It brings unique insight into the culture

Lesson and cultural phenomenon cultivated by human effort. The phenomenon of cultural order it was changing, finding its own history on earth, and therefore its UPS and downs. The master is the living representative of one of the layers of culture, not a robot, not a model, not a computer. He brings unique insight into the culture, reproducing the opinions and traditions of the social group he represents. He builds lessons according to the perceptions of beauty, harmony, order. So one of the teacher at the lesson the children clean, the other unkempt. One teacher the student desks, the other – the absence of any figure, and the legs of the chairs stick out above the tables as a hymn to the untidiness and disorder. In some classrooms – the noise, the screams, the orders, in others soft voices, gentle handling, smiles and cheerful laughter of children. It all depends on the General culture of the teacher.

The three assumptions laid in the Foundation of a new technology lesson.

     First: “the Lesson is the discovery of truth, search for truth and understanding of truth.” Strategy modern lesson far beyond a simple transfer of knowledge: the road to truth – the path of the extension and enrichment of the spiritual world of the child’s personality, the acquisition of ability to understand life, to appreciate life and determine their attitude to the world as such.

Modern lesson is organized by spiritual teacher communication groups, the content of which is scientific knowledge, and the key result – the intelligence of each subject of fixed communication, spiritual enrichment.

     The second postulate – Lesson is part of a child’s life, and living this life must be done at the level of high human culture. Modern lesson is the flow of soroepidemiologia moment of life as an extension of her, home, street, as part of the history of personal destiny of the child. Lesson home to not only the child but also the teacher, as a person of modern culture, so there are also cultural norms of its activity in the classroom. He’s not a staff, not a servant of the children. He, too, must be created high conditions learn more on international adoption at adoption agencies blog. The ethics of interaction, adopted in class in the group of high culture, instructs the teacher in school to teach children not to utter a sharp categorical judgments, not to emphasize intellectual superiority to anyone, not to neglect the opinions of others, not to interrupt the speaker. And to be concise and clear in his statements, to avoid familiarity towards anyone, to mention individually value each, to Express my gratitude to all those present.

If the lesson is true, which highlights one of the aspects of life, and so therefore, the lesson is life itself, entirely change the attitude of the student towards learning. And other designed the learning process.

The teacher must have the courage to live the lesson, not to frighten children, to be open to all manifestations of life.

     Third postulate: “Man as a subject of truth understanding and of the subject’s life the lesson always remains the Supreme value”. Humanization of education is a key element of the new pedagogical thinking, requiring change in the system of relations “teacher-student” – establish atmosphere of trust, respect for the personality of the child and cooperation with him.

But humanization will sound empty without the professionalism of teachers. Only the ability to work with children, teaching skills provide the reality of humanism. The teacher, screaming: “Come forth!” the little man is not humane teacher, but the teacher in layman’s terms: he does not know how to handle the situation in class. Free lesson – this is primarily a lesson, free of fear. The lesson is man’s contact with another person. The teacher makes the children of the highest samples of a culture of communication provided for the post by International Adoption research blogger and columnist.

To implement the lesson specific cultural norms of communication, the teacher uses a system of five simple organizational rules:

1. To bring pedagogical requirement to its logical end, holding in the attention of each child and maximally promote compliance of the proposed norms of interaction;

2. To accompany the pedagogical requirement of a statement disclosing an easy way of performance required;

3. To reveal a positive agenda for each interaction, giving the requirement positive, and avoid negative requirements, that is, the requirements not to do something;

4. Do not bring the child and such requirements that they can not afford in this period of their development;

5. To advance the success of children in the classroom;

Modern lesson is a lesson born of a desire to humanize reality, to admit the person as the Supreme value, to provide maximum freedom for individual development. It is in the process of this lesson are samples of high culture relations, an opportunity is provided free of mental labor, the joy of communication and intensive spiritual development of each child.

