Ukrainian Journal of Educational Studies and Information Technology
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Practical approaches to educational philosophy: the ecological-discursive paradigm as the complex problem
Full text linkThe growth of ecological thought is receiving more attention in the twenty-first century. A human being should take care of nature rather than explaining how to treat it. Such compassion ought to be taught to all students as a universal principle in education. The ecological-discursive paradigm is still a challenge in education, nevertheless. As a result, the paper's goal is to analyze it as a sophisticated educational philosophy method. The ecological-discursive paradigm is considered in the study as having environmental anthropology as its methodological foundation. Environmental ethnicity is examined through ecological culture. The paper highlights that modifying an epistemological model is necessary for the development of ecological thinking. Therefore, a person's cognition should be focused on ideals rather than facts and skills. The paper emphasizes the concept of value-based diagnostic cognition. The first phase in the development of the ecological-discursive paradigm is its growth in the educational process.The growth of ecological thought is receiving more attention in the twenty-first century. A human being should take care of nature rather than explaining how to treat it. Such compassion ought to be taught to all students as a universal principle in education. The ecological-discursive paradigm is still a challenge in education, nevertheless. As a result, the paper's goal is to analyze it as a sophisticated educational philosophy method. The ecological-discursive paradigm is considered in the study as having environmental anthropology as its methodological foundation. Environmental ethnicity is examined through ecological culture. The paper highlights that modifying an epistemological model is necessary for the development of ecological thinking. Therefore, a person's cognition should be focused on ideals rather than facts and skills. The paper emphasizes the concept of value-based diagnostic cognition. The first phase in the development of the ecological-discursive paradigm is its growth in the educational process
Theoretical foundations of the regional training program "Education in conflict" for teachers' professional development
Full text linkThe article is focused on the problem of helping instructors improve their professional abilities when dealing with conflict. The research's objectives are to support the theoretical underpinnings of the course and to create the content of a new training program for the professional advancement of Ukrainian teachers. The content of the professional development training program for teachers is based on a variety of scientific methods at many levels, including philosophic, general scientific, specifically scientific, and pedagogical approaches. This is where the scientific novelty of the research lies. We pay particular attention to the need of guaranteeing children's safety and their access to an education in times of war. The following modules make up the program's content: "Children's problems caused by armed conflict"; "Education in conflict: the essence, standards (on the information from UNISEF and UNESCO)"; and "Ways of implementation education in war in Ukraine." The study's recommendations for teaching strategies and the multidisciplinary nature of the regional training program "Education in Conflict" are what give it its practical value.The article is focused on the problem of helping instructors improve their professional abilities when dealing with conflict. The research's objectives are to support the theoretical underpinnings of the course and to create the content of a new training program for the professional advancement of Ukrainian teachers. The content of the professional development training program for teachers is based on a variety of scientific methods at many levels, including philosophic, general scientific, specifically scientific, and pedagogical approaches. This is where the scientific novelty of the research lies. We pay particular attention to the need of guaranteeing children's safety and their access to an education in times of war. The following modules make up the program's content: "Children's problems caused by armed conflict"; "Education in conflict: the essence, standards (on the information from UNISEF and UNESCO)"; and "Ways of implementation education in war in Ukraine." The study's recommendations for teaching strategies and the multidisciplinary nature of the regional training program "Education in Conflict" are what give it its practical value
Влияние современных тенденций цифрового искусства на содержание подготовки по компьютерной графике и цифровому дизайну
No full textThe development of digital technologies leads to a variety of pictorial arts. With the advent of computer technology and communication technologies, areas such as computer graphics, computer and digital design, and phenomena such as digital art have emerged. The article analyzes these concepts, which provided an opportunity for further study. Based on the analysis of Internet resources on digital art, the following main trends are identified: virtual art, 3D printing, open source software, art of artificial intelligence, a combination of 2D animation and modern technologies, 3D painting, UX / UI design, game design, concept art and character design. Examples of reflection these tendencies in modern art are given. Given the selected trends, it is shown how they affect the content of training in computer graphics and digital design for students of the educational program "Digital Design" (list of compulsory and optional educational components, the content of educational practice). It is noted that to successfully work with computer graphics, students need to master traditional knowledge of pictorial arts (the concept of composition, color, perspective, proportions, shadows) and the ability to use them to create digital products using computer programs (2D graphic editors and 3D graphics) and digital technology (graphics tablet, personal and personal computer, projection equipment, camera, devices for VR and AR reality, scanner and printer, including 3D scanner and 3D printer).