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Journal articles on the topic 'Educational subjectivity'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Golovataya, I. N., I. V. Bugaev, and V. Yu Smolnikov. "ON THE WAY TO IMPROVING SCHOOL EDUCATIONAL RESULTS." Man and Education 78, no. 1 (2024): 29–38. http://dx.doi.org/10.54884/1815-7041-2024-78-1-29-38.

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The study of the level of subjectivity of students in school is an important step towards improving educational results. It helps teachers and school administrators understand which aspects of education need to be improved and which teaching methods produce the best results. The study of the level of subjectivity also helps to understand how to better support and motivate students to achieve better results, which students need additional support and assistance to achieve academic success. The article also analyzes the features of the formation of this quality among the administrative and teach

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2

Clark, John A. "Objectivity, Subjectivity, and Relativism in Educational Research." Curriculum Inquiry 24, no. 1 (1994): 81. http://dx.doi.org/10.2307/1180147.

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Clark, John A. "Objectivity, Subjectivity, and Relativism in Educational Research." Curriculum Inquiry 24, no. 1 (1994): 81–94. http://dx.doi.org/10.1080/03626784.1994.11076150.

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4

Polak, Krzysztof. "Twilight of Teacher’s Subjectivity?" Journal of Vasyl Stefanyk Precarpathian National University 7, no. 1 (2020): 24–31. http://dx.doi.org/10.15330/jpnu.7.1.24-31.

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The author deals with issues of the subjectivity of the teacher he treated as an idea of the past, which today is not found in the educational realities. Subjectivity, being receptive to decision-making and willingness to bear responsibility, is understood by the author as the ability of the teacher to engage in dialogue with himself. The author characterizes the main features of such a dialogue, indicating its determinants (power, market, ideological illusions, conventions and school culture). He stresses the negative impact of transformations in the field of education, among which the preval

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Селиванова and Olga Selivanova. "Student’s Subjectivity as a Purpose and a Value of Modern Education." Socio-Humanitarian Research and Technology 3, no. 2 (2014): 70–72. http://dx.doi.org/10.12737/4665.

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The paper considers school student’s subjectivity as a set of growing human’s innovative features, which the educational system is aimed to develop. The author proves the value of establishing a school student’s subjectivity, and conspires it as a process, through which a student, while setting and achieving personally and socially meaningful educational goals, recognizes his personal needs in cognition of himself and the world around him. Components and levels of subjectivity are described, dynamics of subject-subjective interplay is traced and

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Grigoryeva, Nadezhda G., and Yulia I. Kirichenko. "THE INFLUENCE OF A STUDENT'S SUBJECTIVITY ON HIS ACADEMIC ACHIEVEMENTS." HUMANITIES AND SOCIAL STUDIES IN THE FAR EAST 20, no. 2 (2023): 125–30. http://dx.doi.org/10.31079/1992-2868-2023-20-2-125-130.

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The article considers scientific approaches to the definition of the essence of a person’s subjectivity, describes the directions of manifestation of subjectivity, relevant for young people during their studies at the university. The main conclusions of the analysis of The results of the conducted empirical research are presented analyzed in order to identify the level of subjectivity of university students and the influence of subjectivity on the effectiveness of educational activities. The conditions for the purposeful development of young people’s subjectivity in the educational space of th

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Ivanova, N. V. "SUBJECTIVITY OPTIMIZATION OF FOURTH GRADERS IN A PERSONALITY-DEVELOPING EDUCATIONAL ENVIRONMENT." Educational Psychology in Polycultural Space 53, no. 1 (2021): 6–17. http://dx.doi.org/10.24888/2073-8439-2021-53-1-6-17.

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The article reveals possibilities of a specially organized personality-developing educational environment at the final stage of primary general education (the fourth year of schooling) to optimize the subjectivity formation of fourth-graders. Insufficient knowledge of the environmental approach to the formation of the subjectivity of primary school students makes the work relevant. The theoretical basis of the article is psychological and pedagogical research in the field of the educational environment and the subject genesis of schoolchildren. The author presents the content of a two-year emp

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Panov, V. I., and I. V. Plaksina. "Subjectness of Pedagogical University Students in the Changing Educational Environment." Psychological-Educational Studies 14, no. 2 (2022): 64–83. http://dx.doi.org/10.17759/psyedu.2022140205.

