Preschool education: "a modern approach to the dialogue of cultures." Psychological view (PsyVision) - quizzes, educational materials, catalog of psychologists with various new subjects
This article reveals the cultural approach as a theoretical basis for the mental education of a future teacher who is able to work effectively in a multicultural educational environment; the concept of “dialogue of cultures” is considered, on the basis of which it is possible to analyze modern trends in the development of higher education pedagogy; the importance of dialogic culture is substantiated as the most important component of the professional and personal competence of a modern specialist; the educational potential of pedagogical disciplines and technologies for organizing educational and cognitive activities in higher education are revealed, ensuring the effective implementation of the dialogue of cultures as a means of mental education of the future teacher. The dialogue of cultures in modern higher education forms such general scientific and professional competencies as the ability to understand the meaning of culture as a form of human existence; be guided in their activities by modern principles of dialogue and cooperation; readiness for a tolerant perception of social and cultural differences, respectful and careful attitude towards the historical heritage and ethnocultural traditions of various peoples. The dialogue of cultures in the study is designated as a means of self-organization of personal reflection, characterized by a focus on cooperation in communication, recognition of the partner’s right to his own point of view and its defense, the ability to listen and hear the partner, the willingness to look at the subject of communication from the partner’s position, the ability to sympathize and empathize.
culture
cultural approach
concept of “dialogue of cultures”
mental education of the future teacher
ways to implement dialogue of cultures in higher education
2. Bakhtin M.M. Aesthetics of verbal creativity. – M., 1979. – 314 p.
3. Berdyaev N.A. The meaning of the story. – M., 1990. – 245 p.
4. Bondarevskaya E.V. Theory and practice of student-centered education. – Rostov-on-Don, 2000. – 254 p.
5. Pedagogy: personality in humanistic theories and systems of education: textbook / ed. E.V. Bondarevskaya. – M., 1999. –560 p.
6. Ushinsky K.D. On the need to make Russian schools Russian // History of pedagogy in Russia: a reader for students. Faculty of Humanities higher textbook establishments / comp. S.F. Egorov. – M., 2002. – P. 227–230.
7. Chapaev N.K., Vereshchagina I.P. Modern problems of mental education in the light of the pedagogical ideas of K.D. Ushinsky // Historical and pedagogical journal. – 2012. – No. 1. – P. 118–126.
8. School of dialogue of cultures: Ideas. Experience. Problems / under general. ed. V.S. Bibler. – Kemerovo, 1993. – 414 p.
In the context of the social, cultural, ethnic and religious diversity of Russian society, the preparation of a future teacher capable of creating an atmosphere of mutual understanding, dialogue and cooperation in a multinational and multicultural school becomes the primary task of higher professional pedagogical education in the Russian Federation.
Training a competent specialist in the context of the above is impossible without taking into account the cultural component of the content of higher education. If we turn to a meaningful analysis of the concept of “culture”, then it most often acts as a synonym for progressive spiritual and material values of both an individual and all humanity. For example, N.A. Berdyaev believed that “culture is connected with the cult of ancestors, with legend and tradition. It is full of sacred symbolism, it contains signs and similarities of other spiritual activities. Every culture, even material, is a culture of spirit; every culture has a spiritual basis - it is a product of the creative work of the spirit on natural elements.”
Today, at a sharp turning point in our history, the mental education of future teachers should be based more than ever on national values, traditions and national culture. Another founder of Russian pedagogy, K.D. Ushinsky formulated the principle of a directly proportional relationship between the level of development of the people’s self-awareness and the level of borrowing. According to this principle, the more national character there is in a public education, the more freely it can borrow whatever it pleases from other nations. The core of mental education, according to K.D. Ushinsky, should be the study of the native language, national culture, including religious culture and history of the Fatherland, as well as the formation of respect for one’s fatherland. Emphasizing the extreme importance of preserving and enhancing national cultural traditions, K.D. Ushinsky introduces into the scientific circulation of pedagogy the category of nationality, which for him has a pronounced mental connotation. According to N.K. Chapaeva and I.P. Vereshchagina, “...the power of the genius of K.D. Ushinsky manifests himself in the fact that he sees the possibility of eliminating socio-economic troubles not in revolutionary transformations, not in the “revival of Russia”, not in “building a new Russia”, but in ways of increasing and enriching knowledge of Russia and self-respect.”
