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Journal articles on the topic 'Pedagogical thought'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Malikov, Tanbik Rustamovich. "AXIOLOGICAL basically Türkic pedagogical thought AGES." V mire nauchnykh otkrytiy, no. 1.2 (January 30, 2014): 875. http://dx.doi.org/10.12731/wsd-2014-1.2-5.

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2

Gara, Jarosław. "Selected Representations of the Phenomenological Orientation of Polish Pedagogical Thought." Theology and Philosophy of Education 2, no. 1 (2023): 28–38. https://doi.org/10.5281/zenodo.8002349.

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<strong>Abstract</strong> This article indicates the basic premises and differentiating contexts that underlie the conceptual specificity of phenomenological pedagogy. In this context, three original positions of phenomenological orientation in Polish pedagogical thought have been presented. In accordance with their specific features, the first position refers to the phenomenological problematization of issues related to pedagogical axiology in a particular way, the second position refers to issues associated with pedagogical teleology, while the third relates to matters connected to pedagogic

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3

Pietropaolo, Domenico. "Vico and Modern Thought: A Pedagogical Proposal." Quaderni d'italianistica 11, no. 1 (1990): 111–21. http://dx.doi.org/10.33137/q.i..v11i1.10552.

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4

Jagielska, Dominika. "Conservative pedagogical thought of Count Stanisław Tarnowski." Studia z Teorii Wychowania XIII, no. 4 (41) (2022): 39–52. http://dx.doi.org/10.5604/01.3001.0016.1635.

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Stanisław Tarnowski is a well-known nineteenth-century politician, expert in literary history, university lecturer, and rector of the Jagiellonian University. Analyses of his legacy have been conducted mainly in political science and Polish studies. The pedagogical aspects of his work, on the other hand, have so far received little attention, although reflections on the education of young people can be found in some of his publications. Therefore, in an attempt to study the pedagogical perspective adopted by S. Tarnowski, the aim of this article was to reconstruct the pedagogical thought conta

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5

Starodubtsev, Mikhail Pavlovich. "Role and importance of military-pedagogical traditions at the present stage of domestic military education system development." Samara Journal of Science 6, no. 4 (2017): 258–61. http://dx.doi.org/10.17816/snv201764314.

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The paper deals with the issues concerning the role and importance of military pedagogical traditions at the present stage of national military education system development. The author studies the concepts traditions, pedagogical traditions, military traditions, offers his own interpretation of the notion military pedagogical traditions. A study of the military-pedagogical traditions is organized in conjunction with the achievements of the military pedagogic thought of the previous periods and modern problems of military pedagogy. The author analyzes the reasons for the reform and modernizatio

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6

Abdulvokhidov, Elyor. "Chingiz aitmatov’s pedagogical concept in the development of pedagogical and publicistic thought." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 3 (2021): 1050–57. http://dx.doi.org/10.5958/2249-7137.2021.00727.8.

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7

Asadullin, R. M., and O. V. Frolov. "CRISIS OF PEDAGOGICAL CULTURE AND SOME PROBLEMS OF THE MODERN PEDAGOGICAL THOUGHT." Education and science journal, no. 2 (January 1, 2017): 9–31. http://dx.doi.org/10.17853/1994-5639-2017-2-9-31.

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8

Abdulvokhidov, Eler. "PEDAGOGICAL THOUGHT IN THE JOURNALISM OF CHINGIZ AITMATOV." Theoretical & Applied Science 91, no. 11 (2020): 101–4. http://dx.doi.org/10.15863/tas.2020.11.91.22.

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Rojas Osorio, Carlos. "Eugenio María de Hostos and His Pedagogical Thought." Curriculum Inquiry 42, no. 1 (2012): 12–32. http://dx.doi.org/10.1111/j.1467-873x.2011.00576.x.

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10

Kornilaev, Leonid. "Kant’s pedagogical thought and current problems of education." SHS Web of Conferences 161 (2023): 06008. http://dx.doi.org/10.1051/shsconf/202316106008.

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Reflection on education has a central place in Kantian anthropology. The human being can only become human through education. In my analysis of Kant’s standpoint, I identify the characteristics of education that underlie Kantian anthropology: the exclusive predisposition of humans to education, the duty of a human to be educated, the communicative nature of education, education as a product and goal of humanity, the continuous development of education plans and education as a tool to improve humanity. In interpreting the latter idea, I reveal the specific optimism and pessimism of Kant’s pedag

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11

Qədimova, Xanım, and Aysel Qədimova. "PEDAGOGICAL THOUGHT AND EDUCATION IN ANCIENT EASTERN CIVILIZATIONS." Scientific Works 92, no. 2 (2025): 189–94. https://doi.org/10.69682/arti.2025.92(2).189-194.

