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10что все эти взаимосвязи опосредуются человеческими эмоциями.
Резонансо -синергетическая парадигмальная модель экологической социализации характеризуется опорой на различные теории и концепции, в рамках которых исследуется синергетическая природа экологической социализации личности. Вместе с тем, синергетика стала основой для выделения инвариантной ее сущности, которая затем явилась базовым условием ее проектирования. Физическая природа резонанса выступает как идентификационная его характеристика, проявляется в пространственном, информационном, коммуникативном, общественном аспектах бытия. Теоретической предпосылкой построения резонансно-синергети-ческой модели экологической социализации личности в поликультурном образовательном пространстве выступают теории, концепции, посвященные исследованию естественных (собственно биологических), социально-коммуникативных, химических, физических, информационных и др. систем, которым свойственен резонансный механизм в силу их открытости, неравномерности, нелинейности. Осмысление онтологического статуса частных моделей позволяет находить его отражение в специфическом смысле понятие «резонанс», которое фигурирует в случае изучения механизмов взаимодействия в динамических, многомерных системах, какой и является модель системы экологической социализации личности в условиях поликультурного образовательного пространства, существующей под воздействием некоторых сил, создающих определенное поле возмущения.
Поликультурное образовательное пространство обладает потенциальными ресурсами среды (событий); в ней становится возможной (или невозможной) передача функций управления педагогом личностью обучающегося; и по мере освоения этих функции обучающиеся становятся все более спо-
собными к самоуправлению. Приняв за основу си-нергетический принцип управления индивидуальным внутренним субъективным пространством саморазвития обучающегося, педагог прогнозирует развитие этой системы через опосредованное взаимодействие с отдельными ее элементами, влияя при этом на становление субъектности ребенка через его определенные «резонансные зоны».
Если понимать резонанс с точки зрения иррационального, то этот «отклик» есть особенные факторы, способы; это есть содержание воздействий для инициаций цепной реакции, долговременность и эффективность которых обусловлено этнической идентичностью личности обучаемого: «что ближе душе», «ближе к проповедуемым культурным ценностям», то соответствует традициям, обычаям, стереотипам. Все это приводит к мысли об избирательности факторов, вызывающих нужный резонанс, а именно: возрастные характеристики субъектов, этническая идентичность, менталитет, стереотипы поведения, нормы, представления, образ жизни, индивидуальные приоритеты, эмоциональное состояние, степень доверия к агенту социализации (его референтность), сила воздействия, периодичность воздействия, протяженность воздействия, средства воздействия, связь источника воздействия с другими источниками для оказания системного эффекта.
Литература
1. Колесникова, И.А. Педагогическая реальность в зеркале межпарадигмальной рефлексии / И.А. Колесникова. - СПб.:ГУПМ, 1999. - 242 с.
2. Иконникова, Н.И. Экзистенциалы личности и парадигмы экологического образования / Н.И.Иконникова // Философия экологического образования / под ред. И.К. Лисеева. - М.: Прогресс-Традиция, 2001. - 416 с.
COMMUNICATIVE IMAGE OF HIGHER EDUCATIONAL ESTABLISHMENT TEACHER
Bieliaieva O.M.
Higher State Educational Establishment of Ukraine "Ukrainian Medical Stomatological Academy", Poltava
PhD, Associate Professor
ABSTRACT
Communicative image of Higher Educational Establishment teacher was considered. The content of such notions as "communication", "intercourse", "pedagogical communication" was differentiated. The main models of pedagogical communication were analyzed, taking into consideration perceptive and interactive components. The author substantiates idea that knowledge of psychological, content-related and processual principles of pedagogical communication promotes socialization of the teacher, provides high level of pedagogical skills and serves as effective method of formation and correction of Higher Educational Establishment teacher image.
Keywords: Higher Educational Establishment teacher image, communication, perception, interaction, models of pedagogical communication.
Problem setting. The study of the problem con- considering transformations that characterize all cerning teacher image of Higher Educational Establish- spheres of Ukrainian society. Among various factors ment has great practical and theoretical importance that determine the relevance of this work, the following
should be noted: 1) communicative image of teacher is an integral part of professional culture and indicator of pedagogical skills; 2) personal image of teacher as the official representative of Higher Educational Establishment is an integral component of such complex process as creating a positive image of any Higher Educational Establishment, that leads to its successful promotion on the market of educational services; 3) the study of image enables to determine its influence degree on social well-being of teacher, appropriateness of teacher image to education system, which depends on socio-economic, political, ideological, cultural, historical and other factors; 4) positive image of teacher ensures maintaining one of the fundamental humanistic pedagogical principles in practice — the "principle of "education through personality".
