Authored by marianeumann

Independent directions in educational activity.

Within the framework of personality-oriented technologies, independent directions are distinguished: - humanistic-personal technologies; - cooperation technologies; - technologies of free education; - esoteric technologies. Humanistic-personal technologies are distinguished first of all by their humanistic essence, psychotherapeutic They "confess the ideas of the humanistic and personal nature of technology. They "profess" ideas of respect and love for the child, an optimistic belief in his or her creative forces, assisting him or her in learning rejecting the compulsion to learn. Technologies of cooperation implement democratism, equality, partnership in the subject-object relations of the teacher and the child.

A teacher and pupils jointly work out The teacher and students work together to work out goals, content and give evaluations, being in a state of cooperation and "collaboration". The technologies of free upbringing put an emphasis on giving the child freedom of choice and independence. By making a choice, the child best realizes the position of the subject, going for the result from internal prompting, rather than from external influence. Esoteric technologies are based on the teaching about esoteric ("unconscious", subconscious) knowledge - the Truth and the ways leading to it. The pedagogical process is not Pedagogical process is not a communication, not communication, but an initiation into the Truth.

The origins of personality-centered pedagogical technology The origins of the development of personality-oriented pedagogy are in the provisions of Bakhtin-Bibler's Bakhtin-Bibler's Idea of Dialogue as the Basis of Human Consciousness. Dialogue as the basis of human consciousness. "Dialogical relations... It is an almost universal phenomenon that permeates all human speech and all relations and manifestations of human life, in general everything that has meaning and significance... Where consciousness begins, dialogue begins". In traditional didactic systems, the basis of any pedagogic technology is explanation. of any pedagogical technology is explanation, and in person-centered education, understanding of the two phenomena. as follows: when explaining, there is only one consciousness, One subject, monologue; in understanding - two subjects, two consciousnesses, mutual understanding, dialogue.

Explanation is always a top-down view, always an admonition. Understanding is communication, cooperation, equality in mutual understanding. The main attitude of the teacher is not to know "the subject", but on communication, mutual understanding with students, on their "liberation" for creativity. Creativity and exploratory search are the main ways of existence for of the child in the space of personality-centered education.

RELATED RESOURCES: Motivation of students in the game form of learning. Game AS A METHOD OF LEARNING. Meaning of the Pedagogical Game The main functions of educational games their Place and role in the educational system . Game therapeutic function of play in education. The choice of a game for a play-based lesson.

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