In the works of teacher-researcher E.V. Bondarev's mentality is defined as a characteristic of the way of life of a nation, a social community, and mentality is defined as a reflection of the attitude of individual people, their ideas about the mentality of other people, and the forms of their behavior. Mentality is the most important characteristic that reveals the cultural and value potential of an individual and further determines the formation of his worldview. Mentality expresses beliefs and traditions conditioned by collective ideas, containing in the consciousness values, attitudes, motives and behavior patterns. Acquaintance with national culture is one of the most important areas of education of the younger generation; it constitutes the spiritual basis for the formation of personality and the education of its mentality.
In the interpretation of the trends in the development of modern education in Russia and its mental characteristics, several points of view can be found. According to one of them, the Russian education and training system is in a deep crisis. The second point of view is based on the idea that if we integrate all the best that has been created in domestic pedagogy with what has been developed in the field of education and upbringing in Western Europe and the USA, then we will certainly solve all our pedagogical problems. We are supporters of the point of view according to which, in a multinational, multicultural society, the key to our progress in the field of education and upbringing is constant reliance on our cultural, educational and educational values and traditions; for a critical understanding of foreign experience in the field of education and upbringing; on deep knowledge and assimilation of the ethnopedagogy of the peoples of Russia, which contains enormous spiritual and moral potential, and has accumulated rich experience in the formation of a culture of interethnic communication. Our country is a “spiritual space” for dialogue between distinctive cultures and the different peoples and nationalities living there.
Dialogicality is organically inherent in man at all stages of his evolution. “Life is dialogical by nature,” says M.M. Bakhtin, - to live means to participate in dialogue: to question, listen, respond, agree, etc. A person participates in this dialogue with his whole life: with his eyes, lips, soul, actions. He puts all of himself into the word, and this word enters the dialectical fabric of human life, into the world symposium... Every thought and every life flows into an unfinished dialogue.” V.S. Bibler, explaining the features of his concept of the “School of Dialogue of Cultures,” notes that “the transfer of modern knowledge and the development of a culture of thinking, moral culture are completely different tasks. Not ready-made knowledge, abilities, skills, but the culture of their formation, transformation, transformation - this is what a graduate of our school should have.” In the modern sociocultural situation, a person is at the border of cultures, interaction with which requires him to be dialogical, understanding, and respect for the “cultural identity” of other people.
Modern research shows that the implementation of the concept of “dialogue of cultures” in the educational space is possible in several directions. Firstly, increasing dialogism and criticality in understanding the world that surrounds us, which we study, including through involvement in joint activities with other people. Secondly, the development of a person’s internal dialogue for in-depth understanding and comprehension of himself. Thirdly, it is strengthening dialogicity between all participants in the educational process.
“Dialogue of cultures” as an element of culturological and competency-based approaches in the preparation of a future specialist is intended to form such general scientific and professional competencies as
● the ability to understand the meaning of culture as a form of human existence;
● be guided in their activities by modern principles of tolerance, dialogue and cooperation;
● readiness for a tolerant perception of social and cultural differences, respectful and careful attitude towards the historical heritage and cultural traditions of various peoples.
Of particular importance for the practical organization of the process of training future teachers in the context of the above approaches are the studies of E.V. Bondarevskaya. Dialogue in her research is considered as a criterion for the self-organization of personal reflection, characterized by a focus on partnership in communication, recognition of the partner’s right to his own point of view and its defense, the ability to listen and hear the partner, the willingness to look at the subject of communication from the partner’s position, the ability to sympathize, and empathy. The use of dialogue, in her opinion, will allow achieving a high level of self-organization - the transition of students to the status of subjects in conditions where
● dialogue will truly become an exchange of information (the content of culture), and not the implantation of “correct” positions; knowledge will be interpreted as part of culture, and not a reproductive reproduction of the material read;
● there will be “mutual complementarity” of opinions, and not a guideline to the “only correct” answer of the teacher (teacher);
● the teacher (teacher) will encourage students (students) to think, critically evaluate, motivate, using indirect control mechanisms.