З появою комп’ютерної техніки та комунікаційних технологій з’явилися такі сфери як комп’ютерна графіка, комп’ютерний і цифровий дизайн та такий феномен як цифрове мистецтво. У статті проаналізовано ці поняття, що надало можливість для подальшого їх вивчення. На основі аналізу Інтернет-ресурсів з тематики цифрового мистецтва виділено такі його основні тенденції: віртуальне мистецтво, 3D-друк, програмне забезпечення з відкритим кодом, мистецтво штучного інтелекту, поєднання 2D-анімації й сучасних технологій, 3D-живопис, UX/UI-дизайн, ігровий дизайн, концепт-арт та дизайн персонажів. Зважаючи на виділені тенденції показано, як вони впливають на зміст підготовки з комп’ютерної графіки та цифрового дизайну здобувачів освітньої програми «Цифровий дизайн».С появлением компьютерной техники и коммуникационных технологий появились такие сферы как компьютерная графика, компьютерный и цифровой дизайн, а также такой феномен как цифровое искусство. В статье проанализированы эти понятия, что дало возможность их дальнейшего изучения. На основе анализа Интернет-ресурсов по тематике цифрового искусства выделены следующие основные тенденции: виртуальное искусство, 3D-печать, программное обеспечение с открытым кодом, искусство искусственного интеллекта, сочетание 2D-анимации и современных технологий, 3D-живопись, UX / UI-дизайн, игровой дизайн, концепт-арт и дизайн персонажей. Показано, как данные тенденции влияют на содержание подготовки по компьютерной графике и цифровому дизайну соискателей образовательной программы «Цифровой дизайн»
Компетентностный подход к изучению дисциплин студентами специальности «Химическая технология и инженерия»
No full textThe basis of training of chemists-technologists of chemical profile is the formation of their professional competence. It is necessary that future professionals gain knowledge of modern innovative chemical engineering technologies for modern production and be able to apply them in practical conditions when preparing bachelors in the specialty 161 "Chemical Technology and Engineering". The proposed approach is the development and formation of students' theoretical ideas and knowledge about processes, effective use of technological means, process development, training with design and technical documentation, using modern methods of computer design. It was argued that the specifics of classroom and independent work of students in basic and elective disciplines - is the result of a competency-based approach. Specialized-professional competencies include knowledge of technological processes, knowledge of technological documentation, skills to map technological processes; knowledge of technological process design and skills to conduct various types of project analysis; knowledge of research methods and skills of organizing research and analysis of their results; ability to use theoretical knowledge and practical skills to master the basics of entrepreneurship. The prospect of a competent approach to the study of disciplines in students of this specialty is the formation of theoretical knowledge and practical skills of calculation and choice. The purpose of this approach is to provide students with knowledge of technical means and systems of automatic control and regulation of basic technological parameters of chemical-technological processes through modern information technologies used to create and manage technological parameters.Основою підготовки хіміків-технологів хімічного профілю є формування їхньої фахової компетенції. При підготовці бакалаврів за спеціальністю 161 «Хімічна технологія та інженерія» необхідно, щоб майбутні фахівці отримували знання із сучасних інноваційних хімічно-інженерних технологій для сучасного виробництва і вміли застосовувати їх в практичних умовах. Запропонований підхід – розвиток та формування у студентів теоретичних уявлень та знань про процеси, ефективне використання технологічних засобів, розробці процесів, навчання з проектно-технічною документацією, з використанням сучасних методів комп’ютерного проектування. Можна стверджувати, що специфіка аудиторної та самостійної роботи студента із базових та вибіркових дисциплін – це результат компетентністного підходу. Спеціалізовано-професійні компетенції передбачають знання про технологічні процеси, знання технологічної документації, навички складати карти технологічних процесів; знання про проектування технологічних процесів та навички проводити різні види аналізу проектів; знання про методи наукових досліджень та навички організації досліджень і аналізу їх результатів; здатність використовувати теоретичні знання і практичні навички для оволодіння основами підприємництва. Перспективою компетентністного підходу до вивчення дисциплін у студентів даної спеціальності є формування теоретичних знань та практичних навичок розрахунку і вибору. Метою такого підходу є набуття студентами знань щодо технічних засобів та систем автоматичного контролю та регулювання основних технологічних параметрів хіміко-технологічних процесів через сучасні інформаційні технології, що використовуються для створення та управління технологічними параметрами.