CC BY
765. Sorokin, P.A. (1992), "Social and cultural mobility", Person. Civilization. Society, Editor Sogomonov, A.Yu., Politizdat, Moscow, p. 297-424.
66. Stronin, A.I. (1997), "Politics as a science", Anthology of political thought in 5 volumes, Misl, Moscow, 121 P.
67. Tarasov, Yu.S. (1996), Political elite of the Republic of Sakha (Yakutia): social mechanisms of formation, Lomonosov Moscow State University, Moscow, 23 P.
68. Tarasov, Yu.S. (1993), "Ruling elite of Yakutia: strokes to portrait", Political researches, №2, pp. 171173.
69. Tarasov, Yu.S. (2000), Political elite: evolution of ideas, Publishing house of the Yakut university, Yakutsk, 37 P.
70. Tyshta, E.V. (2006), Bodies of the representative power as actors of regional political process (on the example of the Republics of Tyva and Khakassia), Bashkir State University, Ufa, 171 P.
71. Tyshta, E.V. (2007), "Traditional parliamentary structures of bodies of the representative power of the southern Siberian republics", 100th anniversary of parliamentarism in Russia, under the editorship of Sergeyev, D.B., Publishing house of HGU of N. F. Katanov, Abakan, pp. 46-50.
72. Tyshta, E.V. Influence of events of August, 1991 on political process in the Republics of Tyva and Khakassia, available at: http://www.tuva.asia/journal/issue_7/2157-tyshta.html
73. Farukshin, M.H. (1994), "Political elite in Tatarstan: calls of time and difficulty of adaptation", Political researches, №6, pp. 67-79.
74. Feldman, V.R. (1998), "Political power in the history of Tuva", Knowledge circle: scientific and information collection, Kyzyl, Issue 1, pp. 10-15.
75. Hamutayev, V.A. (2009), "Political and national revival during the Post-Soviet period (on materials of the Republic of Buryatia)", Power, №8, pp. 91-93.
76. Hamutayev, V.A. (2009), "Buryatia, 1980-2000s: crisis of ethnodemocracy", Power, №6, pp. 97-99.
77. Hovalyg, S.S. (2008), History of formation and evolution of administrative personnel of Tuva at the end of XIX - in the first half of the XX centuries, Moscow, 244 P.
78. Chirikova, A.E. (2006), "Putin reforms and positioning of regional elite in Russia", World of Russia, T. XV, №1, pp. 3-28.
ANTHROPOLOGICAL, ACMEOLOGICAL AND PERSONAL APPROACHES IN TEACHER MENTORING: MULTIPLICATIVE EFFECT
Abstract
The paper is devoted to defining the essence of multiplicative effect of the anthropological, acmeological and personal approaches in teacher mentoring, to considering of such phenomena as «anthropological approach », «p ersonality», «personal approach», «acmeology», «acmeological approach», «self-determination», «self-realization». «reflection», as well as to defining teacher-mentor's role in the formation of a future teacher's personality.
Keywords
anthropological approach, personal approach, acmeological approach, teacher-mentor, personality, self-determination, self-realization, multiplicative effect
AUTHOR
Tatyana Osipova
PhD in Pedagogic, Associate Professor Department of Pedagogics South Ukrainian National Pedagogical University named after K. D. Ushinsky
Odessa, Ukraine osipovatanya2009@rambler.ru
The conceptual modernization of vocational training in higher educational institutions of Ukraine aimed at implementing the provisions of the Bologna Declaration, the deep socio-economic changes, the development of market relations, set high demands on the quality of vocational and educational training of future teachers that should be oriented at the new realities of modern life, intellectual and spiritual development.
Today the universities offer the institute of supervisors that are the primary organizers of educational work in the academic student groups. Considering the provisions of the Bologna process, not rejecting the idea of collective supervision, it is to be noted that the emphasis in educational work shift from collective organizational form toward individual work with the student. In accordance with the ECTS requirements, the supervisor's functions get not so much educational content as advisory, coordinating, i.e. supervisors can be seen as mentors, providing pedagogical support to students in their professional development. In this connection, close attention, in our opinion, should be paid to the problem of training the supervisors of future specialists as in future as we see a fairly complex, but expedient and efficient merger of advisory-supervisory and educational functions in the same supervisor - student's mentor.