Recent research and publications analysis. The works of the scientists [3], [4], [5], [6], [7], [8], [10], [12], [14], [15], who considered various aspects of teacher image (teacher or lecturer) from the standpoint of communication theory, psychology, pedagogics, sociology become of great importance for the implementation of outlined problem scientific research. This fact gives grounds for stating new interdisciplinary branch — pedagogical imagolody, which, according to A. Kaliuzhnyi [3], gives the opportunity to take another look both at education process in Higher Educational Establishments and also teachers.
Paper objective. The article is aimed to consider the communicative aspect of teacher image and to analyze the main pedagogical communication models including perceptual and interactive components.
Paper main body. The word "image" appeared in European and Slavic languages from Latin. In Latin-Russian dictionary Y. Dvoretskyi [2, P. 375] represents several meanings, among which are the following: 1) depiction; 3) image; 4) reflection; 5) vision, visibility; 6) visuality, mental picture, imagination, notion, idea. The notion "image" appeared in pedagogics from advertising and PR sphere (PR - public relations) and was being investigated extensively since last century 90-ies. The most often teacher image is represented as a totality of external and internal personal, individual and professional qualities of the teacher that enable effective teaching.
S. Yakusheva [15] defined the image of teacher as an integrative quality of personality, synthesis of intellectual, appearence characteristics, kinetic, communicative, environmental (material and social) and artistic culture, which was a multifunctional system and the most important component of pedagogical skills. While studying the image of teacher from Gestalt psychology approach, T. Turkot identified the following compo-
nents [10, P. 486-487]: 1) professionalism and competence; 2) erudition; 3) creative energy; 4) high level of general and pedagogical culture; 5) psychologically-individual qualities (empathy, responsiveness, reflexiv-ity, friendliness, ability to prevent conflicts, following of Roman law postulate "Homo res sacra (est)" — "Man is a sacred thing"); 6) good physical and mental health; 7) external aesthetic attractiveness (perfect neatness, appropriate clothing, makeup, jewelry, gait, posture, friendly smile, facial expression).
The comprehensive study of teacher image is not possible without considering such integral component of its structure as communicative. To avoid terminological inaccuracies it is necessary to differentiate the meaning of such notions as "communication", "converse", "pedagogical communication". So, communication is a purposeful process of information transferring or exchange between two or more entities and also their influence using semiotic system [9, P. 28]. Regarding mentioned scientists approaches [1; 11] we consider that communication is not identical with converse, but is only one of its components (including perception and interaction). Perceptual aspect of communication involves perception processes of one another partners while communicating and establishment of mutual understanding on this basis, interactive aspect includes organization of interaction between communicating individuals, i.e. exchange not only knowledge and skills, but also actions [1, P. 22]. Interaction in psychology is determined as "the process of direct or indirect influence of objects (subjects) on each other, providing their mutual conditionality and intercommunication [13, P. 46]".
The distinction between the notions "communication" and "converse" enables to accept the definition of pedagogical communication (PC) proposed by A. Kuzminskyi, which defines PC as totality of methods and means, while practising ensures education and training objectives achievement and defines the nature of interaction between two main subjects of pedagogical process [4, P. 143].
The knowledge of psychological, content-relative and processual basics of PC contributes to the teacher socialization, provides a high level of teaching skills and serves as an effective means of academic staff image formation or correction. The Belarusian researcher O. Murashov emphasized: "... formation of the positive image results in the process of working on the so-called negative students communication scenarios, that serve as a means for "studying" the teacher as a person ... [6, P. 142]".
Among various classifications of PC styles the best known nowadays is the classification proposed by M. Talen (see table 1).
Table 1
Model Characteristics
"Socrates" Teacher is the supporter of discussions and debates that are purposely initiated by him during lessons, thereby provoking students to stand for their own positions and views.
"The head of group discussion" Teacher is the mediator in achieving cooperation between students. The most important result of discussion for "the head of group discussions" is the achievement of democratic consent.
"Master", "Maitre" Teacher is behavior pattern not only in educational process but also in life.
"The General" Teacher is the leader, who always right about everything, requires strict discipline and obedience from the students, strict directions implementation.
"Manager" Teacher is focused on ensuring quality control and final teaching result by encouraging students independence and their initiatives.
"Trainer" Teacher is the encourager of successful group educational activities by creating "corporate" atmosphere in the student group. In this model the main point is collective positive final result.