However, the ability to conduct a productive dialogue with students, taking into account the above-mentioned principles, has not yet become the professional asset of every university teacher. In our opinion, this is possible only under one condition - if a higher school teacher masters teaching technologies aimed at developing a dialogical culture of a future specialist. This problem is especially relevant when preparing a future teacher. It is in the process of educational and cognitive activity at a university that future teachers master the methods, forms and culture of organizing dialogue, gain experience in dialogue communication in order to subsequently implement it in their professional activities. In addition, cooperation and dialogue in the educational process ensure the personal and semantic development of the subjects of interaction, where the mechanisms of self-development, self-realization and self-education of the personality of the future specialist come into play.
Many years of practical experience in teaching at the Sterlitamak branch of the Bashkir State University at faculties that train teachers to work in a multinational school (faculty of Bashkir philology, philological faculty (Russian department, Tatar-Russian department, Chuvash-Russian department, foreign department)), shows that Effective implementation of the dialogue of cultures as a means of mental education of students involves the inclusion in the content of pedagogical education of such elements as
● expansion of ethnocultural and ethnopedagogical components through the acquisition of knowledge in ethnopedagogy and ethnopsychology;
● mastering the content, forms and methods of pedagogy and psychology of interethnic communication;
● formation of appropriate skills for using acquired knowledge in practical activities in a multicultural educational environment;
● development and improvement of the necessary personal qualities of the future teacher.
The implementation of the dialogue of cultures as an important means of mental education of the future teacher is possible subject to the effective organization of such areas of activity of a higher school teacher as
● identification and use of the spiritual and moral potential of folk pedagogy in the educational process;
● understanding of folk pedagogy as the ideological and instrumental basis of professional processes of socialization and personality development;
● developing students’ pride in their culture and at the same time overcoming their national prejudices and prejudices;
● use of the educational potential of folk pedagogy, the traditions of which contain unlimited possibilities for improving the culture of interethnic relations;
● formation of positive motivation among future teachers to carry out ethnocultural education and upbringing of children, development of their sensitivity to cultural pluralism, knowledge of the features and traditions of education in foreign pedagogy;
● equipping teachers with knowledge about the socialization of children in various ethnic cultures, the peculiarities of interethnic interaction, models and technologies for introducing the ethnocultural component into the education of pupils and preparing them for effective interethnic interaction;
● mastering and taking into account in educational work the psychological characteristics of students of different cultures and nationalities;
● equipping students with methods for diagnosing the ethnopsychological characteristics of students, methods and means of folk pedagogy.
In our pedagogy classes, we pay special attention to the problem of interaction between people of different races, cultures and religions in historical and comparative aspects, which allows students to better understand the complex problems of modern education. The solution of the set tasks is facilitated by the study of such special courses and elective courses as “Nature-appropriate pedagogy”, “Ethnopedagogy and ethnopsychology”, “Multicultural education”, “Comparative pedagogy”, “Spiritual and moral education in the modern educational space”, “Psychological and pedagogical determinants formation of tolerant consciousness of the individual”, “Folk gaming culture”, etc.
Effective ways to implement the dialogue of cultures as a means of mental education in the process of preparing a future teacher are such as
● visiting performances, local history museums, exhibition halls;
● organizing holidays (for example, “My Genealogy” (“Shezhere Bayramy”)), Olympiads, quizzes, competitive programs including ethnopedagogical material, ethnopedagogical expeditions;
● analysis of situations using examples from the practice of forming a culture of interethnic communication.
The enormous educational potential in terms of implementing a dialogue of cultures as a means of education is also contained in interactive and active forms and methods of work that form a sustainable interest in the process of developing a personal dialogical culture and the need for self-development, such as
● work in microgroups to draw up plans and notes for extracurricular activities focused on universal and national values;
● creative, individual and group forms of work on studying, illustrating and dramatizing folk national customs, holidays and traditions;
● “protection of projects”, business games, educational discussions, “round tables”, presentations aimed at discussing the problems of creating a culture of interethnic communication;
● research assignments, master classes on comparative analysis of various folk education systems;
● travel games, role-playing games (“Russia is my Motherland”, “Travel to the Republic of Bashkortostan”, etc.);
● game and communication trainings for students to gain experience in interethnic communication while studying at school, in the family, in a communication environment.