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The work aimed to identify development levels of subjectivity of pedagogical university students and their relationship to ability for joint (cooperative) interactions in changing conditions of learning. Materials of two empirical researches, obtained on a selection of the 4th-5th year students of pedagogical institute, are represented. The first research (N=100) involved 4th-year students aged from 20 to 21 years, 85% of whom were female; the data were obtained before the stage of passing pedagogical industrial practice. The second research involved 5th year students (N=30) aged 21 to 22 year

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9

Zhurat, Yulya, Vitalii Honcharuk, Maya Zubal, Nataliia Savchenko, Mykola Dubinka, and Oksana Yazlovetska. "Formation of the Subjectivity of the Future Teacher in the Educational Realities of Ukraine." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 2 (2022): 434–60. http://dx.doi.org/10.18662/rrem/14.2/589.

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The article formulates the basic principles of forming the subjectivity of the future teacher in the Ukrainian educational field, which is in a transitional stage between modernist and postmodernist paradigms. Based on the analysis of secondary data (world neuro pedagogical and Ukrainian methodological experience) the directions of optimization of the educational space of Ukraine with the aim of deepening its subjective orientation are formulated. The international significance of the article lies in the possibility of using the achievements in reforming the educational policy and educational

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10

Plaksina, Irina V. "The experience of approbation and empirical substantiation of the ecopsychological model of subjectivity development in educational practice." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 20, no. 3 (2023): 179–92. http://dx.doi.org/10.17673/vsgtu-pps.2023.3.13.

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The paperpresents a brief summary of the results of theoretical approbation and empirical substantiation of V.I. Panovsecopsychological model of subjectivity development, obtained during the 20162022 studies carried out on samples of students (N=897), students of the Pedagogical Institute (N=379) and teachers of schools in Vladimir (N=196). The choice of the model is due to the need to solve the central task of educational practice stated by the Federal State Educational Standard at all levels - the development of students ability to be a subject of educational activity. The ecopsychological m

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11

Geykhman, L. K., and V. S. Kabanov. "Subjectivity Formation of a Technical University Master’s Student: A New Challenge for Engineering Education." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 12 (2022): 143–56. http://dx.doi.org/10.31992/0869-3617-2021-30-12-143-156.

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An important condition for the digital transformation of education is the subjectivity of students and teachers. The formation of subjectivity as the ability to set one’s own goals and change either oneself or the educational environment to achieve them raises a number of questions: what is meant by the subjectivity of a student and a teacher, what does it mean to be a subject of the educational process, which factors contribute to and which hinder the formation of subjectivity. The authors focus on the conditions that promote and prevent the formation of subjectivity in master’s education of

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12

Barone, Thomas E. "On the Demise of Subjectivity in Educational Inquiry." Curriculum Inquiry 22, no. 1 (1992): 25. http://dx.doi.org/10.2307/1180092.

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Vorobyeva, I V., and O. V. Kruzhkova. "Optimization Model of Subjectivity Formation in Educational Environment." Education and science journal, no. 3 (February 3, 2015): 35. http://dx.doi.org/10.17853/1994-5639-2012-3-35-45.

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14

Stefanidou, Constantina, and Constantine Skordoulis. "Subjectivity and Objectivity in Science: An Educational Approach." Advances in Historical Studies 03, no. 04 (2014): 183–93. http://dx.doi.org/10.4236/ahs.2014.34016.

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Barone, Thomas E. "On the Demise of Subjectivity in Educational Inquiry." Curriculum Inquiry 22, no. 1 (1992): 25–38. http://dx.doi.org/10.1080/03626784.1992.11075391.

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16

Harris, David Ernest. "Collaborative Writing as Educational Research: a Deleuzian Critique." International Journal of Sociology of Education 7, no. 1 (2018): 24. http://dx.doi.org/10.17583/rise.2018.2881.