"Guide" Teacher is the encyclopedist. He/she masters pedagogical methods and techniques, intelligent, but laconic, restrained, tactful. Being technically perfect, this teacher is often frankly boring.
According to another typology arranged on the basis of students observations [8] teachers are divided into "eternal students", "former sailors", "indifferent", "en-
Presented above classifications, in our opinion, are perceptually oriented, whereas the interactive PC aspect is introduced in them rather superficially. The clas-
vious", "limited", "boss". However, there are "foodies", "friends", "clock punchers" among teachers (see table 2).
Table 2
sification, based on the works of V. Kan-Kalik and discussed in the works of T. Turkot [10] and M. Filonenko [12] is more applicable for determining interactive PC component and teacher image as a whole (see table 3).
Model Characteristics
"Eternal students" Teachers who understand the student, perceive as a person, enjoy discussing different topics, have high intellect and professionalism.
"Former sailors" Teachers who are trying to establish military discipline, when "discipline" means total and absolute acceptance of their point of view; appreciate "slavery", but not intelligence and ability to think logically, try to crush personality, student's own self by means of administrative measures and influences.
"Formalists" Teachers who "serve" their time: allow students to do what they please, as long as they do not interfere with them .
"Indifferent", "envious", "limited", "boss", "clock punchers" Teachers who do not correspond to the ideal generated in students according to their professional and personal qualities.
"Foodies", "friends" Teachers who get the utmost students respect, because they "go full force", "enjoy working with students". The most appreciated teacher image for the student.
"Standard" Teacher knows the subject, loves his work, he is difficult to communicate with, stubborn, ambitious, is not interesting neither to himself nor to students. In students opinion, this is the most common type of teacher.
Table 3
Model Characteristics
"Mont Blanc" Teacher "is overlooking" the audience like a mountain top: he is far-off the students, avoids personal interaction with them, ignores or perceives superficially students apply-ings or proposals. Communicative interaction is limited to formal contacts in this model and, as a rule, confined only to the information presentation, resulting in the emergence of the so-called "halo of alienation" and psychological barriers between teacher and students. The feedback from the students is virtually absent. The personal image of teacher is negative.
"Chinese wall" Teacher makes an attempt to establish the psychological contact with students, understands them, assists in solving problems, but at the same time emphasizes his status, demonstrates the superiority, has a tendency to mentoring. The superficial feedback from the students is present.
"Locator" Communicative interaction of teacher with students has a differentiated, selective nature: the teacher focuses on low-achieving or high-achieving students. The entirety of communicative subject-subject interaction is frustrated, deforming and can ultimately have negative influence not only on the individual lecturer image, but also on Higher Educational Establishment as a whole.
"Grouse" The model is inherent in teachers, stuck in their scientific work, but have a low level of methodical and communicative culture. The teacher hears only himself, his attention is not directed at the student. The lack of tolerance becomes a hindrance to the perception of critical remarks and proposals, adequate response to them. The connection "teacher-student" is missing.
"Hamlet" Teacher is very responsive to the opinion of the student audience, he is more concerned about the external side of his pedagogical activities than its contents. Despite attempts to win the students favor and authority, such teacher, as a rule, is not respected among students.
"Robot" The activity of teacher is strictly regulated by programmes and instructions. The so-called "paper matters" are in the foreground of such teacher. Communication with students is tactful, but without emotional coloring — the teacher ignores psychological condition of the student, age-specific, gender, ethnic peculiarities. As a consequence, the students attitude to such teachers is indifferent or negative.
"I myself' or "Brood-hen" Teacher tries to perform all the functional duties scrupulously according to the basic directions of teacher's activity in Higher Educational Establishments (educational, scientific-methodical, scientific-research, educational, consultative), but special attention is paid to educational work. Taking into account a large amount of problems that such teacher tries to solve, as a rule, he becomes the "victim" of "emotional burnout" syndrome that leads to disappointment in the results of his own scientific and educational activities, low self-esteem, doubts about abilities in scientific work and lack of time for self-education and professional development.
"Union" Teacher is self-critical, creative. Communicative interaction with students is aimed at cooperation and mutual understanding. The teacher is inherent in tolerance and empathy. The most productive model, which provides a positive image of certain teacher and educational establishment as a whole.
The undeniable positives of this classification, in our opinion, is that it is not only analyzes possible models of pedagogical interaction, but highlights its advantages and disadvantages, what is crucial for constructing or correcting the lecturer's image.