Основой подготовки химиков-технологов является формирование их профессиональной компетенции. При подготовке бакалавров по специальности 161 «Химическая технология и инженерия» необходимо, чтобы будущие специалисты получали знания современных инновационных химико-инженерных технологий для современного производства и умели применять их в практических условиях. Предложенный подход – развитие и формирование у студентов теоретических представлений и знаний о процессах, эффективном использовании технологических средств, разработке процессов, работу с проектно-технической документацией, использование современных методов компьютерного проектирования. Можно утверждать, что специфика аудиторной и самостоятельной работы студента по базовым и выборочным дисциплинам – это результат компетентностного подхода. Специализированно-профессиональные компетенции предполагают знание о технологических процессах, знание технологической документации, навыки составлять карты технологических процессов; знания о проектировании технологических процессов и навыки проводить различные виды анализа проектов; знания о методах научных исследований и навыки организации исследований и анализа их результатов; способность использовать теоретические знания и практические навыки для овладения основами предпринимательства. Перспективой компетентностного подхода к изучению дисциплин у студентов данной специальности является формирование теоретических знаний и практических навыков расчета и выбора. Целью такого подхода является приобретение студентами знаний о технических средств и систем автоматического контроля и регулирования основных технологических параметров химико-технологических процессов через современные информационные технологии, используемые для создания и управления технологическими параметрами
Translating children's books from the Ukrainian Diaspora as a way to carry out the Ukrainian educational ideal overseas
Full text linkThis study explores how children's books by authors such Dhan Gopal Mukerji, Louis Henri Boussenard, Oscar Wilde, Daniel Defoe, Rudyard Kipling, etc. have been translated into Ukrainian by members of the Ukrainian Diaspora. I contend that the Ukrainian World Congress served as the bridge between many cultural centers where this ideal was developed in the 20th century. The fundamental tenets of the educational ideal were endorsed by the Second Ukrainian World Congress in 1973, summarizing earlier successes. It is founded on universal principles of tolerance, respect, and love. These principles all have a Ukrainian flavor. In this essay, I want to emphasize how the translation of children's literature from the Ukrainian Diaspora satisfies these idealistic pedagogical objectives.This study explores how children's books by authors such Dhan Gopal Mukerji, Louis Henri Boussenard, Oscar Wilde, Daniel Defoe, Rudyard Kipling, etc. have been translated into Ukrainian by members of the Ukrainian Diaspora. I contend that the Ukrainian World Congress served as the bridge between many cultural centers where this ideal was developed in the 20th century. The fundamental tenets of the educational ideal were endorsed by the Second Ukrainian World Congress in 1973, summarizing earlier successes. It is founded on universal principles of tolerance, respect, and love. These principles all have a Ukrainian flavor. In this essay, I want to emphasize how the translation of children's literature from the Ukrainian Diaspora satisfies these idealistic pedagogical objectives
The development of dialogic culture as a "centaur problem" of future educator professionalization
Full text linkThe challenge of future educators building a dialogic culture in terms of their professionalization is examined in the paper. The author has demonstrated that the dialogic mode is the only way to adequately cover the details of creating an individual as an entity of professional action within the context of contemporary culture. It has been discovered that it is impossible to create the communicative (and particularly dialogic) culture of a specialist when the psychological component is devalued and systems of algorithmic tasks of the test type are accumulated during professional training. The dialogic culture, according to the author, is a set of technological and communicative indications of the systemic behavior (and professional-role behavior in particular) of the activity entity. The goal of the empirical research process was to describe the psychological trends in the growth of the communicative indicators for the professionalization entities (bachelor degree and master degree students) in the contemporary educational environment. Statistics have confirmed the prevalence of the monologic model of communication in the respondents' behavioral scenarios and the absence of the dynamics of self-management development in communication. The research's conclusions are understood as the theoretical underpinnings of a contemporary model for dialog-phenomenological interaction that is suitable for the new problems of the time and the guiding principles of educational reform.The challenge of future educators building a dialogic culture in terms of their professionalization is examined in the paper. The author has demonstrated that the dialogic mode is the only way to adequately cover the details of creating an individual as an entity of professional action within the context of contemporary culture. It has been discovered that it is impossible to create the communicative (and particularly dialogic) culture of a specialist when the psychological component is devalued and systems of algorithmic tasks of the test type are accumulated during professional training. The dialogic culture, according to the author, is a set of technological and communicative indications of the systemic behavior (and professional-role behavior in particular) of the activity entity. The goal of the empirical research process was to describe the psychological trends in the growth of the communicative indicators for the professionalization entities (bachelor degree and master degree students) in the contemporary educational environment. Statistics have confirmed the prevalence of the monologic model of communication in the respondents' behavioral scenarios and the absence of the dynamics of self-management development in communication. The research's conclusions are understood as the theoretical underpinnings of a contemporary model for dialog-phenomenological interaction that is suitable for the new problems of the time and the guiding principles of educational reform