A significant role in the implementation of the dialogue of cultures as a means of education in higher education is played by cultural and sports events using folk customs and traditions, in the process of which a special educational environment is formed, providing each student with the opportunity to demonstrate their creative abilities and capabilities in an informal setting.
The problem of implementing the dialogue of cultures as a means of mental education of the future teacher must be considered comprehensively, bearing in mind the creation in a higher educational institution of an educational space that will facilitate the effective preparation of a future specialist for work in a multinational and multicultural environment.
Reviewers:
Kozlova P.P., Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy of the Sterlitamak branch of the Bashkir State University, Sterlitamak;
Fatykhova A.L., Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy of the Sterlitamak branch of the Bashkir State University, Sterlitamak.
The work was received by the editor on November 29, 2013.
Bibliographic link
Valeeva R.R., Abdrakhmanova M.V. DIALOGUE OF CULTURES AS A MEANS OF MENTAL EDUCATION OF A FUTURE TEACHER IN A MODERN HIGH SCHOOL // Fundamental Research. – 2013. – No. 10-13. – P. 2949-2953;URL: http://fundamental-research.ru/ru/article/view?id=32942 (access date: 06/22/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
Dialogue of cultures in a multinational educational environment
Children always represent the people in their purest form.
When the national dies in children, this means the beginning of the death of the nation.
G.N. Volkov
Dialogue of cultures is a situation of collision of “cultures of thinking, different forms of understanding” that are fundamentally irreducible to each other.
This concept is included in programs and curricula, in the concept of educational development, and is voiced in lecture courses for teaching staff during advanced training. It can be found in a variety of fields of knowledge - in art history, in cultural studies, in literary studies, in pedagogy related to the education of representatives of ethnic cultures, as well as in sections of linguistics.
The formation of intercultural competencies of students and teachers, teaching tolerance skills, constructive interactions based on intercultural dialogue, as well as in the process of designing an educational environment, mutual understanding with the properties of multiculturalism, is one of the important conditions for building positive relationships with representatives of other cultures.
Multicultural pedagogy has its own history. Outstanding thinkers and teachers of the past dedicated their works to it.
Based on the concept of the community of people, their aspirations and needs, Ya.A. Komensky, considered the program of universal education of the entire human race, from the point of view of developing in children the ability to fulfill mutual responsibilities, the ability to respect and love people, and live in peace with others.
In the development of personality, for understanding the role of multicultural education, the ideas of P.F. have become valuable. Kapterev on the relationship between the universal and the national in pedagogy. P.F. Kapterev considered teaching one’s native language as an introduction to universal human values, along with national and spiritual values. He called for turning in education not to one people, but to many, as he insisted on the idea that the only bearer of true culture can be not only the native people, but also the peoples of other nationalities.
B.C. Regulations Bibler and M.M. Bakhtin make a significant contribution to understanding the essence of multicultural education. A person becomes unique in the world of culture, where more preference is given to knowledge, thought, word, and dialogue. Through communication with others, the comprehension of one’s own “I” occurs; in general, preference is given to the development of personality in historical environments through the comprehension of cultures, awareness of culture with manifestations in space and time, as well as the definition of man in the modern world, promotes dialogue on issues of their reproduction and interactions.
The concept of “multicultural education”, as one of the first normative definitions, was given in 1977: “Education, including the organization and content of the pedagogical process, in which two or more cultures are represented that differ in language, ethnicity, nationality or race.”
However, despite the fact that multiculturalism has been inherent in the human community throughout its history, in Russia today the issue of educating the younger generation has become acute.
Based on the concept of the development of multicultural education in various institutions (kindergartens, schools), which states that all citizens of Russia are an integral part of the great Russian nation, regardless of ethnic, racial and religious affiliation, we can conclude that Whatthe need to introduce multiculturalism to form a positive attitude towards representatives of other nationalities must begin from birth. Since a child at a young age is open to everything new, as well as to any human culture, in the national sense.
