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Implementation of pedagogical potential educational space of a comprehensive school in conditions of transformation society
ситуации становится решающим компонентом в построении необходимой для волонтера структуры дальнейших действий. «Обладание интуитивным видением означает способность совершать оптимальный выбор» [3]. Это и есть одним из ключевых аспектов для лидера.
Волонтерские компетенции не являются определенного рода связующим звеном между волонтером и непосредственно волонтерской деятельностью. Они есть составляющей частью волонтера. Именно формирование подобного рода качеств становится фактором эффективной волонтерской деятельности. Собрав воедино все вышесказанное, мы можем сделать вывод, что:
1. Формирование компетенций имеет основополагающее значение для волонтера в качестве повышения его компетентности, как личности;
2. Одним из эффективных способов становления и развития компетенций является волонтерская деятельность, предоставляющая условия для качественного личностного изменения и совершенствования;
3. Полноценное развитие компетенций происходит лишь при их активизации с помощью практической составляющей, так как только лишь теоретические знания о необходимости или способах их формирования не дают положительного результата.
Список литературы:
1. Гусева А. В. Формирование социокультурной компетенции в процессе обучения устному иноязычному общению: школа с углубленным изучением иностранных языков, французский язык: дис. ... канд. пед. наук: 13.00.02/Антонина Васильевна Гусева. - М., 2002. - 235 с.
2. Звездова А. Б. Компетентностный подход в высшем профессиональном образовании./А. Б. Звездова, В. Г. Орешкин.// [Электронный ресурс]. - Режим доступа: http://www.miep.edu.ru/uploaded/zvezdova_oreshkin.pdf.
3. Менечетти А. Психология лидера: 4-е изд./А. Менечетти. - М.: Онтопсихология, 2004. - 253 с.
4. Санин С. А. Формирование мультикультурной компетенции будущих специалистов по социальной работе в волонтерской деятельности./С. А. Санин//Гуманитарные исследования. - 2012. - № 4 (44). - С. 185-190.
5. Энциклопедия эпистемологии и философии науки. - М.: «Канон+» РООИ «Реабилитация», 2009. - 1248 с.
6. Adair J. Develop Your Leadership Skills/J. Adair. - Cornwall: British Library Cataloguing-in-Publication Data, 2007. - 89 p.
7. Cohen D. A. Developing a Measure of Sociocultural Competence: The Case of Apology/Cohen D. Andrew, Olshtain Elite//Language Learning Research Club. University of Michigan. - 1981. - V 31. - № 1. - P. 113-134.
8. Horey J. D. Leadership Competencies: Are We All Saying The Same Thing?/Horey J. D. Fallesen J.J.//The 45th Annual Conference of the International Military Testing Association. - Florida, 2003. - 13 p.
9. Lockett L. L. Enhancing Leadership Skills in Volunteers./Landry L. Lockett, Boyd B.//Journal of Leadership Education. -2012. - V.11. - № 1. - P. 233-244.
10. NASW Standards for Cultural Competence in Social Work Practice: National Association of Social Workers. - Washington, 2001. - 32 p.
11. Neuner G. Sociocultural competence in language learning and teaching: Studies Towards a Common European Framework of Reference for Language Learning and Teaching./Gerhard Neuner, Zarate Genevieve. - Germany. Council of Europe, 1997. - 122 p.
12. Pylypiuk N. Ukrainian Language Competencies for Peace Corps in Ukraine./N. Pylypiuk. - Washington, D. C.: Peace Corps, 1992. - 253 p.
Chervinska Inna Bogdanovna, Vasyl Stefanyk Precarpathian National University, Candidate of Pedagogics, Ph D., Associate Professor of Chair Theory and Methodology of Elementary Education, Ukraine, Ivano-Frankivsk
E-mail: ichervinska@mail.ru
Implementation of pedagogical potential educational space of a comprehensive school in conditions of transformation society
Abstract: Problem study is to determine the theoretical and methodological principles of formation of educational space of the secondary school in the context of modern pedagogical concepts, paradigms of educational and social tranformatsiy. The article focuses on the formation of a secondary school open educational space that is aimed at fostering a fully developed individual as a subject of his own life and success.