Future music and art educators' professional development: theoretical and technological issues
Full text linkThe focus of the article is on how to better prepare aspiring music and art teachers for teaching inclusively to young children, which is the real challenge facing current art education. Its objective is to provide the findings of theoretical research into the therapeutic and developmental benefits of music, as well as to offer technology support for future music art instructors' professional development in support of inclusive education for kids. The study's central idea was defined as "professional training of future music and art teachers for inclusive education," which is seen as an educational process intended to ensure students' readiness to provide a system of educational services to people with special educational needs in their future professional activity. This involves mastering one's inclusively oriented musical and pedagogical knowledge, skills, and personal qualities. The results of the most recent research in the fields of art and music-pedagogical theory regarding the harmonizing and music-therapeutic influence of music on the personality of a child in need of educational inclusion were used to improve the professional training of future music art teachers for children's inclusive learning; criteria of musical works selection for children with psycho-physiological disabilities have been identified; there was developed and substantiated. The innovative content of children's instruction, which consists of a specially chosen vocal repertoire, lesson and extracurricular forms of training, and particular teaching methods for students with special educational needs are all part of the developmentally and correctively oriented singing training techniques.The focus of the article is on how to better prepare aspiring music and art teachers for teaching inclusively to young children, which is the real challenge facing current art education. Its objective is to provide the findings of theoretical research into the therapeutic and developmental benefits of music, as well as to offer technology support for future music art instructors' professional development in support of inclusive education for kids. The study's central idea was defined as "professional training of future music and art teachers for inclusive education," which is seen as an educational process intended to ensure students' readiness to provide a system of educational services to people with special educational needs in their future professional activity. This involves mastering one's inclusively oriented musical and pedagogical knowledge, skills, and personal qualities. The results of the most recent research in the fields of art and music-pedagogical theory regarding the harmonizing and music-therapeutic influence of music on the personality of a child in need of educational inclusion were used to improve the professional training of future music art teachers for children's inclusive learning; criteria of musical works selection for children with psycho-physiological disabilities have been identified; there was developed and substantiated. The innovative content of children's instruction, which consists of a specially chosen vocal repertoire, lesson and extracurricular forms of training, and particular teaching methods for students with special educational needs are all part of the developmentally and correctively oriented singing training techniques
The connection between economic freedom, education, and happiness
Full text linkEconomic success and social advancement in contemporary society are both influenced by education. Along with providing the potential for self-expression, creative fulfillment, and moral gratification from present actions, education also enables its possessor to earn a higher wage. People with higher levels of education live longer lives that are also more fascinating and instructive. Additionally, happier people tend to be more educated. The article's goal in this area is to ascertain the connection between educational attainment levels, economic freedom, income levels, and happiness levels. This study examines the relationships among 145 nations' measures of economic freedom, happiness, income, and education for the year 2018. In Statistica, the author of the study estimated the Kendall's Tau correlation, the Spearman rank correlation, and the Pearson (product-moment) correlation. According to the data, there is a significant correlation between GDP, Economic Freedom of the World Index, Happiness Index, and Education Index. The study found a strong correlation between education, money, and happiness awareness. Economic freedom and education go hand in hand. Additionally, the study's findings imply that education makes people happier in addition to increasing their wealth.Economic success and social advancement in contemporary society are both influenced by education. Along with providing the potential for self-expression, creative fulfillment, and moral gratification from present actions, education also enables its possessor to earn a higher wage. People with higher levels of education live longer lives that are also more fascinating and instructive. Additionally, happier people tend to be more educated. The article's goal in this area is to ascertain the connection between educational attainment levels, economic freedom, income levels, and happiness levels. This study examines the relationships among 145 nations' measures of economic freedom, happiness, income, and education for the year 2018. In Statistica, the author of the study estimated the Kendall's Tau correlation, the Spearman rank correlation, and the Pearson (product-moment) correlation. According to the data, there is a significant correlation between GDP, Economic Freedom of the World Index, Happiness Index, and Education Index. The study found a strong correlation between education, money, and happiness awareness. Economic freedom and education go hand in hand. Additionally, the study's findings imply that education makes people happier in addition to increasing their wealth