To form a basis, a foundation in a multinational society for integration and socialization in the modern world, is one of the missions of preschool and school education.
In order to form a versatile creative personality, capable of effective and active life in a multinational educational environment, with an understanding of the Motherland, its history, traditions and customs, and also able to live with people of other nationalities in peace and harmony, it is necessary to apply certain forms and methods aimed at developing the social behavior skills of each student.
When teaching children of primary school age, it is expected to become familiar with the identity of a small ethnic group and the cultures of the Russian people, world and all-Russian culture, paying attention to common and special features.
For children of different nationalities, it is purposeful to organize an intercultural dialogue in the educational environment, which involves studying the language, history, culture of the native people, mastering universal ethical, national and moral norms.
The implementation of an additional education program may undergo certain changes that take into account both the age characteristics of the child and the educational process of the multicultural component in the operating conditions of the institutions. Areas of work: teaching languages other than a particular nationality, outdoor folk games and songs, folk crafts, choreography (national dances). In my practice, at various lessons, I conduct physical exercises, with elements of outdoor folk games and national dances, to create a favorable psychological climate in the children's group.
The development of the surrounding space by school-age children within the framework of multicultural education in a multinational educational environment can be presented in the following table:
Table 1.
At each stage of a child’s life, there is a recognition of oneself as a harmoniously developed personality, included in the process of transmitting a unique ethnocultural heritage in a multinational educational environment. The logic of constructing the stages is structured in such a way that the perception of the culture and customs of the family closely intersects with the culture of one’s own and neighboring peoples, where the child understands his common belonging to world culture.
The educational system should be based on project activities, through the idea of which, children, by watching various multinational films, presentations, learning a foreign language, various types of conversations, theatrical performances, outdoor games of different peoples, adapt the existence of many heterogeneous cultures to different values. Interaction between children of different customs and traditions leads to ethnic tolerance among younger schoolchildren, namely the absence of a negative attitude towards another ethnic culture.
Based on the above, we can conclude that the need to develop multiculturalism and ethnic tolerance in children of primary school age is the main link in preparing them for life, subject to basic norms of behavior, in a multinational society. In the process of education and training, a civic position is formed and historically stable values are consolidated.
Bibliography:
Bibler V. S. From scientific teaching to the logic of culture: Two philosophical introductions to the 21st century. M., 1991
Palatkina G.V. Ethnopedagogical factors of multicultural education - M., 2003.- 403 p.
Suprunova L. L. Multicultural education in modern Russia // Magister. - 2000. - No. 3. - P. 79-81.
Bibler Vladimir Solomonovich - scientist-philosopher of the Russian Humanitarian University, Moscow.
Kurganov Sergey Yurievich - experimental teacher, Kurgan.
The problem of dialogue in teaching and upbringing is not new, but in a number of technologies it comes down to the problem of communication, updating the meaning of the reflexive formative and other functions of the individual. In the “Dialogue of Cultures” technology, dialogue itself appears not only as a means of teaching, but as an essential characteristic of technology, determining both its purpose and content.
The technology of “Dialogue of Cultures” is based on the ideas of M.M. Bakhtin “on culture as dialogue”, the ideas of “inner speech” by L.S. Vygotsky and the provisions of the “philosophical logic of culture” by V.S. Bibler.
Dialogue as a two-way informational semantic connection is the most important component of the learning process. We can distinguish internal personal dialogue, dialogue as verbal communication between people and dialogue of cultural meanings, on which the technology of dialogue of cultures is built.
Classification parameters of the technology:
By level of application: general pedagogical.
On a philosophical basis: dialectical.
According to the main development factor: sociogenic + psychogenic.
According to the concept of assimilation: associative-reflex.
By the nature of the content: educational, secular, humanitarian, general education, didactocentric.
By organizational form: traditional classroom lesson with group elements.
On approach to the child: pedagogy of cooperation.
According to the prevailing method: explanatory-illustrative + problematic.
Target orientations:
Formation of dialogical consciousness and thinking, liberation from flat rationalism, monophyly of culture.
Updating the subject content, combining in it different cultures, forms of activity, and semantic spectrums that are not reducible to each other.