Keywords: educational space, formation, educational system, educational environment, personality, environmental approach, activity approach.
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Section 5. Pedagogy
The leading attribute of innovative educational institution in XXI century is an open educational space aimed at fostering a fully developed individual as a subject of his or her own life and success, mastering some key competencies necessary for life. Therefore, it is important to substantiate theoretically and experimentally test the new approaches for creating a single educational space as the most effective condition to achieve the goals of students’ educating.
As for the methodological basis of educational space research, some philosophical ideas can be taken such as ones of V. Soloviev and M. Fedorov, some searches by A. Chizhevsky, the doctrine of noosphere by V. Vernadsky, “the sphere spirit" by P. Florensky, the phenomena of “childhood space” by I. Demakov, “the educational space of adolescent’s school life «by D. Grigoriev», a child as a subject and a creator of his own life space” by N. Selivanova and B. Vulfov.
The problem of educational space is reflected in “National development strategy of education in Ukraine for the period up to 2021” stating that “the key task of today’s practice is the creation of educational space. Educational space is not only the environment but also the spiritual space of a student and a teacher; it is a cultural space that affects the development of personality. It must represent all the range of cultural values and cultural forms of life. It is the space of social and cultural life choices of the individual which self-actualize in different educational environments (academic environment, club environment of creative workshops, etc.)” [4].
The problem of the research is to determine the theoretical and methodological principles of the formation of educational space at secondary school in the context of modern pedagogical concepts, educational paradigms and social transformation.
On the basis of the research, the study of psychological and pedagogical literature and personal pedagogical experience the aim is to reveal the specifics of theoretical and methodological bases of forming the educational space at a comprehensive school in terms of society’s transformation.
Such concepts as “educational system”, “educational environment” and “educational space” belong to categorical conceptual apparatus of education. Lively discussions are held on the pages of educational media as for the definition of functional connection, the nature and structure of these concepts.
Educational system is a well-organized, complete system of components, which interaction and integration contribute to purposeful and efficient development of students at a particular educational institution.
The term “educational system” was first introduced into scientific use by Russian academician L. Novikova in 1989. Her followers were E. Baryshnikov, I. Kolesnikova, M. Rozhkov, E. Stepanov and others [5, 10]. Educational environment is a combination of factors that were really established and function in society, “granted, but not the result of constructive activity of educators as well as managers of the educational process who create conditions for students’ development”.
The attempts of researchers (M. Ilchykov, V Karakovsky, L. Novikova, G. Kovhanych), modern educators and practitioners to make the environment encouraging and adequate for the development of growing personality caused, according to V Kirichenko, the emergence and rapid entry into scientific use the term “educational space”. These scholars tend to understand that “educational space is a part of potential educational environment (typically broader than educational process itself), established by teachers and pupils”. Accordingly, the statement “educational space”, appears relatively narrower than the concept of “educational environment”. The researchers, such as V. Kirichenko and G. Kovhanych, believe that «the basic mechanism of creating educational space is interaction of subjects united by common understanding of the educational space concept, educational problems» principles and approaches to education, where a technological key point is in their mutual converting activity [3, 8]. The interesting fact in this context is the interpretation of the category of educational space by Scientist D. Alfimov. In particular, he claims that “the educational space of a modern comprehensive school is a special organization of student’s life in educational school consenters, allowing to educate a competitive person, a future leader” [1, 16]. According to I. Yermakov, school educational space is “a social cultural and pedagogical (educational) phenomenon, which forms the vital functions of institutions, the interaction of educators (teachers) and students (pupils) while involving the latter in the values and meanings of social life, creating the conditions for the emergence and implementation of the structural social and creative activity of students. In the future, school educational space will be a kind of a training playground which will help to educate a child with the help of consistent set of educational interventions without verbal notations; they will include special organization of school life, the organization of student’s life at school, social practice, social and life planning, involving a person in spiritual heritage of creation” [5, 89].
The educational space of a comprehensive school is usually multidimensional and multilevel. Compactness (the strength of educational influence) and space (size) are typical for it. In the given context it is necessary to point out some qualitative characteristics of educational space: integrity, stability, differentiation, integration, self-organization. As for the design of educational space in the social environment, the distinction of its structure and infrastructure (social institutions, public organizations, groups of people, events, institutions, communities, components, etc.) are of fundamental importance.
