Cite this article as:

Shustova I. Y. Educational situation simulation in the co-being environment. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2021, vol. 10, iss. 1, pp. 4-11. DOI: https://doi.org/10.18500/2304-9790-2021-10-1-4-11

This is an open access article distributed under the terms of Creative Commons Attribution 4.0 International License (CC-BY 4.0).
Heading: 
Educational Acmeology
UDC: 
37. 01.
Language: 
Russian

Educational situation simulation in the co-being environment

Authors: 
Shustova Inna Yu, Institute for Strategy of Education Development of the Russian Academy of Education, 5/16, Makarenko Str., Moscow, 105062, Russia , innashustova@yandex.ru
Abstract: 

The relevance of the problem stated in this article is conditioned by the important socio-cultural goal, that modern Russian school faces, of becoming the basis for the spiritual and moral development and education of an individual. Problem solving leads to the need for searching for resources that activate the educational process, which leads it to the environment of pupils’ values and meanings. The purpose of the study is to reveal the co-being approach to simulation and organization of pedagogical situations in working with pupils. Co-being is considered through the process of value-semantic interaction of a teacher with children. The interaction environment is a circle that includes the person and other people, their integration with others; a set of events that are significant for the individual; the present reality. The hypothesis of the study is that upbringing requires situations of interaction with pupils who form a co-being child-adult integration. We show that educational situation simulation in the space of co-being involves the use of specific situations arising in upbringing, while a teacher and pupils interact, which are significant moments in the lives of the latter and stimulate their self-determination and self-realization. We present a possible typology of such situations: living situation, communication situation, inter-age communication situation, a situation that sets meaningful experience and its interpretation, a situation of difficulty and uncertainty. 