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This article discusses the claims made by some qualitative researchers that collaborative autoethnographic writing serves to displace sociology and other social sciences as a means to understand subjectivity. Collaborative creative writing claims to be no less valid than sociological inquiry and is less socially exclusive, and academic criticism of this approach is itself seen as only subjective. A particular project by Wyatt and Gale and others can still be exposed to ‘immanent critique’, however, where the philosophical resources used to support the argument (the work of Deleuze and Guattari

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Popova, Valentina, and Viacheslav Popov. "THE SCIENCE AND EDUCATION ROLE IN UKRAINE'S SUBJECTIVITY FORMATION IN THE PROCESS OF ENTERING THE EUROPEAN SPACE." Professional Pedagogics 2, no. 25 (2022): 45–57. http://dx.doi.org/10.32835/2707-3092.2022.25.45-57.

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Relevance: the study of scientific-educational factors in the formation of Ukraine subjectivity is a necessary precondition for its integration into the European economic, scientific and educational space. Purpose: systematic generalization of the historical mission of Ukrainian scientists and educators in the formation of Ukrainian subjectivity. Methods: theoretical, historical, path dependence, statistical, macroeconomic, comparative and retrospective analysis. Results: the division into periods of Ukraine historical changes in the path dependence categories from 1648 to the present time was

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18

Bragina, Elena Vladimirovna. "Philosophical foundations of the study of the problem of involvement in additional education: encouragement and development of subjectivity of adult learners." Психолог, no. 1 (January 2025): 0. https://doi.org/10.25136/2409-8701.2025.1.73021.

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The problem of the development of subjectivity of adult students enrolled in additional education programs occupies an important place in psychological and pedagogical research. In the development of vocational training programs, the personality of the student is an integral factor that encourages additional education and meaningful involvement in educational activities. The success of building a student's personality in the vocational education system depends on its active subjectivity and autonomy. The relevance of research is due to the difficulties associated with the ambiguity of understa

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19

Śmiechowska-Petrovskij, Emilia, Marzena Dycht, and Kamil Kuracki. "Being the Subject of Education – Pandemic and Post-Pandemic Experiences of Students With Disabilities, Their Teachers and Parents." International Journal of Special Education (IJSE) 38, no. 3 (2023): 107–22. http://dx.doi.org/10.52291/ijse.2023.38.43.

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Educational changes resulting from sanitary orders during the COVID-19 pandemic significantly affected the personal freedom and sense of subjectivity among participants in educational processes. The aim of the study was to identify the personal experiences of the sense of being the subject of education of three groups: students with special educational needs, including disabled students, their teachers and parents, during and after the pandemic. The article applies the concept of a sense of subjectivity, which includes 4 dimensions: a sense of: 1) freedom of choice, 2) agency, 3) responsibilit

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Yan, Jingxi. "Discipline and Resistance: A Foucauldian Interpretation of Childrens Subjectivity in Monster." Communications in Humanities Research 72, no. 1 (2025): 101–8. https://doi.org/10.54254/2753-7064/2025.lc25033.

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As research on subjectivity deepens, the alienation and reconstruction of childrens subjectivity within power structures have become widely discussed in educational and sociocultural contexts. Grounded in Foucaults theories of discipline and self-technologies, this paper analyzes the process of alienation and reconstruction of childrens subjectivity as depicted in Monster. It argues that when parents and teachers excessively mold children according to stereotypical social norms during education, oppression manifests at linguistic, bodily, and other levels. Coupled with the implicit discipline

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21

Posypanova, Olga, Petr Menshikov, Anastasia Demchuk, et al. "Environmental friendliness of educational innovations and agency of consumption of educational services." E3S Web of Conferences 284 (2021): 09004. http://dx.doi.org/10.1051/e3sconf/202128409004.

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The environmental imperative is one of the leading imperatives of our time. Its understanding varies widely in different contexts. One such object is educational innovation. The theoretical basis of variations is two main groups of ideas: 1) the idea of development as a process and a result of gradual, “stable”, often “planned” / projected quantitative “accumulations”, and 2) the idea of development as a crisis, coupled with periods of abrupt / revolutionary, “emergent integrative and qualitative transformations, the exit of the system from the state of homeostasis to a new state, transparent

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22

Fishman, B. E. "About Subjectivity of a University Student in Educational Activity." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 5 (2019): 145–54. http://dx.doi.org/10.31992/0869-3617-2019-28-5-145-154.