Conceptual ideas:
Dialogue, dialogism is an integral component of the internal content of the individual.
Dialogue is the positive content of personal freedom, since it reflects a polyphonic ear in relation to the surrounding world.
Dialogue is not a manifestation of contradictions, but the coexistence and interaction of consciousnesses that are never reducible into a single whole.
Modern thinking is built according to the schematism of culture, when the “highest” achievements of human thinking, consciousness, and being enter into dialogical communication with previous forms of culture.
In the “Dialogue of Cultures” technology, dialogue has two functions:
1. Form of organization of training.
2. The principle of organizing the content of science itself:
a) dialogue - determining the very essence and meaning of acquired and creatively formed concepts;
b) the dialogue of cultures in the context of modern culture unfolds around the main questions of existence, the main points of surprise;
Features of content organization:
1. Projecting onto the entire learning process the characteristics of the culture and thinking of the eras:
Ancient thinking is eidetic;
Medieval - communion thinking;
New times - rationalistic thinking, reason - everything;
The modern era is relativism, the absence of a unified picture of the world; characterized by a return of thinking to its original principles.
2. Education is based on an end-to-end dialogue between two main spheres of the educational process: the speech element of Russian speech and the historical sequence of the main forms of European culture.
3. The sequence of classes corresponds to the sequence of the main historical cultures that succeeded each other in European history - ancient, medieval, modern - how these cultures are reproduced in the problems of modern culture of the 20th century.
Grades I-II: Points of surprise are “nodes” of understanding that will become the main subjects of mastery, heteroglossia, and dialogue in subsequent grades. Examples: word riddle; number riddle; the mystery of natural phenomena; the mystery of a moment in history; the mystery of consciousness; the mystery of the object tool.
III-IV: Ancient culture.
V-VI: Culture of the Middle Ages.
VII-VIII: Culture of the New Time, Renaissance.
IX-X: Modern culture.
XI: The class is specifically dialogical.
4. Education in each educational cycle is built on the basis of internal dialogue, tied around the main “points of surprise” - the initial mysteries of being and thinking, concentrated already in the elementary grades of our school.
5. Education is built not on the basis of a textbook, but on the basis of indigenous, real texts of a given culture and texts that reproduce the thoughts of the main interlocutors of this culture. The results, the results of the student’s work, his communication with people of other cultures are realized in each educational cycle also in the form of original student texts and works created in the internal dialogue of this culture and in intercultural dialogue.
6. The author of the programs for each class is a teacher. Each author-teacher, together with the children of each new first grade, discovers a certain end-to-end “funnel problem” that can become - in this particular case - the basis of a ten-year training program. Such a funnel, such a special center of surprise - unique, inimitable, unpredictable for each small group of the new generation - gradually draws into itself all problems, objects, ages, cultures - in their integral dialogic conjunction.
And this, the school-ending state of the eve of activity, the integral point of surprise, should - according to design - be preserved and deepened throughout human life.
Features of the technique:
Creating a dialogue situation. According to V.V. Serikov, introducing dialogue into a situation involves the use of the following elements of technology:
1) diagnostics of students’ readiness for dialogical communication - basic knowledge, communicative experience, attitude towards the presentation itself and the perception of other points of view;
2) search for supporting motives, i.e. those questions and problems that concern students, thanks to which their own meaning of the material being studied can be effectively formed;
3) processing of educational material into a system of problem-conflict issues and tasks, which involves the deliberate aggravation of collisions, elevating them to “eternal” human problems;
4) thinking through various options for developing dialogue storylines;
5) designing ways of interaction between discussion participants, their possible roles and the conditions for their acceptance by students;
6) hypothetical identification of improvisation zones, i.e. such situations of dialogue for which it is difficult to foresee the behavior of its participants in advance.
Points of surprise, mysteries of existence.
By them are meant those nodes in the consciousness of a modern child in which the formation of the basic subjects of school, student understanding can take place. At these “points” the initial shuttles of the psychological and logical interconversion of consciousness - into thinking, thinking - into consciousness are consolidated. There is a slowdown and an inventing of the strangeness of these nodes. These mysterious proverbial nodes in the shuttle “consciousness - thinking - consciousness”, these initial objects of surprise should become “disputes” of the dispute... in all subsequent classes - ages - cultures.
