Suchergebnisse

The deep historical roots of the problems in schoolchildren's educational activity normalizing and educational overloads elimination, as well as standpoints of outstanding teachers of the past in these problems are revealed. On the basis of the modern pedagogical, medical-hygienic and criminological studies analysis, the long chain of dangerous consequences of the abnormal educational overload in schoolchildren is determined. The consequences of anomalies include: the loss of teachers' ability to implement the principle of training accessibility and other didactic principles; loss of students' desire to learn; mechanical learning of an educational material, which can even lead to torpidity; compulsory nature of pupils' learning activity and the authoritarianism of teachers, caused by it; zero (failure) level of mastering mathematics, physics, chemistry and other subjects; dramatically high morbidity of schoolchildren; lack of discipline, pedagogically neglected children, which in turn becomes the cause of juvenile delinquency and so on. The necessity and possibility of overloads elimination and normalizing the educational activity of schoolchildren at the government level is substantiated. Significant reserves have been considered for a practical solution to these problems, related to the domestic experience of the 1920s in the development of tightly scheduled curricula and manuals for trainees, with the current experience in reforming the content of education in Singapore. In this context, there is also evidence that in Ukraine in the 60-80's of the twentieth century the path to the standardized training implementation was laid by school pedagogical teams, headed by V.O. Sukhomlinsky and G.Ye. Hlushchenko. The article also identifies the priority measures for practical implementation of standardized educational activities of schoolchildren

This paper reviews the educational activity during Hitler's National Socialist Youth and its two branches: Hitlerjugend and The League of German Girls. Both of these branches were established during the Weimar Republic, but acquired extreme features after 1933. The Nazis realized early on the importance of educating German youth to achieve the party's strategic goals-creating the pure Aryan race, Germany as the world's leading power in political, military, economic and cultural terms, and the German people to rule the world as the most civilized people with their superior tradition and culture. Educational activities from this period were focused on eugenics, totalitarian, militaristic, racist, ideological, anti-Semitic, occult and other inhuman, anti-human and anti-pedagogical principles. In addition to the numerous negative consequences, it left in the history of pedagogy; it contributed to the destruction of an entire generation of German children and youth. For this reason, there is the need for a more detailed study of this topic in order to warn of the consequences that would occur in the future if education was ever again based on the principles of Hitler's National Socialist Youth in Nazi Germany.

The relevance of the article is indicated by referring to archival primary sources that characterize the forms and methods of scientific and artistic educational activities of the State Russian Museum in the 1940s, in particular — during the Great Patriotic War (a museum tour, an exhibition session, a lecture, a conversation with slides). This makes it possible to more accurately identify the direction of work in the following years and at the present time and indicate the need to introduce other forms of work with visitors: lectures with slides, traveling exhibitions, concerts, cycle subscriptions, trips to villages and enterprises, lectures on the radio, cooperation with the museum's publishing house and the country's press bodies.The influence of the Department of Scientific and Artistic Propaganda of the 1940s on the State Russian Museum's subsequent work on communication with the audience is expressed in the revision of the content of the excursion and lecture courses. In the 1950s—1970s, messages on the heroic past of the Soviet people, presentations of the activities of warrior artists, and communication with national unions of artists gained particular popularity. The State Russian Museum became a center for advanced training of tour guides for peripheral art museums.Documentary sources, which include archive materials, are of particular importance in the preservation of memory. Together with them, works of art created during the war or in the first post-war years play an invaluable role in restoring the truth.

Tunisia's recent movement from dictatorship to democracy presents a unique opportunity to understand educational developments in post-revolutionary settings. Within Tunisia, the study of the post-revolutionary scenery is integral because it is likely that education now has to deal with the baggage and verbiage of education for democracy as it attempts to partake in the global souk in a post-Ben Ali era. Using Tunisia as a case study, this research examines educational developments within transitory democratic spaces to advance the research hypothesis that revolutions act as an 'educational contagion' as new ideas are imported and old ones realigned to seek national competency and international legitimacy. In this context, the study explores how the current post-revolutionary reforms are engendered, as in the case of Tunisia's recent movement from revolution to elections, and engages in the themes and purposes of educational transformations. Theoretically, this study draws upon two strands of research in comparative and international education that strive to understand why states import new educational reforms and who is responsible for these reforms. A qualitative methodological scaffolding of latent and manifest content analyses is utilized to examine Tunisia's education policies in the pre-and post-revolutionary period―revealing the "actors" and "institutions" that facilitated, giddied, and undergirded new reform initiatives. It explores the confluence of 'when' and 'why' educational reform is imported and exported and address who benefits from such reforms. The findings show that the post-revolutionary education reforms have taken on a whole new role and have given Tunisia the potential to become an exemplar for all countries faced with the challenges stemming from economic globalization.