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The subjectivity of a university student in educational activities is considered as a significant factor of the compliance between the existing state of the university educational system and the requirements placed on it. The article focuses on the imbalance of information support of educational activities, the lack of personal characteristics of students in this provision. First of all, this refers to the indicators of students’ development processes, their value systems, and the choice of activity strategies. A review of the results of empirical studies that characterize students in the curr

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23

Lundberg, Adrian, Renske de Leeuw, and Renata Aliani. "Using Q methodology: Sorting out subjectivity in educational research." Educational Research Review 31 (November 2020): 100361. http://dx.doi.org/10.1016/j.edurev.2020.100361.

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24

Tavares, Hannah. "CLASSROOM MANAGEMENT AND SUBJECTIVITY: A GENEALOGY OF EDUCATIONAL IDENTITIES." Educational Theory 46, no. 2 (1996): 189–201. http://dx.doi.org/10.1111/j.1741-5446.1996.00189.x.

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25

Jha, Saurabh. "Wittgenstein's Ruler: Implication of Residual Subjectivity in Educational Metrics." Academic Radiology 20, no. 8 (2013): 1054–56. http://dx.doi.org/10.1016/j.acra.2013.03.015.

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26

Suddahazai, Imran Hussain Khan. "The development of leadership through islamic education: An empirical inquiry into religiosity and the styles of educational leadership experienced." International Journal of Education and Learning 3, no. 1 (2021): 45–55. http://dx.doi.org/10.31763/ijele.v3i1.111.

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The research undertaken sought to address a critical vacuity within contemporary Muslim scholarship on 'educational leadership. The empirical investigation explored the relationship between the formation of 'Religiosity' and the styles of 'Educational Leadership' as experienced by graduates of Muslim Institutes of Higher Education in the UK (MIHEUK). The study was conducted via a single case design with embedded units of analysis. The instruments utilized for data collection were the Muslim Subjectivity Interview Schedule (MSIS), Semi- Structured Interviews (SSI), and Focus Group Discussions (

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Pérez-González, Carlos, and Delfín Ortega-Sánchez. "Active Teaching and Learning: Educational Trends and Practices." Education Sciences 15, no. 6 (2025): 714. https://doi.org/10.3390/educsci15060714.

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Educational research published over the past five years reveals a sustained shift from content-delivery models toward learning ecologies that explicitly interweave place, subjectivity, and institutional responsibility [...]

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Plaksina, Irina V. "Innovative pedagogic activity from the standpoint of the ecopsychological approach." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 4 (2022): 103–9. http://dx.doi.org/10.34216/2073-1426-2021-27-4-103-109.

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The article reveals the results of the empirical verification of the ecopsychological model of the formation of the subject of innovative pedagogic activity. The research sample was made up of pedagogues of municipal budget educational institution ‟Secondary School No. 15” in Vladimir (N = 40), which is a regional innovation platform for the implementation of the innovative project ‟Organisational and psycho-pedagogic conditions for the formation of subjectivity of participants in the educational process”. Innovative pedagogic activity is defined as one contributing to the achievement of a cre

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Panyukova, Y. G. "Digitalization of the Information Environment in the Context of the Ecopsychological Model of the Formation of Subjectivity." Social Psychology and Society 14, no. 1 (2023): 222–27. http://dx.doi.org/10.17759/sps.2023140113.

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<p style="text-align: justify;">Peer-reviewed monographs orient the reader to reflections on the psychological patterns of interaction between the individual and the environment. The problem, which is classical for psychological science, receives comprehension in the format of an ecopsychological model of the formation of subjectivity. The ontological foundations of the model are represented, the dynamic (procedural) and substantive (formal) characteristics of the ecopsychological model of the formation of subjectivity are allocated. The types of interaction in the system "individual &am

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Bondarev, Petr Borisovich, Vladlen Konstantinovich Ignatovich, and ValentinaEvgenievna Kurochkina. "Student as a subject of designing individual educational results in the process of additional education." Historical and social-educational ideas 12, no. 4-5 (2020): 144–53. http://dx.doi.org/10.17748/2075-9908-2020-12-4-5-144-153.