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The article discusses school education, upbringing, and pedagogical thought in ancient civi¬lizations such as Ancient Egypt, India, and China. In Ancient Egypt, family upbringing played a crucial role. Education was multi-stage, and schools were mainly attended by the children of pharaohs, high nobles, and wealthy families. In Ancient India, education and upbringing varied among castes. Education was mandatory for the sons of higher castes (priests, warriors, and farmers). Students lived in the teacher-guru’s house and memo¬rized Vedic texts. With the emergence of Buddhism, monasteries provide

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12

Zieliński, Paweł. "The pedagogical thought of Mozi and the Moist school." Pedagogika. Studia i Rozprawy 31 (2022): 69–77. http://dx.doi.org/10.16926/p.2022.31.05.

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This paper attempts to reconstruct the pedagogical thought of Mozi and the Moist school, the preeminent ancient philosophical school in China, along with Daoism and Confucianism. The research refers to the work of Mozi and studies by contemporary experts on his philosophy. The basic pedagogical values or virtues identified by the philosopher are universal love, security (economic),peace, simplicity, modesty, self-restraint (of material needs), social activism, high morale of leaders and superiors. The fundamental dilemma of the Moist concept comes down to the state and religious sanctioning of

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13

Charzyński, Rafał. "Kształt polskiej pedagogiki narodowej według Wiktora Wąsika." Polska Myśl Pedagogiczna 7 (November 30, 2021): 233–46. http://dx.doi.org/10.4467/24504564pmp.21.012.13942.

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The Shape of Polish National Pedagogics according to Wiktor Wąsik The article aims to demonstrate the validity of Wiktor Wąsik’s assertions regarding the existence of a national Polish pedagogy. An analysis of the views of these thinkers shows that there are many essential pedagogical features common across these scholars, even though they lived in different epochs. This analysis also allows us to see their work as both specifically Polish and simultaneously well-harmonized within European thought.

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Malikov, R. Sh, and A. F. Miftakhov. "Historical and pedagogical works of G. Gubaidullin as a result of his social and pedagogical activity." Vestnik Majkopskogo Gosudarstvennogo Tehnologiceskogo Universiteta, no. 4 (December 31, 2020): 79–84. http://dx.doi.org/10.47370/2078-1024-2020-12-4-79-84.

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The relevance of the study consists in the fact that pedagogical thought, experience of teaching and upbringing of many generations and of multinational people made it possible to create a modern education system in Russia. An appeal to the pedagogical thought of enlighteners of the past and a critical rethinking of the historical experience of organizing education will contribute to improving the quality of education and achieve better results in educating the young generation. Turning to the history of pedagogical thought and upbringing experience will reveal the pedagogical values that have

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Akif, Nuragha Abbasov. "THE FIRST RESEARCHER OF THE HISTORY OF PEDAGOGY IN AZERBAIJAN: AHMAD YUSIF SEYIDOV." RESEARCH PAPERS 89, no. 1 (2022): 6–9. https://doi.org/10.5281/zenodo.6444842.

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Professor Ahmed Seyidov was a prominent representative of the thought of school history and the history of pedagogical thought. He studied the creation and development of schools both abroad and in the former Soviet Union, as well as in Azerbaijan. In addition, in his works he covered the issues of school, teaching, education, upbringing and school management.

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Opiela, S. Maria. "170 lat realizacji systemu ochrony przez wychowanie w koncepcji Edmunda Bojanowskiego." Biuletyn Historii Wychowania, no. 42 (March 15, 2020): 199–208. http://dx.doi.org/10.14746/bhw.2020.42.13.

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The pedagogical thought and concept of the system of protection by Edmund Bojanowski’s upbringing, even though it was born 170 years ago, appears today to be innovative and exceptionally up-to-date. Applied in contemporary pre-school education and child care, it is a continuation of the concept of upbringing and its practical implementation by establishing on May 3, 1850 the nursery and Congregation of the Servant Sisters. The theoretical and practical application of this concept and new research and scientific studies on the essence of early education realized in Catholic pedagogical thought

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17

Vereshchagina, Nina Ivanovna. "The problem of patriotic education in Russian pedagogical thought." Samara Journal of Science 5, no. 3 (2016): 154–59. http://dx.doi.org/10.17816/snv20163303.