Conclusions. Sensu strictiore teacher's personality, his communicative image, the ability and desire to establish a dialogue with students, the ability to pedagogical communication, but not representation of certain amount of subject knowledge, understanding and adequate perception of the student not as a slave but as an equal partner serve as indicators of pedagogical culture in general and pedagogical skills in particular. Sensu largo a positive image affects not only the social well-being of the teacher, his professional self-realization, but also ensures the formation of positive image of Higher Educational Establishment.
Prospects for further research in this direction is projected in profound study of pedagogical communication processes based on teachers education qualification and educational establishment profile.
References
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2. Dvoretskiy I. H. Latinsko-russkiy slovar. Okolo 50 000 slov / Iosif Hananovich Dvoretskiy. - [3-e izd., ispr.]. - Moscow: Russkiy yazyik, 1986. - 840 s.
3. Kalyuzhnyiy A. A. Psihologiya formirovaniya imidzha uchitelya. - Moscow: Gumanitar. izd. tsentr VLADOS, 2004. - 222 s.
4. Kuzminskiy A. I. Pedagogika vischoyi shkoli. -Kyiiv: Znannya, 2005. - 486 s.
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15. Yakusheva S. D. Pedagogicheskiy imidzh sov-remennogo prepodavatelya vyisshey shkolyi [Elektronnyiy resurs]. - Access mode: http://sibac.info/in-dex.php.
ДО ЮТОРП Д1ЯЛЬНОСТ1 КИ1ВСЬКОГО ТОВАРИСТВА ЕСПЕРАНТИСТ1В «ЗЕЛЁНАЯ ЗВЕЗДА» («VERDA STELO»)
Клименко Ю.А.
кандидат педагоггчних наук, Уманський державний педагоггчний унгверситет 1мет Павла Тичини, старший викладач кафедри соц1ально'1 педагог1ки та соц1ально'1 роботи, Умань
THE HISTORY OF KIEV COMPANY ESPERANTO «GREEN STAR» («VERDA STELO»)
Klimenko Ju., Ph.D., Uman State Pedagogical University named Paul Tyczyne, associate professor Department of Social Education and Social Work, Uman
АНОТАЦ1Я
У статп висвилено юторш створення та дiяльностi Кшвського товариства есперантиспв «Зелёная Звезда» («Verda Stelo») на початку ХХ ст. Автором розкрито важливу роль товариства у справ популяризации есперанто-руху та розвитку цього соцюкультурного феномену.
ABSTRACT
The article highlights the history and activities of the Kiev Society of Esperanto «Green Star» ( «Verda Stelo») in the early twentieth century. The author reveals the important role of the company in case of popularizing Esperanto movement and the development of social and cultural phenomenon.
Ключовi слова: Esperanto, Esperanto movement, Esperanto Kiev company «Green Star» ( «Verda Stelo»).
Keywords: есперанто, есперанто-рух, Кшвське товариство есперантиспв «Зелёная Звезда» («Verda Stelo»).
Постановка проблеми. Есперанто - штучно створена мова, призначена для оптимiзацii взаемо-ди людей, що належать до рiзних нацш. На думку дослвднишв у галузi штерлшгвютики, есперанто можливо вивчити швидше шж будь-яку нацюна-льну мову завдяки и простiй i правильнiй побудовi, есперанто уможливлюе рiвноправне становище мiж людьми через те, що т для кого мова не е рщною. Есперанто - нейтральна мова, розмовляючи якою люди не ввдчувають тиск iноземноi' мови, тому з'яв-ляеться ввдчуття рiвноправностi при спiлкуваннi з представниками iнших кра!н, а це призводить до пiдвищення ввдчуття людсько! та нацiональноi пд-ностi.
Мiжнародна мова «есперанто» - сощально-ку-льтурний феномен, ушверсальний засiб мiжкульту-
рного дiалогу та людського взаеморозумiння в зага-льносвiтовому масштабi. 1! творцем е Людвж Лазар Заменгоф - польський лiкар-окулiст, лiнгвiст i по-лмот, автор праць в галузi штерлшгвютики, акти-вний громадський дiяч.
Аналiз останнiх дослiджень i публiкацiй. Бь льше ста рокiв функцiонуе i розвиваеться планова мова «есперанто», створена в процеа пошукiв оп-тимальних шляхiв вирiшення проблеми стлку-вання багатомовного людства. Унiкальний експе-римент функцюнування i розвитку сконструйова-ного повноцшного засобу спiлкування привертае до себе все б№шу увагу як в теоретичному плаш, так i з точки зору практично! громадсько! значущо-стi.