It should be noted that the formation and establishment of the future specialist's personality, including teacher's one is the priority orientation in the theory and practice of vocational education. The development of person's creative potential which can ensure the successful achievement of their higher spiritual goals and humanistic senses of their being is directly related to the process of acquisition of public norms. Person can realize their life-affirming function if these norms, internally adopted by them, become an integral part of the knowledge of themselves. This is the important component of a human's formation as a person.
We should keep in mind that scientists interpret the concept of "person" differently: as a social individual, the object and the subject of the historical process (B. Ananiev); a way of human's being in society, individual form of existence and development of social relations (L. Antsyferova); a system properties acquired by the individual in the subject activity and communication that characterize them from the point of inclusion into the public relations (A. Peter); social quality of the individual (B. Lomov); special quality, acquired by the individual in society (A. Leontiev).
In the formation and development of the individual not the last role, in our opinion, is played by the teachers-mentors who in their activities should be guided by different methodological approaches to the process. In this regard, the purpose of this paper is examining the nature of some of them, namely the anthropological, personal and acmeological, as well as the definition of their multiplicativity in pedagogical mentoring.
Anthropology (from the Greek anthropos - human, logos - word, idea, judgment) is defined as the science of the origin and evolution of human, formation of human races and normal variations in the physical structure of human. The philosophical anthropology has a scientific concept - anthropologism considering human as a supreme and perfect creation of nature from the perspective of which should be studied both nature and society, and thinking, the development of all the sciences (Meretukova, 2003). Thus, the anthropological approach stipulates studying humans in all respects in the name of their individual abilities development. For this purpose can be explained the selection of an independent direction from philosophical anthropology - educational anthropology.
For the first time the term "pedagogical anthropology" was used by N. Pirogov (1856) and specified and filled with explicit content by K. Ushinsky in a multivolume work "Human as the subject of education. Experience of educational anthropology"(1868-1869). According to his opinion, pedagogics dealing with real persons should be based on thorough knowledge of them, and it must "draw" the means of its "educational effect" from human nature, that is to come from the objective laws of human development (Asadullin, Benin, 2000).
In modern pedagogy as noted by Z. Kurland the anthropological approach requires knowledge of teachers about themselves and about their students, their interests, inclinations, needs, dreams and involves consideration of the complex interaction of the spiritual and material in the personality of the future teacher. Although scientists do not use the term "mentor", the essence of the teacher's activity quite corresponds to mentoring, as only having thoroughly studied the abilities and desires of the pupil mentor can provide the necessary assistance.
The modern view of human is also based on the teaching of Vernadsky on the noosphere according to which human - is the object of cosmic evolution who is responsible for the state of the world, the fate of the space and entering into dialogue with nature. In this regard more importance is achieved by the idea of personal autonomy, the presence of unique spiritual and creative potential, need and propensity for self-regulation (Kurland, 2007).
In the aspect of research we interpret specified by Z. Meretukova most important provisions of the anthropological approach to the training of future teachers:
- unity, integrity, continuity of teaching process at the university. This means consistency and ambivalence of the human. We are talking about balanced development of emotional, mental, axiological, physical and volitional aspects of the personality, the unity of thought and action, the elimination of deficiencies in human nature;
- "golden mean" in the pedagogical impact on the personality of the future teacher. Any extremity or exaggeration of educational impact on personality equally are devastating for both the teacher and for the student. The law of "golden middle "acts in all the pedagogical situations upon the decision of any pedagogical problems;
- the law of apperception sequence of education according to which the best should be developed in the personality: disposition to constant self-education, creativity, self-improvement should begin from the first days of training at the university;
- compliance of the teachers' educational requirements to students, their demands to themselves which helps bringing the future teacher to high standard in mastering the future profession, to scientific research, etc.;
- coincidence law. Education and training can be seen as interference in person's life. It takes the form of organizing a person's life and filling it with certain content. According to the law of coincidence teacher must correlate the cultural phenomena, which person must master, with their personal meaning. This position requires filling professional information with those facts, regulations, positions that are close, interesting for future teachers and show the real complete picture of the most comprehensive of their professional activities (Meretukova, 2003).