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The paper explains the importance of the problem of student patriotic education and emphasizes the need to create a culture of patriotic students. The concept of patriotism is a basic component in the formation of patriotic culture of students. Critical thinking scientific knowledge about patriotism, methods and techniques of education lead to an understanding that the system of activities in the field of patriotic education requires changes based on education of spiritual values and development of the concept of formation of student patriotic culture. A central element of patriotic education

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18

Misirali, Koldoshev. "Concentrated Expression of Pedagogical Thought Contained in the Kyrgyz Heroic Epic "Manas"." Journal of Epidemiology and Public Health 3, no. 1 (2025): 01–03. https://doi.org/10.64030/3065-9078.03.01.06.

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In the proposed research paper, we have made an attempt to generalize and present the pedagogical ideas contained in the epic «Manas» according to the version of the storyteller Sagynbai Orozbakov. The above-mentioned greatest spiritual heritage, as a means of traditional folk education since ancient times, has contributed to the formation of high ideals, the best human qualities and traits among young people. The problem of education in the epic «Manas» is taken from the very life of the people, being a reflection of the pedagogical views and aspirations of the Kyrgyz people for a better futu

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19

Śliwerski, Bogusław. "Wyjątkowość fenomenu harcerskiego wychowania." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 21 (January 7, 2019): 13–30. http://dx.doi.org/10.14746/ikps.2018.21.02.

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The world scout movement, including the Polish scout movement refers to a lesser or even to an orthodox extent to the pedagogical ideas and assumptions of Scouting by Robert Stephenson Baden-Powell and the successors of his pedagogics. In the article I respond to the question, to what extent does contemporary pedagogical thought refer to the phenomenon of scout movement education? Can we speak of the pedagogy of scouting or rather of scouting pedagogics? These issues cannot be solved solely on the level of normative models if one would not reach to former studies without indicating the necessi

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20

Pokasov, Vladimir, Evgeniya Mironova, and Elena Yurinok. "Ethical and pedagogical aspects of the historical development of domestic social and pedagogical thought in the context of pedagogical morality." Humanities and Social Sciences 87, no. 4 (2021): 229–38. http://dx.doi.org/10.18522/2070-1403-2021-87-4-229-238.

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21

Лобода, Светлана, and Małgorzata Kosiorek. "Information and communication space and pedagogical ideologies of the beginning of the 21st century: the Ukrainian aspect." Studia z Teorii Wychowania XIV, no. 1(42) (2023): 117–30. http://dx.doi.org/10.5604/01.3001.0016.3428.

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Connections and relationships of pedagogical theories and pedagogical ideologies emerging on their basis are considered in the direction of modern philosophical approaches. Pedagogical ideology as an ethnocultural and cultural-historical phenomenon The modern information and communication space is a powerful mechanism of impact on the formation of public opinion and pedagogical consciousness, as well as a source and repository of pedagogical ideas, and therefore, pedagogical ideologues. Pedagogical ideologies, which make up the pedagogical content of the information and communication space of

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22

Reymova, N. A. "Culture and Educational Thought During the Golden Horde and Nogai Period." Current Research Journal of Pedagogics 6, no. 7 (2025): 7–10. https://doi.org/10.37547/pedagogics-crjp-06-07-02.

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The article examines the importance of the pedagogical views of Karakalpak wise thinkers Soppasli Sipira Jirau and Asan Kaigiin the education of youth, and also highlights the culture of the Golden Horde and Nogay periods.

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23

Saukh, Petro. "Retrospective analysis of an intercultural paradigmatic shift in the philosophical and educational thought in Ukraine in the second half of the 19th and the beginning of the 20th century." Edukacja Międzykulturowa 23, no. 4 (2023): 28–39. http://dx.doi.org/10.15804/em.2023.04.02.

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The article reveals the peculiarities of intercultural paradigmatic shifts in the philosophical and pedagogical thought of Ukraine in the second half of the 19th and early 20th centuries. It has been proven that Ukrainian philosophical and educational thought (despite the fact that it objectively bordered with the Russian one and actively fits into the pan-European philosophical and pedagogical algorithm) had a number of specific national concrete-cultural features and colours. Its image was closely related to the formation of the “soul of the Ukrainian people”, which was formed by a combinati

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24

Vakhovskyi, Leonid. "Features of Use of Paradigmatic Approach in Research on History of Education and Pedagogical Thought." Education and Pedagogical Sciences, no. 2 (177) (2021): 75–82. http://dx.doi.org/10.12958/2227-2747-2021-2(177)-75-82.