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The article is devoted to the problem of the formation of students' readiness to master a new level of subjectivity for them, at which they are actively involved in the design of their individual educational results. The purpose of the article is to describe this level of subjectivity of a student, characterized by his readiness to design individual edu-cational results in the process of additional education. The prerequisites for the emer-gence of this problem in the field of modern research are characterized. The existing manifestations and levels of subjectivity of students in the education

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Zaouche-Gaudron, Chantal, Hélène Ricaud, and Ania Beaumatin. "Father-child play interaction and subjectivity." European Journal of Psychology of Education 13, no. 4 (1998): 447–60. http://dx.doi.org/10.1007/bf03173097.

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Hajnicz, Wanda. "The Subjectivity of the Teacher and the Subjectivity of the Children: Negative or positive co‐operation." International Journal of Early Years Education 6, no. 2 (1998): 199–206. http://dx.doi.org/10.1080/0966976980060207.

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Zhurat, Yuliya, Tamara Skoryk, Adile Bekirova, Liliia Martynets, Lidia Pletenytska, and Alla Kramarenko. "Modern Understanding of Elementary School Teacher Subjectivity." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 2 (2022): 218–43. http://dx.doi.org/10.18662/rrem/14.2/577.

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The article highlights modern understanding of subjectivity in primary school teachers and pupils in the theoretical and methodological discourse of the post-Soviet space. It proves that school education functions and develops, on the one hand, according to its traditional laws and regularities, and on the other hand, it represents the pedagogical system, in the centre of which there are people, namely, teachers and pupils. The article refutes an assumption that the personality of the teacher is at the centre of the educational system, and their professional self-realization as a subject of pe

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Zhurat, Yulya, Nina Rudenko, Adile Bekirova, Olena Borovets, Tеtiana Doroshenko, and Tamara Skoryk. "Developing Subjectivity in Future Primary School Teachers." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 3 (2021): 280–302. http://dx.doi.org/10.18662/rrem/13.3/452.

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The article formulates theoretical and methodological conditions for developing subjectivity in future primary school teachers in Ukraine. Therefore, it analyzes the Ukrainian experience of teacher training for primary school, as well as the aspects of the primary school teachers’ subjectivity in relevant scientific discourse. Besides, the article contains theoretical generalizations on the issue in question. Research methods include induction and generalization, prognostic methods in combination with modelling of principles of the educational process and sociological methods (used to identify

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Kariev, Adlet, and Valentina Vasilieva. "Studying of the level of independence and subjectivity of teachers in the conditions of modern educational process." "Bilim" scientific and pedagogical jornal 108, no. 1 (2024): 111–20. http://dx.doi.org/10.59941/2960-0642-2024-1-111-120.

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This article reveals one of the urgent problems of modern education - the problem of the development of subjectivity and independence of school teachers. The authors analyzed the concepts of "subjectivity", "independence", given their characteristics. Under the "subjectivity of the teacher" can be considered as an accessible and effective principle of "self -building", associated primarily with the initiative for independent life-creation, high motivation for achievements in the chosen profession or activity. However, as the authors note, the development of teacher subjectivity is hindered by

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Kowalski, Mirosław, and Ewa Kowalska. "SUBJECTIVITY TOWARDS EDUCATIONAL PRACTICE AND THREATS OF CONTEMPORARY TIMES: EXCEPTIONS OF REFLECTION." Problems of Education in the 21st Century 52, no. 1 (2013): 5–6. http://dx.doi.org/10.33225/pec/13.52.05.

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Subjectivity today is commonly referred to as a necessary condition of education. Regardless of the world-view option, of social, or religious doctrine which determines the ideological layer of the education, the problem of the subjectivity is functioning as the crucial element of the design and implementation of the educational activities. At least in individual presentations it is differently understood, nobody is already contradicting its being. With reference to the introduction – what is the subjectivity? Modern ideas of education suffer from lack of the paradigmatic continuity, they comm

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AlWadi, Hasan M. "Between Subjectivity and Objectivity in Educational Research: How validity is maintained in educational research." International Review of Contemporary Learning Research 2, no. 1 (2013): 41–48. http://dx.doi.org/10.12785/irclr/020104.

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Posypanova, O. S., I. P. Krasnoshchechenko, M. R. Arpentieva, et al. "ON THE PROBLEM OF SUBJECTIVITY (AGENCY) OF CONSUMPTION OF EDUCATIONAL SERVICES." BULLETIN 2, no. 390 (2021): 298–306. http://dx.doi.org/10.32014/2021.2518-1467.84.