A. Word riddles. The teacher must be attentive - "ears on top" - to such childish discoveries and difficulties: the word as a moment of utterance - in different "speech genres", the word as - at the same time - the moment of a sentence in a rigid system of grammatical rules, the word - in its originality, in it within speech unity and inseparability. Accordingly, the word and language itself - as the basis of message, information in a dispute with the idea of a word, language, speech, in its very listening sense, as the basis of reflection, self-detachment, in a dispute, further, with the poetic, figurative, “conjuring” power of the word and speeches.
B. Number riddles. The birth of the idea of number, a mathematical relationship to the world, to Popper’s “third world”, in the conjugation and dialogue of the processes of 1) measurement, 2) counting of discrete, individual, indivisible things, “atoms”, “monads”, and finally, 3) tension - temperature, muscle effort, etc. Number is like an impossible combination, a crossroads of these at least “three” forms of idealization.
IN. Mysteries of natural phenomena. A separate independent phenomenon and natural integrity - soil and air, and the sun, concentrated in a sprout, in grass, in a tree... The Infinite Universe and - Earth, planet..., “a drop that absorbs everything”, and - separate from her world... The object of nature is its part and is its beginning, possibility, source... The object is the image of the whole. The inseparability of what in the future course will become the basis of individual branches of natural science - mechanics, physics, biology, chemistry, etc., and the predisposition of these discrepancies.
G. Mysteries of I-consciousness. These riddles have a special meaning in the entire structure of the curriculum for grades 1-2. Here the main subject of learning in our school, the student, is formed, takes root and becomes strange to himself.
If a seven-eight-year-old person does not become strange to himself, does not surprise himself - with nature, words, numbers, and most importantly - with his own image as a learner, that is, something painfully ignorant, or rather, not understanding, but terribly wanting to understand - if if all this does not happen, then the whole idea of our school is doomed to failure.
D. Mysteries of a moment in history. Now - not only personal memory, but the memory of what happened before me and without me and the correlation of this memory with the memory of what happened to me, which is a facet of my Self... “Heredity”. The vector of the passage of irrevocable moments and lives and the closure on the phenomenon of culture. Time and eternity. Types of historicism. Interest in genealogy. History and its monuments. The accumulation of “knowledge, skills, abilities” in the Movement of history and, on the other hand, the development of the ability to grow “roots up”, to redefine one’s past. History and culture. The riddle of two forms of historical understanding: “how it was...” and “how it could have been...”. The points of birth and death are the points of closure of the riddles of “I-consciousness” and the riddles of history. Calendars, their range and “complementarity”.
Game Focuses:
The main meaning of these centers is the method of “physical actions”, which in its own way prepares the student for his role as a subject of educational activity. This is a new line between consciousness and thinking, a line along the line: play - cultural activity. The following centers are expected:
A. Physical games, gymnastics with the special development of independent forms of rhythm as one of the essential sources and poles of music.
B. Verbal games with elements of poetry and with special attention to the intonation component of speech.
B. The artistic image is in the subjective focus of the eye and hand, in the objective embodiment on canvas, in clay, stone, in the graphic rhythm of lines, in the rudiments of architectural vision. Image. Imagination.
G. Elements of manual labor, crafts.
D. Music is born in the combination of rhythm and intonation-melody, musical instrument and singing, performance and improvisation.
E. Theater. An ordinary theatrical performance. Deepening into the theatricality of life. School is like a theater.
Methodological features of the dialogue lesson.
Redefining a common learning problem for each student. He creates his own question as a riddle, a difficulty, which awakens thought rather than solving problems.
The point is in constantly reproducing the situation of “scientific ignorance”, in condensing one’s vision of the problem, one’s irremovable question - a paradox.
Performing thought experiments in the space of an image constructed by the student. The goal is not to solve the problem, but to deepen it, to bring it to the eternal problems of existence.
Teacher's position. When posing an educational problem, the teacher listens to all the options and redefinitions. The teacher helps to bring out the different forms of logic of different cultures, helps to identify points of view and is supported by cultural concepts.