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The article identifies the features and substantiates the algorithm for using the paradigmatic approach in research on the history of education and pedagogical thought. In this regard, the concept of “pedagogical paradigm” is clarified, which is considered as a theoretical position or theory accepted by the scientific community as a standard, a model for solving research problems and capable of justifying and implementing a holistic model of education. It is shown that in the course of competition between different approaches to solving pedagogical problems the so-called binary oppositions are

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25

Robotova, A. S. "Small Reviews (About the Event of Thought and the Crisis of Subject)." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 4 (2019): 160–67. http://dx.doi.org/10.31992/0869-3617-2019-28-4-160-167.

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The following text is a response to the publication of the journal in the rubric “Philosophy and history of science”. This text is called “Small Reviews”. Why? First of all, because the author has not set the task of a comprehensive analysis of publications. The text focuses on the pedagogical pragmatics of the peer-reviewed articles. In D.G. Ryndin’s article the author was attracted by that part, where the pedagogical practice of M.K. Mamardashvili was analyzed. Assessing the article of D.G. Ryndin as a whole positively, the reviewer believes that the author failed to convincingly show the po

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Gvildis, Tatiana. "Phenomenon of pedagogical reflection in the context of system-thought-activity approach." Man and Education, no. 1 (70) (2022): 43. http://dx.doi.org/10.54884/s181570410020210-6.

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In the modern world great importance is attached to the formation of a specialist&apos;s focus on constant professional growth, self-learning, critical thinking and design skills. This necessitates the development of the reflexive activity of teachers. Pedagogical activity is complex in structure and content, refers to dynamic professions which require a high level of understanding of their activities and the activities of the subjects of the educational process. The growth of the teacher’s professional skills is not possible without a sufficient level of formation of pedagogical reflectio

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27

Dąbrowski, Szymon. "Pedagogical Axiology in Social Thought of Józef Tischner (1931-2000)." Forum Pedagogiczne 14, no. 1 (2024): 47–61. http://dx.doi.org/10.21697/fp.2024.1.4.

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The article is devoted to social thought present in the philosophical and pedagogical concept by Józef Tischner. The following analysis focuses first on presenting the basic theses contained in the philosophy of drama, which are the foundation for the original concept of religious education. It is primarly about the theory of goodness, hope, and freedom in the order of philosophical and religious thought. The following text reconstructs the author's basic theses. However, it is also an attempt to research the educational potential, with particular emphasis on social issues, especially in the e

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Śliwerski, B. "THE RECEPTION, COMPARATISTICS AND TIMELINESS OF SERGEI HESSEN’S PEDAGOGICAL THOUGHT." Pedagogical education: theory and practice. Psychology. Pedagogy 1, no. 37 (2022): 21–31. http://dx.doi.org/10.28925/2311-2409.2022.373.

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The article is dedicated to the outstanding philosopher, legal theorist and pedagogue Sergiy Hessen, who at one time headed the Department of Philosophy of Education at the Free Polish University (Wolna Wszechnica Polska) in Warsaw. He remained in Poland for the rest of his life – having survived the harsh experience of Nazi occupation (during which he lectured at an underground university) and persecution by Stalin&#39;s security service. Hessen died in 1950 at the height of his creative powers. The author notes that Vincent Okon very aptly compared the biography of this outstanding human

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Wrońska, Katarzyna. "Education and Freedom. An Essay on Józef Tischner’s Pedagogical Thought." Filozoficzne Problemy Edukacji 2 (2019): 49–65. http://dx.doi.org/10.4467/25450948fpe.19.004.10958.

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Zieliński, Paweł. "Rectifying names in the philosophical and pedagogical thought of Confucianism." Podstawy Edukacji 12 (2019): 85–93. http://dx.doi.org/10.16926/pe.2019.12.07.

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Blahun, Nataliia. "ПЕРСОНАЛІСТСЬКИЙ НАПРЯМ В УКРАЇНСЬКІЙ ПЕДАГОГІЧНІЙ КОМПАРАТИВІСТИЦІ (90-ТІ РР. ХХ – ПОЧАТОК ХХІ СТ.)". Mountain School of Ukrainian Carpaty, № 29 (11 грудня 2023): 41–45. http://dx.doi.org/10.15330/msuc.2023.29.41-45.