3 thoughts on “It brings unique insight into the culture

  1. This determination leads to the transformation problems of the study of creativity from a psychological complex in, puts the results of research depending on their completeness and versatility. “Being by nature a system object, – said M. G. Yaroshevsky, – creativity adequately comprehended only in interdisciplinary research”(14). This conclusion is confirmed by the dynamics of approaches to the study of creativity. Historically, the first was philosophy with its epistemological and metaphysical varieties, psychological approach with branches in the sphere of science and abnormal psychology, intuitive approach with aesthetic and literary-historical orientation. When possible approaches have been exhausted, they were replaced by first system and then systemic-structural approaches, not lost its relevance today.
    The analysis of the psychology of creativity in the light of systemic-structural approach shows the need to make associated with its use transformations in the study involved in the creative process of scientific disciplines and particularly in pedagogy of creativity, “inevitably requires transformation of the pedagogy of creativity in fundamental science, to absorb the results of psychological research” (Y. A. Ponomarev)(15). Such transformations are known and to some extent tested. This, in particular, the establishment of special laboratories and industry research centers problems psychology and pedagogy of creativity, to bring together researchers working on issues in special Association, organization wide discussion problems in the pages of psychological and educational journals, organization of conferences by type held in October 1999. in the Novgorod conference “Creativity, communication, identity”, open classrooms diagnostics of creativity. Important for the development of psychology and pedagogy of creativity is the organization of lessons of educational establishments preparing specialists of the so-called “creative professions”, the experience diagnostics and development of musical, literary, theatrical, scenic, and other needs.
    It seems that active work in these areas will contribute not only to the scientific development of psychology and pedagogy of creativity, but also have a positive impact on the development of personal-oriented education.

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  2. Moreover, studies of creativity show that his knowledge of the psychological mechanism implies going beyond the subject and obliges us to pay serious attention to the study of the historical, social, socio-psychological and other aspects of the problem. The explanation of this phenomenon lies in the representation of the process of creativity is not as spontaneous (unknown why and where the activity occurred) and as socially and historically determined process. “Although scientist think that the choice of the topic or direction of research entirely was determined by his own research interests, however in reality through the prism of his personal interests in a complicated way, rather indirectly and refracts made in the development of science and practice, social order … the Scientist thinks he is guided by their own considerations concerning his personal activities in the scientific field, and in fact, ultimately they are the leaders, but very veiled, urgent needs of the scientific material and the movement of the whole society”. – Wrote B. M. Kedrov.(13)

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  3. Unfortunately, the attention of researchers almost did not attract the relationship of creativity and mental state of the Creator. At the same time this dependence is quite obvious and has been traced N. D. Levitova in relation to human activity in General(9). Mental state refers to phenomena that have a temporary and often situational. Creativity as a result of the implementation of specific capacity – an expression of personality in man. The idea that personality is manifested through temporary, situational, and that the latter exerts a significant impact is unlikely needs of argumentation. There is also the theory of the formation of personality through fixed as traits of mental States experienced by man. It seems that the study of this problem has to be in the theme of the psychology of creativity and to open new horizons in understanding this phenomenon.
    The importance for cognition of the nature of creativity, the right choice of methodological positions of the research. In the article “Some theoretical questions of psychology of creativity” by M. G. Yaroshevsky very vividly pointed out: “to Suppose that psychology is able to penetrate the secrets of creativity, using only their own funds, without regard to the history of culture is all the same that to believe in a version of Munchausen’s about the ability to pull yourself by the hair from a swamp”(10). Similar thoughts in regard to technical and scientific creativity was expressed by A. G. Altshuller and R. B. Shapiro: “Research on psychology of inventive creativity cannot be dissociated from the study of main regularities of development of the mind, – they wrote. – … Psychology of inventive creativity is understandable only with a deep knowledge of the laws of development of techniques”(11) the existence of a dependence of cognition psychology of actor’s creativity from knowledge of the specifics of stage work drew the attention of L. S. Vygotsky.(12)
    There is no reason not to agree with the opinion of the famous psychologists, especially as it is confirmed by practice, and therefore the most important methodological position of the researchers of the psychology of creativity is the conclusion that the knowledge of the phenomenon of creativity can only be based on deep knowledge of that sphere of activity in which the phenomenon occurs. The General problem of the study of creativity is transformed, thus, into private problems of the study of specific types of creativity.

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