Key words: 
upbringing, co-being, co-being child-adult integration, value-semantic interaction, pedagogical situation, problem situation
DOI: 
https://doi.org/10.18500/2304-9790-2021-10-1-4-11
References
  1. Shustova I. Yu. A Co-Existence Approach to Character Building at School. Tomsk State University Journal, 2019, no. 438, pp. 186–193. DOI: https://doi.org/10.17223/15617793/438/25 (in Russian).
  2. Slobodchikov V. I. Formation of the human in man – an imperative of national education. Psychological Science and Education psyedu.ru, 2011, vol. 3, no. Available at: https://psyjournals.ru/psyedu_ru/2011/n3/47068.shtml (accessed 25 November 2020) (in Russian).
  3. Levin K. Teoriya polya v sotsial’nykh naukakh [Field Theory in Social Sciences]. St. Petersburg, Rech’ Publ., 2000. 364 p. (in Russian).
  4. Makarenko A. S. Kollektiv i vospitaniye lichnosti [Collective and Personality Upbringing]. Chelyabinsk, Yuzh.- Ural. kn. izd-vo, 1988. 261 p. (in Russian).
  5. Alieva L. V., Belyaev G. Yu., Grigor’yev D. V. Detskaya obshchnost’ kak ob”yekt i sub”yekt vospitaniya [N. L. Selivanova, E. I. Sokolova, eds. Children’s Community as Object and Subject of Upbringing]. Moscow, Izdatel’skiy tsentr IET Publ., 2012. 323 p. (in Russian).
  6. Khaikin V. L., Grigor’yev D. V. Child-adult Creating Community as an Institution of Education. Psychological Science and Education psyedu.ru, 2014, vol. 6, no. 2, pp. 75–80 (in Russian). DOI: https://doi.org/10.17759/psyedu.2014060206
  7. Shustova I. Yu. Vospitaniye v detsko-vzrosloy obshchnosti. Monografi ya [Upbringing in Children-Adult Community]. Moscow, Pedagogicheskoye obshchestvo Rossii Publ., 2018. 176 p. (in Russian).
  8. Grigor’yev D. V. Event of Upbringing and Upbringing as Event. Voprosy vospitaniya [Issues of Upbringing], 2007, no. 1, pp. 90–97 (in Russian).
  9. Khaydegger M. Vremya i bytiye: stat’i i vystupleniya [Time and Being: Papers and Reports]. Moscow, Respublika Publ., 1993. 445 p. (in Russian, trans. from German).
  10. Slobodchikov V. I. Ocherki psikhologii obrazovaniya [Essays of Educational Psychology. 2nd ed.]. Birobidzhan, Birobidzhanskiy gosudarstvennyi pedagogicheskiy institut Publ., 2005. 272 p. (in Russian).
  11. Rubtsov V. V. Two Approaches to the Problem of Development in the Context of Social Interactions: L. S. Vygotsky vs J. Piaget. Cultural-Historical Psychology, 2020, vol. 16, no. 3, pp. 5–14 (in Russian). DOI: https://doi.org/10.17759/chp.2020160302
  12. Imedadze I. V. Issuses in Developmental and Pedagogical Psychology: L. S. Vygotsky and D. N. Uznadze. CulturalHistorical Psychology, 2019, vol. 15, no. 2, pp. 4–13 (in Russian). DOI: https://doi.org/10.17759/chp.2019150201
  13. Nutten J. Motivation, planning and action: a relational theory of behavior dynamics. Leuven, Leuven University Press; Hillsdale (N.J.), Lawrence Eribaum Associates, 1984. 251 р.
  14. Karakovskiy V. A. Vospitanie dlya vsekh [Education for all]. Moscow, NII shkol’nykh tekhnologiy Publ., 2008. 240 p. (in Russian).
  15. Aleksandrova E. A., Kuznetsova K. S. Kak formirovat’ emotsional’nyy intellekt shkol’nika [How to Mould Schoolchild’s Emotional Intellect]. Moscow, Sentyabr' Publ., 2018. 184 p. (in Russian).
  16. Vasilyuk F. E. Psikhologiya perezhivaniya: Aanaliz preodoleniya kriticheskikh situatsiy [Psychology of Experience: Analysis of Overcoming Critical Situations]. Moscow, MSU Press, 1984. 200 p. (in Russian).
  17. Petrovsky V. A. Overcoming the Schism: Following a Dialog with F. Ye. Vasilyuk that Never Occurred. CulturalHistorical Psychology, 2019, vol. 15, no. 1, pp. 64–69 (in Russian). DOI: https://doi.org/10.17759/chp.2019150107
  18. Vyskochil N. A., Nosulenko V. N., Samoylenko E. S. Cross-cultural study of emotional component of perceived quality of acoustic events. Experimental Psychology (Russia), 2016, vol. 9, no. 4, pp. 33–47 (in Russian). DOI: https://doi.org/10.17759/exppsy.2016090404
  19. Stevenson R. A., James T. W. Affective auditory stimuli characterization of the International Affective Digitized Sounds (IADS) by discrete emotional categories. Behavior Research Methods, 2008, vol. 40, iss. 1, pp. 315–321. DOI: https://doi.org/10.3758/BRM.40.1.315
  20. Deych B. A. Raznovozrastnyye soobshchestva kak usloviye organizatsii zhiznedeyatel’nosti podrostkov v uchrezhdeniyakh dopolnitel’nogo obrazovaniya [Communities of different ages as a condition for organizing the life of adolescents in institutions of additional education]. Diss. Cand. Sci. (Pedag.). Novosibirsk, 2000. 146 p.
  21. El’konin B. D. Productive Action. Cultural-Historical Psychology, 2019, vol. 15, no. 1, pp. 116–122 (in Russian). DOI: https://doi.org/10.17759/chp.2019150112
  22. Elkonin B. D., Semenova V. N. Trial Action: Conditions for Initiation. Cultural-Historical Psychology, 2018, vol. 14, no. 3, pp. 93‒100 (in Russian). DOI: https://doi.org/10.17759/срзю2018140309
  23. Rubtsov V. V., Zabrodin Yu. M., Leonova O. I. Analytical Review of the XV International Scientifi c and Practical Conference “Educational Psychology: Best Practices for Working with Childhood”. Bulletin of Psychology Practical of Education, 2019, no. 4 (4), pp. 7–21 (in Russian). DOI:  https://doi.org/10.17759/bppe.2019040401
  24. Polyakov S. D. Ot proshlogo k budushchemu: psikhologopedagogicheskiye ocherki o sotsiokul’turnom kontekste razvitiya otechestvennoy shkoly [From the Past to the Future: Psychological and Pedagogical Essays on SocioCultural Context of Development of Native School]. Moscow, Federal’nyi institut razvitiya obrazovaniya Publ., 2016. 196 p. (in Russian).
Full text (in Russian):
download
(downloads: 124)
Short text (in English):
download
(downloads: 34)
© 2013-2024 Website design. Saratov State University