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The article is focused on the problem of reflecting the personalist trend in Ukrainian pedagogical comparative studies of the late twentieth and early twenty-first centuries. It is emphasized that Ukraine's obtaining the status of a candidate for membership in the European Union (2022), the current challenges faced by Ukrainian pedagogical science and education, encourage the intensification of scientific research aimed at synchronizing Ukrainian education and science with European standards. In this context, Ukrainian pedagogical comparativistics is of particular importance, so there is a nee

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32

Spivak, V. V. "RATIO STUDIORUM AS A SOURSE OF HISTORY OF EUROPEAN PEDAGOGICAL THOUGHT." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 1, no. 9 (2023): 225–34. http://dx.doi.org/10.32755/sjeducation.2023.01.225.

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Studying the history of European pedagogical thought and the educational system is an important condition for understanding modern processes in the field of higher education. An integral part of the history of education is the legacy of the Jesuit educational system, which had a significant impact on education, both in Europe and on other continents. The impact of Jesuit pedagogy was also significant in Ukraine. The main document regulating the educational process in Jesuit educational institutions was the Ratio Studiorum. The article reviews the history of implementation and analyzes the cont

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Aguirre, Flor de María Sánchez, Elva Luz Castañeda Alvarado, Sonia María Loayza Chácara, and Patrik Manuel Toledo Quispe. "Pedagogical Practice and Socialized Method." International Journal of Early Childhood Special Education 14, no. 1 (2022): 74–80. http://dx.doi.org/10.9756/int-jecse/v14i1.221010.

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Throughout history, civilizations have developed paradigms for the formation of the person. Education allows the explanation of the world, the teacher being an active participant in pedagogical practice that complements the situated learning of students through the use of methods that allow stimulating the assimilation and accommodation of knowledge. The objective of the study was to determine the relationship between pedagogical practice and the socialized method in higher education students. The characterization of the socialized method has three dimensions: (1) thought-language, (2) partici

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Kryvtsun, Neonila. "EVOLUTION OF FOREIGN PEDAGOGICAL THOUGHT IN THE RECEPTION OF UKRAINIAN SCIENTISTS." Mountain School of Ukrainian Carpaty, no. 30 (June 20, 2024): 16–19. https://doi.org/10.15330/msuc.2024.30.16-19.

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The relevance of the article is determined by the need to comprehend the accumulated in the Ukrainian pedagogical science array of scientific works about personalities who personify the development of foreign pedagogical thought. The purpose of the article is to carry out a synthesised analysis of the research of Ukrainian comparativists on the bearers of foreign pedagogical thought in order to identify the achievements, bottlenecks and prospects for the development of the historiography of this problem. In the process of its preparation, the following methods were used: general scientific (an

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DYACHENKO, Natalia V. "The significance of the history of pedagogy for a modern teacher." Culture and Safety 1 (2022): 17–21. http://dx.doi.org/10.25257/kb.2022.1.17-21.

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The article is concerned with the issues of the genesis of pedagogical thought, presents an argument for topicality of using historical works on pedagogy in practical activities. A thorough study of the works of theorists of pedagogical thought will allow a modern teacher to use the material in practice, choose methods and techniques for lessons turning to the experience of past centuries.

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Коляда, Наталія. "PEDAGOGICAL REGIONAL STUDIES AS INTERDISCIPLINARY SCIENTIFIC KNOWLEDGE." Педагогічна наука і освіта ХХІ століття, no. 1 (May 1, 2024): 42–52. http://dx.doi.org/10.35619/pse.vi1.5.

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The article reveals the peculiarities and prospects for the development of pedagogical regional studies as interdisciplinary scientific knowledge and a multidimensional phenomenon of education, culture, and science. It was established that in the conditions of modern social changes, the need for the crystallization of national identity as the basis of Ukrainian statehood, the historical and cultural approach plays an important role in the training of future specialists – citizens of Ukraine. Among the modern trends in the development of Ukrainian education and pedagogy is the actualization of

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37

Nguyen Duy, Bac. "Learning and following Ho Chi Minh’s Thoughts on education for building, developing Hanoi National University of Education and Pedagogical sector to meet the requirements of renovation." Journal of Science Educational Science 66, no. 4D (2021): 21–28. http://dx.doi.org/10.18173/2354-1075.2021-0133.

