Signs of the anthropological paradigm in professional education
The paper is of importance due to the developing poly-paradigmatic approach in the pedagogical theory and practice. Diverse content of numerous paradigms infl uences both, the methodology of bringing up educational issues and solving every-day practical tasks of the educational process. The purpose...
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| Format: | Article |
| Language: | English |
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Saratov State University
2023-09-01
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| Series: | Известия Саратовского университета. Новая серия. Серия Акмеология образования: Психология развития |
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| Online Access: | https://akmepsy.sgu.ru/sites/akmepsy.sgu.ru/files/text-pdf/2023/09/akmeologiya_2023_3-209-214.pdf |
| _version_ | 1827797025157021696 |
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| author | Maksimova, Elena A. |
| author_facet | Maksimova, Elena A. |
| author_sort | Maksimova, Elena A. |
| collection | DOAJ |
| description | The paper is of importance due to the developing poly-paradigmatic approach in the pedagogical theory and practice. Diverse content of numerous paradigms infl uences both, the methodology of bringing up educational issues and solving every-day practical tasks of the educational process. The purpose of the article is to reveal certain signs of the anthropological paradigm and indicate whether it is possible to develop them in professional education. It is mentioned that the dominant educational paradigm is set in accordance with the pattern of the society. Diff ering approaches to defi ne the number and the content of paradigms in education are compared. It is shown that opposing classical paradigm (in all its variations) to the humanistic one is counter-productive. The idea of the anthropological paradigm having potential to bringing them together is expressed. Some signs of the anthropological paradigm are defi ned. They are the shift from information to knowledge, technology-advanced professional activity, and virtual occupation. It is shown that the signs mentioned are found in professional education. The conclusion is drawn that in accordance with the inner logic of the system development these spot changes, caused by the signs mentioned are to become the areas of the system’s growth. |
| first_indexed | 2024-03-11T19:15:27Z |
| format | Article |
| id | doaj.art-b6dc867660c948789f38e9168b88ae8d |
| institution | Directory Open Access Journal |
| issn | 2304-9790 2541-9013 |
| language | English |
| last_indexed | 2024-03-11T19:15:27Z |
| publishDate | 2023-09-01 |
| publisher | Saratov State University |
| record_format | Article |
| series | Известия Саратовского университета. Новая серия. Серия Акмеология образования: Психология развития |
| spelling | doaj.art-b6dc867660c948789f38e9168b88ae8d2023-10-09T08:56:40ZengSaratov State UniversityИзвестия Саратовского университета. Новая серия. Серия Акмеология образования: Психология развития2304-97902541-90132023-09-0112320921410.18500/2304-9790-2023-12-3-209-214Signs of the anthropological paradigm in professional educationMaksimova, Elena A.0Saratov State University, The paper is of importance due to the developing poly-paradigmatic approach in the pedagogical theory and practice. Diverse content of numerous paradigms infl uences both, the methodology of bringing up educational issues and solving every-day practical tasks of the educational process. The purpose of the article is to reveal certain signs of the anthropological paradigm and indicate whether it is possible to develop them in professional education. It is mentioned that the dominant educational paradigm is set in accordance with the pattern of the society. Diff ering approaches to defi ne the number and the content of paradigms in education are compared. It is shown that opposing classical paradigm (in all its variations) to the humanistic one is counter-productive. The idea of the anthropological paradigm having potential to bringing them together is expressed. Some signs of the anthropological paradigm are defi ned. They are the shift from information to knowledge, technology-advanced professional activity, and virtual occupation. It is shown that the signs mentioned are found in professional education. The conclusion is drawn that in accordance with the inner logic of the system development these spot changes, caused by the signs mentioned are to become the areas of the system’s growth.https://akmepsy.sgu.ru/sites/akmepsy.sgu.ru/files/text-pdf/2023/09/akmeologiya_2023_3-209-214.pdfprofessional educationeducation paradigmanthropological paradigmpoly-paradigmatic approach |
| spellingShingle | Maksimova, Elena A. Signs of the anthropological paradigm in professional education Известия Саратовского университета. Новая серия. Серия Акмеология образования: Психология развития professional education education paradigm anthropological paradigm poly-paradigmatic approach |
| title | Signs of the anthropological paradigm in professional education |
| title_full | Signs of the anthropological paradigm in professional education |
| title_fullStr | Signs of the anthropological paradigm in professional education |
| title_full_unstemmed | Signs of the anthropological paradigm in professional education |
| title_short | Signs of the anthropological paradigm in professional education |
| title_sort | signs of the anthropological paradigm in professional education |
| topic | professional education education paradigm anthropological paradigm poly-paradigmatic approach |
| url | https://akmepsy.sgu.ru/sites/akmepsy.sgu.ru/files/text-pdf/2023/09/akmeologiya_2023_3-209-214.pdf |
| work_keys_str_mv | AT maksimovaelenaa signsoftheanthropologicalparadigminprofessionaleducation |