Educational space defines a higher degree of adjusted human interaction with social cultural and natural environment. After all, according to researchers (V. Karakovsky, L. Novikova, N. Selivanova), the conversion of a certain environment into educational space not only increases its educational potential, but creates an opportunity to manage it more effectively and efficiently. This is the difference between educational space and environment. Environment is the foundation, not the
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Implementation of pedagogical potential educational space of a comprehensive school in conditions of transformation society
result of constructive activity. Educational space is the result of humanization, mutual activity. Therefore, environment has to be used for educational purposes while educational space has to be created. That’s why, it is necessary to focus on the social challenges that occur on the way of the building of educational space in a modern educational institution:
- the contradictory nature of economic, social and political development of society leads to the fact that the school leavers can not always find opportunities to apply their knowledge and skills;
- the differences between a high level of adult’s culture and education and a low material level of their lives that is the main cause of negative phenomena among pupils;
- impairment role of education, decline in the authority of a teacher, increase in aggression, violence, pupils’ nihilism;
- organized and targeted education at schools and grassroots impact of environment;
- the confrontation between school and community;
- media contradictions (political life and historical past of our country, the ideals of the society);
- the process of education without taking into account the desires, interests and requests of children in the educational process generates formalism and fitness.
According to these social challenges, the activities of educational institutions should be aimed at the improving of educational process, which provides the following:
- the organization of educational centers — creating of school museums, thematically designed recreations;
- the organic combination of tasks that school should solve in connection with the needs of environment.
The strengthening of educational space is based on the principles that define the objective, content, ways and means of its development. The key ones among them are: the principle of child centrism; the principle of humanism; the principle of natural compliance; the principle of cultural compliance; the principle of systems; the principle of continuity; the principle of dialogue; the principle of adaptability.
The realization of pedagogical potential of educational space at comprehensive schools should be based on the methodology of “environmental approach" that adheres to the principles of pedagogical research and design, synthesizes and takes into account underlying factors of personality formation.
The general methodology of optimization in educational space functioning at school also includes “activity approach” to the formation of pedagogical conditions providing the activation of teaching and learning activity of the student. Therefore, within the functioning of educational institution it is necessary to ensure a broad range of extracurricular educational activities that promote personal fulfillment.
The educational space of an educational institution is not only an important source of formation and development of the individual, but also a place of ideological and value cultural formation both an individual and school communities, which determines the spiritual and moral, creative and intellectual atmosphere (style, lifestyle) of an educational institution and also provides some impact on the overall social cultural environment and the society of the settlement while enriching and complementing each other.
The concept of “educational space” has been defined as ambiguous by researchers today; lots of approaches to understanding of this phenomenon is explained by the scientific and personal position of the researcher, his practical experience and realizing the mechanisms of design and creation of educational space. Educational space is considered both as a pedagogical category and as a condition of personality development of a child living in a certain environment (natural, cultural, social). Under these conditions, educational space is an important factor in the humanization of modern society. The creation of educational space at comprehensive school includes the internal processes associated with the choice of priorities in pedagogical activities and external ones, which include the mastering of culture relations in the environment by the community of children and adults. The prospects of further scientific studies are associated with the research of the problem of interaction between the subjects of educational space.
References:
1. Alfimov D. V Company formation space leadership skills of pupils.//Spirituality: Methodology, Theory and Practice. -2013. - 4 (57). - S. 13-20.
2. Yermakov I. H. Education for life: models of educational systems. - Group Kh.: Vydav. «Osnova», 2006. - 224 s.
3. Kyrychenko V. I., Kovhanych H. H. Foundling space, nature and technology creation.//Postmetodyka. - 2009. -2 (86). - S. 7-15.
4. National Strategies for the Development of Education in Ukraine for the period till 2021.// [Electronic resource]. - Available from: http://zakon 4. rada. gov.ua/laws/show/344/2013.
5. Novykova L. Y. Educational system: general characteristics.//The educational system of educational institution. V 2 ch. -Ryha, 1989. - Ch. 1. - S. 7-11.
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