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The article analyzes Ho Chi Minh's thought on pedagogy, on the task of teacher training, thereby showing the application of his thought in building Hanoi National University of Education (HNUE) in the new era. According to Ho Chi Minh, in order for teachers to do their works well, pedagogical universities, a remuneration policy worthy of the talents and dedication of the school's teachers should be concerned. For the pedagogical universities in general and HNUE in particular, it is necessary to develop to become “the pedagogical school of the whole country”. Implementing his thought in the cur

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Dzyubenko, Iryna. "DEVELOPMENT OF THE IDEA OF CITIZENSHIP FORMATION IN DOMESTIC PEDAGOGICAL THOUGHT." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (December 29, 2021): 27–34. http://dx.doi.org/10.31499/2307-4906.4.2021.250133.

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This article examines the problem of developing the idea of forming citizenship in domestic pedagogical thought. The need for the formation of citizenship is motivated, aimed at educating the individual, developing personal traits and qualities, world-view, feelings, actions and norms of behaviour, way of thinking aimed at self-development and development of democratic civil society in Ukraine. The categories “citizenship”, “civil position”, “rule of law” are specified in pedagogical and socio-pedagogical aspects.Today in Ukraine, we can observe both trends in the development of ideas of citiz

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39

Costa, Cosimo. "Between Secularists and Catholics. The debate on Maria Montessori in the early 20th Century." Rivista di Storia dell’Educazione 8, no. 2 (2021): 25–35. http://dx.doi.org/10.36253/rse-10312.

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The contribution, after a brief parenthesis which describes the Unione Magistrale Nazionale and the Associazione Magistrale Italiana “Nicolò Tommaseo” as expressions of the difficult socio-educational condition experienced by Giolitti’s Italy, through different opinions taken from the files of two representative pedagogical magazines of the time, Rivista Pedagogica and Scuola Italiana Moderna, analyzes the way in which, in the first twenty years 1900s, secular and catholic circles discussed Maria Montessori’s thought and system.

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40

Hubert, John. "The Thought Experiment as a Pedagogical Device in Nursing Ethics Education." Journal of Nursing Education 38, no. 8 (1999): 374–76. http://dx.doi.org/10.3928/0148-4834-19991101-11.

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A.V., Boiarska-Khomenko. "DEVELOPMENT OF ADULT EDUCATION ISSUES IN THE PEDAGOGICAL THOUGHT OF AUSTRIA." Pedagogical sciences, no. 86 (March 25, 2019): 18–21. http://dx.doi.org/10.32999/ksu2413-1865/2019-86-2.

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42

Kolokoltsev, Maxim G. "THE SPECIFICS OF NARODNIK PEDAGOGICAL THOUGHT IN THE HISTORY OF RUSSIA." Vestnik Altaiskogo Gosudarstvennogo Pedagogiceskogo Universiteta, no. 52 (September 30, 2022): 87–91. http://dx.doi.org/10.37386/2413-4481-2022-3-87-91.

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Education and human upbringing for the narodniks (populists) were the main factors of progressive development. The teachers-populists influenced the formation of the worldview of Russian scientists of the second half of the XIX century, who revealed the patterns of development of Russian society. They laid the idea of nationality at the foundation of the pedagogical system. Education in Russian society, according to the narodniks, is not connected with the environment a person is born in and destined to. The natural disproportion between the sensual and the rational in the development of the o

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Ivanov, Andrey Anatolyevich, and Yana Sergeevna Ivaschenko. "Discourse of Personality in the Russian Pedagogical Thought Mid-19th Century." Siberian Pedagogical Journal, no. 6 (December 31, 2018): 103–13. http://dx.doi.org/10.15293/1813-4718.1806.12.

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Nesterenko, S. A. "GENESIS OF THE CONCEPTS OF «COMPETENCE» AND «COMPETENCY» IN PEDAGOGICAL THOUGHT." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2024, no. 1 (2024): 220–30. http://dx.doi.org/10.32755/sjeducation.2024.01.220.