That is the teacher-mentor should pay special attention to the psychological state of the students' personalities, their health and abilities available, accompany and guide him to the way in which they will find something new and useful, but not limited to the transfer of their knowledge.
To some extent, our view is supported by K. Ushinsky who saw the role of the teacher in "guiding" the student, firstly, diagnosing each student, and secondly, planning the necessary changes in their mind and behavior, contributing to the appearance of certain qualities, to bring up a healthy and mature personality. In this the outstanding teacher focuses on the fact that he achieves this by helping the child to enter the world of culture, creating pedagogical situations where children would be able to realize themselves, to show their activity. The teacher does it all taking into account as much as possible the level of personal development of the child, the dominant motives of their actions, actual interests, abilities and needs. And although in his writings we do not find the word "mentor", but the essence of the teaching profession provides in their pedagogical legacy this very activity. In particular, he noted that the pedagogical management is organically connected to the self-development of the child and performs its "formative" influence
through this self-development, which is based on a dual process of objectification -disobjectification of culture, during which are performed the creative transformation of both the world and the human. Under the teacher's control occur: self-determination of the child, independently and deliberately making their big and small life choices (Ushinsky, 1990).
The anthropological outlook of the teacher, according to B. Bim-Bad, (absolutely agreeing with him, we can add that of the teacher-mentor as well — T.O.) must have several components and contain the following:
- natural orientation at each child as the person of the highest value and having inalienable rights and responsibilities;
- formation of axiological attitude relation to each day and the period of life, to childhood as a self-sufficient period of human development;
- deep awareness and natural recognition of humanistic goals of education: the holistic development of the child as a person, formation of child's (and own) individuality, the harmonization of the child with nature, society, their own self, creating comfortable emotional atmosphere in educational institutions;
- adjustment for education as a vital component of the educational process, as well as for the interaction, dialogue, mutual movement of the child and the adult towards each other;
- recognition of the fact that educating can be a success only subject to matching the concepts of the adult and the child of the perfect human, that the analysis of state and problems of the student-object of education is always the subject of self-examination of its subject - educator (Bim-Bad, 1998).
Thus, based on the anthropological approach, the task of the teacher-mentor, first of all is to assist in the development of personality formation, in the construction of their self-image which helps persons understand themselves in present and future. The correlation of the "I" - image with the actual conditions of human life allows the persons to change their behavior and perform, realize the goal in relation to self training and self-education. The specified personality characteristics and their account are of great importance in the process of training and education as well as personal interaction in any further activities, allowing to organize targeted training of the individual for future professional activity. That is, the anthropological approach aimed at learning the human as the personality throughout the whole life intersects with personal and acmeological approaches, which leads to a multiplicative effect in pedagogical mentoring.
The multiplicativity of the said approaches is primarily focused on personal growth of human. C. Rogers interprets the concept of "personal growth" as the interaction of the individual with the external and internal world. It is important in terms of forming by the adult as a representative of the external world the students' ability to rely on themselves and develop their potential. This is in our opinion the task of teacher-mentor.
Personal approach as teacher's activity - is a basic value orientation of a teacher, which determines its position in interaction with each student in the group. The essence of the personal approach is that not ordinary pupils come to school, but they are personalities with their own world of feelings and emotions. The teacher must take into consideration these features and use such techniques, in which each pupil feels his personality, feels teacher's attention. A teacher should see a unique in each pupil, respect it, understand, create a situation of success, support, provide the opportunity of self-realization in positive activity. Sense of satisfaction and joy causes attraction to overcome the difficulties (Kravtsova, 2007). In our opinion, it fully coincides with the task of a teacher as a mentor. It should be noted that a teacher-mentor first of all, should help a pupil / student in his self-determination, which is a prerequisite for further activity.
