their conceptual unity and interdependence are proved to be the core of the phenomenon of the pedagogical profile of the student. It is revealed and demonstrated how distinguishing and dissemination of the student's profile as a pedagogical phenomenon took place in the practice of educational institutions in the early twentieth century. Its purpose depended on the type of the educational institution and varied from the method of assessment (Kharkiv Women's Sunday School of H. Alchevska) to the means of studying the student by future teachers (Glukhiv Teacher's Institute, Kyiv 2nd Women's Theological School) and the final document on the student's stay in school (Kyiv Collegium of Pavlo Galahan). The student's profile as a pedagogical phenomenon became a document that summarized the educational activities and behavior of the student, his inclinations, and individual traits of character, and was submitted when entering institutions of higher education. The profile was included in the conduit list – one form of the student's characteristic, common in high schools at the beginning of the last century. It was found that in the 1920s and 1930s, using the method of observing the student's development, and anthropometric measurements, questionnaires, and testing, studying school documents, domestic education science as a synthetic science of the child developed on new principles and a widely used detailed profile of the student which contained physiological data, information about mental development, social conditions, the student's performance, living conditions (food, housing, clothing), social activity. Special structured plans for writing a description, in which the student's class orientation became one of the main points over time, were proposed. Given the social role of the educational team as a factor of social identification, which included all aspects of socialization based on the development of the moral sphere and behavior of children, the leading trend of these years was the study of students through the team – O. Zaluzhny (on the basis of reflexology), A. Makarenko – through the theory of educational group developed by him, where the personality is formed and the individuality is shown. It was found that on the eve of the defeat of pedology, the term "psychological and pedagogical profile", which will be used in pedagogical science after World War II, when the student's profile will be used as a basis for an individual approach to the student, was first used (S. Rubinstein, 1935). The peculiarities of the phenomenon of pedagogical profiles in the western region of Ukraine in the 1920s and 1930s are revealed, in particular, to highlight the contribution of local teachers to the development of methods for compiling pedagogical profiles (te use of psychographic schemes and maps of individuality). It is proved that the period of 1940-1980 is marked by the increased attention of education scientists and psychologists to the pedagogical profile and its active application in the practice of school work; the dismemberment of the semantic and methodological levels in the student's study organization by the student was overcome; new programs for studying students that simultaneously formed the structure of the profile were proposed on the basis of the latest scientific advances. During this period, several trends were distinguished: the characterization of the student as a prerequisite for an individual approach to the student with the requirements of determining the level of success and reflecting the ideological features of the "new Soviet" man; detailing the student study program with different degrees of specification of each item of the program and the plan of compiling the profile; deepening the study of age characteristics of students (junior, middle, senior classes). By comparative interpretation of V. Sukhomlinsky's activity and works, it is proved that the researched phenomenon was formed into a holistic construct in his scientific and pedagogical heritage: the teacher considered the profile both as a means of studying the student using the methods and principles developed by the teachers-predecessors and as the basis of the individual approach.
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