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Many researchers agree that the main activity of the university is the provision of educational services. But they do not give an unambiguous definition in what form the service exists, what is meant by the product or product of the university, as well as how the concepts of "educational service" and "quality of education" are related and also practically do not ask the question of what role the subjectivity of the consumer plays (students, etc.) in the consumption of these services. On the one hand, it is obvious that the problem of consumption of educational services is largely a problem of

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Fatenkov, Aleksey, and Irina Sitnikova. "Professional and educational orientations of students as an indicator of subjectivity in the field of higher education (on the example of universities in Nizhny Novgorod)." Vestnik instituta sotziologii 15, no. 2 (2024): 132–50. http://dx.doi.org/10.19181/vis.2024.15.2.9.

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The subject of research in this article is at the intersection of problem areas of subjectivity and the state of higher education in modern Russia. The authors strive to solve a twofold problem. Contextually, in a philosophical and sociological perspective, using the concept of “subjectivity indicator” and outlining its semantic boundaries, instrumentally link it with certain empirical methods and the factual data obtained from them related to the study of students’ professional and educational orientations. The area of subjectivity considered in this article borders on the lower level with th

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40

Abramova, M. A., and E. V. Balganova. "SUBJECTIVITY AND OBJECTIVITY OF ASSESSING THE COMPETITIVENESS OF EDUCATIONAL SERVICES." Философия образования 21, no. 3 (2021): 88–102. http://dx.doi.org/10.15372/phe20210306.

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Abramova, Victoria Vyacheslavovna, and Tatyana Alexandrovna Romm. "Professional Subjective Activity of the Student of Pedagogical University." Siberian Pedagogical Journal, no. 5 (November 11, 2021): 40–47. http://dx.doi.org/10.15293/1813-4718.2105.04.

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Currently, researchers in the field of education and upbringing are discovering connections and dependencies that were not previously identified: upbringing and subjectivity, upbringing and personal meanings, upbringing and value choice. The article actualizes the problem of professional subjective activity of a teacher and its impact on the effectiveness of educational activities. The teaching practice existing in pedagogical universities needs to be enriched by the experience of social and scientific activities of students - future teachers. Professional subjective activity of students will

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42

Ivantsova, Natalya, Irina Shilnikova, Oleg Podlinyaev, and Natalia Shisharina. "Motivation-Value Component of FirstYear Student’s Subjectivity." SHS Web of Conferences 50 (2018): 01073. http://dx.doi.org/10.1051/shsconf/20185001073.

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This article discusses one of the main components of subjectivity of a university student. According to the research, that is a motivation-value one. It presupposes the presence of a sustain motivation of the subject, leading to active educational and cognitive activity with elements of creativity. On the condition of cognitive activity based on the true interest students can get new knowledge and professional interest. Thus, we distinguish the following criteria of this component: awareness in the choice of profession, interest in educational and cognitive activity, stable professional motiva

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43

Panov, V. I., and I. V. Plaksina. "The Relationship between the Stages of Agency of Schoolchildren in Grades 8-11 and Ecopsychological Types of Interactions with the Educational Environment." Social Psychology and Society 14, no. 3 (2023): 118–35. http://dx.doi.org/10.17759/sps.2023140308.

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<p style="text-align: justify;"><strong>Objective. </strong>Detection of the relationship between the level of development of agency of schoolchildren and communicative interactions in the system "student &ndash; teacher/educational environment". <br><strong>Background.</strong> The development of agency is usually studied outside of communicative interactions in the system "student &ndash; teacher/educational environment". Moreover, as a subject of research, different subjective qualities are distinguished depending on the content of education. In t

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Kariyev, A. D., F. Orazbayeva, M. O. Iskakova, I. M. Dyussekeneva, and M. Bakracheva. "The use of interactive technologies in the formation of students’ subjectivity: innovative practices." Education and science journal 26, no. 8 (2024): 65–87. http://dx.doi.org/10.17853/1994-5639-2024-8-65-87.