The problem of self-identity, elaborated by V. Safin, explores the forms of self-
determination and its types: conventionally-role, professional, family and social. According to him, each of these forms is associated with a particular sphere of human's life, and altogether they constitute a vital self-identity in a certain way connecting with each other. Self-determination, the author points out, includes two aspects: 1) self-determination according of the goals and values, considering the demands of a group, collective, society, as well as one's capabilities, abilities, environmental conditions; 2) personality's conscious activity aimed at implementing of chosen values and self-actualization.
Therefore, the process of self-determination is associated with the functioning of consciousness and "I-image" as well as with self-realization in the activity, with the processes of self-knowledge and self-regulation. This implies that s personality self-determination is a focused comprehensive creative behavior, the purpose of which is the mastery of life areas as a system based on the ideas, completely covering the subject and is a result of personal experience. In the World encyclopedia the concept of "self-determination" is defined as the process and the result of selecting person's position, purposes and means of self-realization in the concrete life circumstances; the main mechanism of acquisition and manifestation of man's freedom. And it's further noted that personality self-determination is based primarily on the choice of the values system with which it identifies itself and is trying to implement in daily life. Means of self-reflection are consistent actions, evaluating the results of situational behavior, analysis of the results and consequences of self-employment, setting the limits on their own ideas in their realization.
There are such basic types of personality self-determination: self-determination in life (where professional self-determination is the most important part - acmeological approach); personal self-determination (as the highest level of life self-determination -personal approach).
In particular M. Pryazhnikov, sharing the concepts of personal and life self-determination, provides the classification of personality self-determination which depends on the degrees of freedom implemented in each of them: professional, life, personal. In his opinion, the life self-determination - is the choice of a particular life style and its realization in many social roles. Personal self-determination is characterized as the highest level of life self-determination, minimally constrained by external factors (Pryazhnikov, 2004).
From the standpoint of the personal approach, self-determination (English self-determination) is the process and the result of selecting person's position, purposes and means of self-realization in the concrete life circumstances; the main mechanism of acquisition and manifestation of man's freedom. The essence of the process of self -determination is in the acts of identification and approval of individual position in problem situations, when a person is going to have an alternative choice and must make existential or pragmatic decisions. The result of self-determination - the output of a person for the goals, directions and methods of activity, appropriate to its individual features, and for the formation of spiritual self-worth, abilities originally and independently realize natural and cosmic destiny through the goal setting.
From the standpoint of acmeological approach personality self-determination is considered self-identity in professional activities, required to realize its role of active regulation of their pedagogical activities, realizing own aspirations, opportunities, availability of adequate self-esteem, which is a prerequisite of professional growth.
Exploring the psychological peculiarities of professional self-determination, E. Turynina indicates that the founders of this process are A. Maslow, C. Rogers, D. Super and other scientists who were convinced that for the successful activity a personality must be studied in all its multifaceted aspects, and to develop and build social and active behavior on this basis (Turynina, 1998).
The next step in the development of personality is its self-actualization (self-realization). The idea of developing the human needs is in self-actualization, ethical ideal of which is "fully functioning person", moving to a complete self-knowledge and inner experience (by C. Rogers), is one of the prerequisites for solving the problem situation in education. This problem is related, in particular, to the difficulties of the transition from traditional teaching which is a viewed and controlled procedure with clearly stated the result, of a humanistic education, which creates the conditions for creativity.
From the perspective of personal approach, self-actualization provides cognition, expression and personal development of capabilities, achievement of the set goals in solving of important problems, which allows it to fulfill its creative potential. In consideration of this, the task of the teacher-mentor is to create opportunities for the development of personality through their own efforts, co-creation, collaboration with other people, society and the world at large.