The theoretical and experimental (empirical) studies of the motive and motivation for achieving success, which began in the second half of the twentieth century, have so far practically not dealt with school educational activities and were mainly related to different types of professional activities of people. Successful learning in school is at the heart of all other activities that a person enters into after graduation from high school. In this regard, it becomes necessary to form and develop motivation for achieving success in children during that period of life when they are still studying at school. For this, it is necessary to solve a number of theoretical and methodological issues related to the formation and development of such motivation in schoolchildren. These questions relate to the creation of a theoretical model of motivation for achieving success in educational activities, determining its main components, developing methods for their diagnosis, methods of organising and conducting training aimed at developing the motivation and motivation for achieving success in schoolchildren. All these questions are posed and solved in this study.

In this book an eminent scholar and policymaker analyzes the lessons history can teach those who wish to reform the American educational system.Maris Vinovskis begins by tracing the evolving role of the federal government in educational research, providing a historical perspective at a time when there is some movement to abolish the U.S. Department of Education. He then focuses on early childhood education, exploring trends in the nineteenth and twentieth centuries. He examines the troubling history of the Follow Through Program, which existed from 1967 to 1994 to help Head Start children make the transition into the regular schools, and he reviews the development of the Even Start Program, which works to improve the literacy of disadvantaged parents while providing early childhood education for their children. He discusses changing views toward the economic benefits of education and critically assesses the validity and usefulness of the idea of systemic or standards-based reform. Finally he develops a conceptual framework for mapping and analyzing education research and reform activities

In this article, the authors explore the life and work of a well-known statesman and public figure, a linguist, the first Minister of Education of autonomous Soviet Kazakhstan, the leader of the national liberation movement of the early 20th century.

The article presents the content of problem-based teaching, the teacher's ability to create problem situations in the course of the lesson, and psychological-pedagogical ways of organizing education that develops the student's intellectual power. The main stages of teaching and didactic goals are indicated on the basis of problem-based education.

The practical application of the principle of humanization of education has a positive effect on the development of reflection and self-regulation in the pupil, the formation of his relationship with the world, the formation of a person who is a carrier of democratic and humanistic relations in society. Development can be seen as the process by which a person solves three types of tasks (natural-cultural, socio-cultural, and socio-psychological). These tasks can be used to identify aspects of personal development that need to be centralized in social education.

New social challenges related to national security, protection of the population, awareness of the need to use means of individual and personal protection in conditions of military instability lead to increased attention to youth's military-patriotic education and the need to update the productive achievements of the last century on the outlined issues, as the country has had significant developments that should be adapted to modern conditions. The purpose of the article is to update the experience of educational activities on civil defense (70-80s of the XX century) in the context of youth's military-patriotic education and increase of the population's protection level in conditions of instability. Principles of the unity of the historical and logical, sequence, continuity, connection of theory with practice comprise the methodological basis. The scientific novelty consists in the actualization of productive ideas of 70-80s of the XX century on the implementation of youth's military-patriotic education, in particular through educational activities on civil defense with an emphasis on certain conditions under which these activities will be effective. Conclusions. Updating the experience of educational activities on civil defense and its retransmission to the modern practice of youth's military-patriotic education can significantly increase both the level of the population's protection in conditions of instability and the level of civic responsibility, because, unfortunately, there is a situation of youth's disengaging from the realities in which Ukraine is and the substitution of conscious perception of reality for promotions and advertisements, which creates a kind of an inadequate perception of existing threats and challenges to their safety and the safety of others; and sometimes even the unconscious creation of situations of instability and risk. Prospects for further research are the outlining of the ideological component of educational and pedagogical activities on civil protection.

The article deals with the problem of creating organizational and pedagogical conditions in the higher education system for the individualization of the educational process in order to provide each student with the opportunity to choose an individual educational path in accordance with personal and professional interests, needs and aspirations. To implement the idea of individualization as the most important conceptual basis of modern education, the author substantiates the importance of the process of designing individual educational activities of students, which puts students in a subjective position, actualizes their educational activity, initiative, independence and responsibility. The design of individual educational activities is understood as the interaction of a teacher and a student, during which the student determines the goals, objectives, directions, ways and means of his individual educational movement. As a mechanism for launching individual educational activities, the author suggests using the technology of educational mapping as a modern didactic tool that allows the subject of activity to objectify and comprehend his subjective reality. The experience of first-year undergraduates working with educational maps based on the "Educational Cartography" technology presented in the article is a practical example of ensuring students' conscious entry into the process of designing individual educational routes, plans, programs of personal and professional formation and development as separate components of the organization of individual educational activities.