The characteristics and philosophical foundations of the learner-centered paradigm of education
Full text linkToday's educators observe rapid changes in the social institution of education. The paradigmatic approach to education developed by Thomas Kuhn is one strategy that might be used to explain and examine these transitions. According to the study, modern educators follow the learner-centered paradigm. It can, however, appear that the old paradigm is still having an impact on education. Consequently, the article has two primary goals. The first is to compare and contrast the two paradigms of education: learner-centered and teacher-centered. Second, it's crucial to understand what ideas are current in modern philosophy and whether they align with the learner-centered paradigm. The author makes an effort to differentiate philosophical ideas that currently significantly influence worldview. Four-dimensional ontology, constructivist epistemology, the issue of agency, individual identity, and the narrative approach to identity and cognitive concerns are some of them. Through the glasses of the learner-centered paradigm, these ideas are delineated and examined.This article has been retracted. Please see: Retraction of published article due to the author's proposal, 2021, Vol. 9, No. 3, pp. 1-17
Today's educators observe rapid changes in the social institution of education. The paradigmatic approach to education developed by Thomas Kuhn is one strategy that might be used to explain and examine these transitions. According to the study, modern educators follow the learner-centered paradigm. It can, however, appear that the old paradigm is still having an impact on education. Consequently, the article has two primary goals. The first is to compare and contrast the two paradigms of education: learner-centered and teacher-centered. Second, it's crucial to understand what ideas are current in modern philosophy and whether they align with the learner-centered paradigm. The author makes an effort to differentiate philosophical ideas that currently significantly influence worldview. Four-dimensional ontology, constructivist epistemology, the issue of agency, individual identity, and the narrative approach to identity and cognitive concerns are some of them. Through the glasses of the learner-centered paradigm, these ideas are delineated and examined
Reflective analysis of the introduction of the competency concept into Ukrainian primary education using benchmarks from the European Union
Full text linkIt is investigated how the competence education concept was developed in Ukraine using EU benchmarks. It is important to note that one aspect of Ukraine's integration into Europe is the transition of its national education into a competency foundation. The authors came to the conclusion that the Ukrainian educational system had moved from promoting the notion of competence education to actually putting it into practice. The findings of the study show that in Ukraine, the idea of competence is most successfully supported at the level of educational policy. The novelty of a direct correlation between strategic, didactic, and methodological levels presents a number of obstacles for the competency idea at the implementation level. The authors come to the conclusion that the issue of developing key competencies, particularly transversal or cross-curricular ones, is still unresolved; that cross-curricular connections and integration of the educational content need to be improved; and that the level of evaluating younger students' competencies is even less developed. On the other hand, the authors make generalizations about how common globalization issues, strong European integration processes, and Europeanization that extends to European nations outside of the EU's boundaries all play a significant role in bringing Ukrainian education in line with EU norms.It is investigated how the competence education concept was developed in Ukraine using EU benchmarks. It is important to note that one aspect of Ukraine's integration into Europe is the transition of its national education into a competency foundation. The authors came to the conclusion that the Ukrainian educational system had moved from promoting the notion of competence education to actually putting it into practice. The findings of the study show that in Ukraine, the idea of competence is most successfully supported at the level of educational policy. The novelty of a direct correlation between strategic, didactic, and methodological levels presents a number of obstacles for the competency idea at the implementation level. The authors come to the conclusion that the issue of developing key competencies, particularly transversal or cross-curricular ones, is still unresolved; that cross-curricular connections and integration of the educational content need to be improved; and that the level of evaluating younger students' competencies is even less developed. On the other hand, the authors make generalizations about how common globalization issues, strong European integration processes, and Europeanization that extends to European nations outside of the EU's boundaries all play a significant role in bringing Ukrainian education in line with EU norms