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Introduction. The development of human potential is an important direction of the state policy of the Republic of Kazakhstan in the field of ensuring the economic security of the country. In this regard, special attention is paid to the growth of human potential and its responsibility for the self-development and self-realisation of a new generation of citizens. Aim. The present research aimed to present innovative practices of the formation of students’ subjectivity during the educational process through the use of special diagnostic and correctional-developmental tools. Methodology and resea

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Pronenko, E. A. "Academic Motivation: Connection with Subjectivity, Belief in Freedom, Life Position and Conscious Presence." Innovative science: psychology, pedagogy, defectology 8, no. 1 (2025): 9–17. https://doi.org/10.23947/2658-7165-2025-8-1-9-17.

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Introduction. Subjectivity in the academic environment is associated with the ability of students to actively transform themselves and the surrounding reality, free and conscious choice; subjectivity contributes to the self-realisation of students, increasing their involvement in the educational process and the quality of knowledge obtained, and the task of increasing the subjectivity of both teachers and students remains relevant. At the same time, there is insufficient research clarifying the connections between subjectivity and academic motivation in both Russian and world science.Objective

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Karlsson, Peter. "Bildning och eskatologisk subjektivitet." Svensk Teologisk Kvartalskrift 101, no. 1 (2025): 57–77. https://doi.org/10.51619/stk.v101i1.27619.

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The Brazilian educator Paulo Freire emerges as a prominent figure among educational philosophers of the twentieth century, exerting enduring influence within contemporary discourse on politics and learning, particularly within the realm of critical pedagogy. This article directs its focus towards the theological dimensions of Freire's philosophy, engaging in critical discourse by juxtaposing it with what was previously conceptualized as eschatological education. Drawing upon German theologian Gerhard Sauter's differentiation between radical eschatology and an eschatology aligned with the "theo

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Inoue, Noriyuki. "The role of subjectivity in teacher expertise development: Mindfully embracing the “black sheep” of educational research." International Journal for Transformative Research 3, no. 1 (2016): 16–23. http://dx.doi.org/10.1515/ijtr-2016-0003.

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Abstract In Western cultures, subjectivity has often been seen as the “black sheep” of educational research because of its heavy emphasis on objectivity. Consequently many research initiatives in education share the assumption that objective reasoning should play a central role. However, mentoring teachers’ practice improvement research often requires us to go beyond the objective dimension and encompass the subjective dimension of the research process such as teachers’ intuition, tacit knowledge and personal meaning-making. The challenge that lies in front of us is how to mindfully make sense

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Chen, Xuling. "Exploring the innovation of Chinese cultural education practice from the perspective of inter-subjectivity theory." SHS Web of Conferences 166 (2023): 01049. http://dx.doi.org/10.1051/shsconf/202316601049.

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The theory of inter-subjectivity, which emphasizes the sharing of equal subjects through communication and interaction, contains a rich educational philosophy. The theory of inter-subjectivity guides the innovation and reform of Chinese cultural education practice, which is an important initiative to enhance students' sense of Chinese cultural identity and contains the logic of theory, action and thought. In the face of the practical difficulties of Chinese cultural education practice in universities, on the one hand, we can promote the intercultural communication of educational subjects by cr

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O'Loughlin, Michael. "The Development of Subjectivity in Young Children: Theoretical and Pedagogical Considerations." Contemporary Issues in Early Childhood 2, no. 1 (2001): 49–65. http://dx.doi.org/10.2304/ciec.2001.2.1.8.

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The author presents the outlines of a theory of subjectivity that is anchored in processes of identification. Subject formation is a continual process of becoming that is constituted by three interrelated processes: (1) intrapsychic factors within each child; (2) effects of participation in groups on the kinds of identifications and disidentifications a child adopts; and (3) effects of the discursive practices of society on the kinds of subjectivity a particular child performs. The author begins by outlining Melanie Klein's theory of the development of individual subjectivity through early obj

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Erina, T. A. "SUBJECTIVITY AS A PREREQUISITE FOR SELF-DESIGN." Chronos 6, no. 6(56) (2021): 19–21. http://dx.doi.org/10.52013/2658-7556-56-6-7.

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The article presents indicators for fixing the characteristics of the subjective development of students, obtained in the course of research on the topic of self-design of educational and professional activities. The data on the distribution of respondents according to the three types of subjectivity are given, the specified characteristics of the subjective types are described.

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