Within the acmeological approach the concepts of "self-actualization" and "self-realization", mainly regarded as synonyms. Investigating the problem of future foreign languages teachers' training for professional fulfillment in the process of special subjects studying, I. Lebedik (Lebedik, 2007) concludes that in the center of the pedagogical concept of self-actualization there is a belief in individual human experience and its ability to self-discovery, in the possibility of expression of a unique and unrepeatable entity, in determining the direction and means of personal growth. The author defines significant influence of socio-professional requirements on self-esteem, self-assertion, self-determination, professional identity, motivation achievements in the profession, the purposes of professional growth.
The process of self-actualization, according to A. Bandura, closely intertwined with the process of life creation, sometimes it's like a prerequisite, and sometimes - the result of the latter. In this context, self-actualization begins to act as a mechanism of self-social behavior of the individual in such a way:
1. During self-actualization a specific system of value orientations is formed and recognized which determines the nature of the content and means of individual major life goals achievement, and therefore they form the basis of self-regulation of its social behavior (multiplicative with axiological approach).
2. During self-actualization socio-constructive life position develops, providing awareness of the need for creative interaction with the social environment through taking responsibility by a person for constructing person's life, attitude towards others as subjects of life, but not as means of achieving one's goals, other values of self-actualization (here we observe a multiplicative personal approach).
3. During self-actualization competence of a person crystallizes over time. It provides a unity of time perspective in human consciousness, in which the past is seen only as a source of experience, the future - just as a sphere of goal, and the present - as the only available activity time dimension (multiplicativity with competencial approach).
Thus, in A. Bandura's opinion, one of the results of self-actualization is a formation acts subjectively and objectively agreed, subjectively satisfying a certain personality lifestyle - individually selected interoperability system with the social environment (Bandura).
Summing up we conclude that the considered personal and acmeological approaches are closely intertwined with each other and multiply the multiplicative effect, within the anthropological approach. However, defining the essence of the anthropological approach in teacher mentoring, we observed interconnection with cultural study and axiological approaches. Considering this, the perspective of further research, we see in determining the effect of multiplicativity of cultural, axiological approaches in training of future teachers for teacher mentoring.
REFERENCES
1. Asadullin, R. M. and Benin, V. L. (2000), Anthropological bases of pedagogical education, Uralian state Education and Research Center, Bash. branch; BSPU, Moscow-Ufa RAO, 98 P.
2. Bandura, O. Self-actualization as a mechanism of integrated personality's life style formation, available at: http://library.rehab.org.ua/ukrainian/soc/bandura (accessed 21 October 2014).
3. Bim-Bad, B. M. (1998), Pedagogical anthropology, URAO, Moscow, 575 P.
4. Kravtsova, T. O. (2007), Theory and practice of child's education in reformative pedagogics, Imex-LTD, Kirovograd, 147 P.
5. Kurland, Z. N. (2007), "Basic approaches in formation of future-teachers' professional and pedagogical competence", Education and culture: international Scientifically-practical journal, Odesa, № 3-4 (13-14), pp. 5-8.
6. Lebedik, I. V. (2007), Training of the future-teachers of foreign languages for professional self-realization in the process of professional subjects studying: an abstract of thesis for the receipt of scientific degree of Candidate of Pedagogic Sciences, 13.00.04 «Theory and methodology of professional education», Kirovograd, 18 P.
7. Meretukova, Z. K. (2003), Scientific research and educational methodology, Publish. ASU, Maykop, 244 P.
8. Pryazhnikov, M. (2004), "Personal professional perspective", Psychologist, № 16, pp. 6-8.
9. Turynina, O. L. (1998), Psychological peculiarities of profile subclasses pupils' professional self-determination an abstract of thesis for the receipt of scientific degree of Candidate of Phychological Sciences, 19.00.07 «Pedagogical and age-specific psychology», Kiev, 19 P.
10. Ushinsky, K. D. (1990) "Pedagogical essays: V. 5.", Pedagogical essays: in 6 volumes, Pedagogics, Moscow, 528 P.