Student position. In the educational dialogue, the student finds himself in the gap of cultures. Pairing requires maintaining the child’s own vision of the world before action. In elementary school, there is a need for numerous monster structures.
Note. Dialogue of cultures as a technology has several published instrumental options: a) teaching in dialogue mode the course “World Artistic Culture”; b) interconnected teaching of literature and history; c) teaching in a four-subject synchronized software package.
MBDOU No. 27
"Crane"
PRESCHOOL EDUCATION:
modern approach to dialogue of cultures
It is known that the historical experience of coexistence and interaction of different cultures is based on the indispensable consideration of their real specifics, which makes it possible to determine the most preferable options for intercultural integration and optimal forms of the process of intercultural exchange and interaction.
According to many cultural scientists, the positivity of the modern era lies in the clearly observed departure from a monocultural view of the surrounding reality.
Understanding culture as a reflection of the sphere of human social consciousness led to the construction of an advanced form of human relations - a dialogue of cultures and forms of intercultural interaction.
At present, when the population of almost all regions of Russia has lost its monoculturalism and monoethics, there is a need to design such an approach to the dialogue of cultures, which would involve not the interaction of subjects and programs with each other within the framework of one general educational institution, but the organization of the process of education and upbringing from preschool childhood to senior school age, based on the ideas of intercultural dialogue, cross-culturalism and personal interaction.
Since preschool age is the period when the basis of personal culture begins to form, this is the most favorable time for developing in a child interest and respect for his native culture, accepting the diversity and specificity of ethnic cultures, and cultivating a friendly attitude towards people, regardless of their ethnicity.
Modern approaches to preschool education require the creation of conditions for familiarization with national values, the history of the native land, and its orientation toward the dialogue of cultures of ethnic groups in a pedagogical multinational preschool institution. Of course, this is possible in the context of the implementation of the goals of the humanistic education system, the organization of the pedagogical process in accordance with the main directions of introducing children to various aspects
multinational culture, their modern development.
The attempt to standardize the content of preschool upbringing and education at a new modern level through the implementation of a dialogue of cultures, undertaken in the “COLORFUL PLANET” program, distinguishes it from other modern preschool programs (standard and variable) and determines the special target orientation of the new program.
Main strategic purpose program “COLORFUL PLANET” is the development of a child’s personality based on national and universal values.
Basic task The “COLORFUL PLANET” program is to provide every little Russian with equal conditions (an equal start) for mastering the cultural values of his native country.
To implement the program in multicultural education of preschool children, we use a variety of means:
communication with representatives of different nationalities;
folklore;
fiction;
game, folk toy and national doll;
decorative and applied arts, painting;
music;
national dishes.
But the universal unit for organizing training and education in our work has become FAIRY TALE , work on which is carried out in an interdisciplinary and communicative-cognitive manner.
Teacher second
junior group
Shilova I.V.
From work experience:
In my group, I adapted the educational and methodological complex with complications.
In 2014, I developed a series of classes under the general title “EBIEM SANDYGY” (GRANDMOTHER’S CHEST).
In these classes, the main character is EBI (grandmother), whom we love to visit.
Ebi is an experienced elderly woman who knows a lot and can tell us a lot. EBI has a magic chest in which many magical secrets are kept.
In classes for the development of complete
gaming communication I use gaming
situations in which EBI finds itself.
Through the game plot we get to know each other
with various new items
from the chest, we look at it in detail
we study them, examine them , we play with them.
The game character provides an opportunity for me, the teacher,
put the child in the position of a subject of cognitive activity.
This chest may contain various characters
famous fairy tales with which we create dramatization games
and theatrical games...
The “Colorful Planet” program is designed to provide every child living in Russia with an equal start, which will allow him in the future to successfully study both in Russian and in other languages of the peoples of the Russian Federation. The development of the child in the program is carried out integratively, through the organization of children's play activities based on fairy tales; involves the implementation of a dialogue between the cultures of the peoples of Russia, as well as a general acquaintance of children with world heritage. The bilingual and multicultural structure of the “Colorful Planet” program allows, if necessary, to include any native language in the educational and educational space, which makes the program unique.
Middle group teacher
Shafieva F.R.
From work experience:
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