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The development of competencies is an important aspect for every individual, as it ensures the achievement of high results in work and allows you to perform tasks more efficiently and professionally. In the modern world, there are concordant concepts of “competence” and “competency”, which are interpreted by scientists in different ways. The purpose of this article is to study the origin of the concepts of “competence” and “competency”, to clarify the definitions of each concept and the expediency of using these interpretations by teachers of general secondary education institutions. Conclusio

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Dąbrowski, Szymon. "Axiological and pedagogical thought of Fr. Prof. Józef Tischner (1931-2000)." Catholic Pedagogy 33a, no. 1 (2023): 238–47. http://dx.doi.org/10.62266/pk.1898-3685.2023.33a.19.

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The text focuses primarily on the elements of the philosophical work of Józef Tischner to extract their educational potential. The basic thesis of the article is the recognition of the author's achievements as a source of inspiration not only for the Polish pedagogical tradition, but above all seen as a comprehensive and coherent educational concept. To justify the thesis, the following basic concepts of good, hope, freedom and autonomy were problematized in order to at least partially reveal a coherent pedagogical concept on this basis. In turn, the overall analysis is guided by the overarchi

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Wnęk, Jan. "The role of the mother in Polish pedagogical thought 1795–1918." Family Upbringing 22, no. 1 (2020): 13–30. http://dx.doi.org/10.61905/wwr/170457.

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<b>Wprowadzenie.</b> W latach 1795 – 1918 nastąpił rozwój w polskiej myśli pedagogicznej refleksji nad wychowawczą roli matki. Ta problematyka była poruszana w wielu publikacjach okresu oświecenia, romantyzmu oraz przełomu XIX i XX wieku. O matce pisali wówczas zarówno wybitni pedagodzy, jak i mniej znani autorzy. Większość z nich wskazywała na potrzebę udziału matek w procesie wychowania i opieki nad dziećmi, nauczaniu przez nie potomstwa takich wartości jak miłość, religijność. Obecnie literatura pedagogiczna okresu zaborów jest ciekawym źródłem informacji o rodzinie polskiej tam

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Azimova, Dilfuza Usmonovna. "Abdullah Avloni's Pedagogical Views And Its Essence." American Journal of Social Science and Education Innovations 03, no. 05 (2021): 255–60. http://dx.doi.org/10.37547/tajssei/volume03issue05-47.

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This article highlights about Abdullah Avloni who paid special attention to the unity of education and upbringing. It is only through the education of thought, which is an expression of human mental activity, that great honor and perfection are attained, and in this case the teacher's the breadth of the field of thinking, the high level of knowledge in all respects It is crucial in the education of students.

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Sira, I. "Scientific and pedagogical activity of the researchers of the Kharkiv Scientific and Pedagogical School (20 – 80s of the 20th century) and their opinions about the pedagogical ideas of H.S. Skovoroda." New Collegium 4, no. 109 (2022): 67–73. http://dx.doi.org/10.30837/nc.2022.4.67.

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The article describes the scientific and pedagogical activity of the researchers of the Kharkiv Scientific and Pedagogical School (20-80s of the 20th century) and analyses their opinions regarding the pedagogical ideas of H.S. Skovoroda. The purpose of the article is a theoretical analysis of the scientific and pedagogical activity of the scientists of the Kharkiv Scientific and Pedagogical School based on the pedagogical ideas of H.S. Skovoroda in the 20s-80s of the 20th century. Based on the provisions of the national program “Education (Ukraine of the 21st century)”, pedagogy, in search of

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Meirieu, Philippe. "Groupes et pédagogie." Revue de psychothérapie psychanalytique de groupe 7, no. 1 (1987): 45–58. http://dx.doi.org/10.3406/rppg.1987.946.

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Groups and the pedagogical problem. Pedagogical thought has aimed at promoting group practices in an educational context without however managing to define a specific use for them. Is it possible to conceive à learning-based model of the way groups work ? What conditions would be required in order to elaborate the notion of the pedagogical management of groups ?

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Bancong, Hartono, Nurazmi, and Sirajuddin. "High school physics teachers’ perceptions and attitudes towards thought experiments in Indonesia." Physics Education 58, no. 4 (2023): 045011. http://dx.doi.org/10.1088/1361-6552/acdb37.

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Abstract Thought experiments have a crucial role in the discovery of physics theories. Yet, in order to properly use thought experiments in the classroom, teachers must have enough pedagogical knowledge and abilities. This study aims to explore the perceptions and attitudes of high school physics teachers toward thought experiments. In this study, we involved 30 physics teachers from different schools in both urban and rural schools. The data were collected through questionnaires and semi-structured interviews. The quantitative and qualitative analysis results demonstrate that physics teachers

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