Dissertations / Theses on the topic 'Propaedeutics'

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Capes
A pergunta central dessa tese é: qual o sentido da Matemática na Crítica da Razão Pura? Assim, antes de tudo, é preciso deixar claro que na própria pergunta está implícita a informação de que esse é um problema de Metafísica que vai ser tratado ao modo kantiano. Nesse contexto, apresentar o sentido propedêutico da Matemática representa o resgate de um tema metafísico que, apesar de presente, parece que permaneceu latente e inexplorado, pelo menos na forma como o apresentamos nessa tese. Assim, no primeiro capítulo, o nosso tema é definido e resgatado a partir de uma breve história das interpretações da filosofia de Kant. Isso, por sua vez, projeta a nossa investigação no horizonte da tradição filosófica, conduzindo-nos até Platão, através do neokantismo de Cohen. Contudo, a leitura cientificista de Cohen joga sombra sobre o nosso tema. Por isso, o nosso distanciamento de Cohen permite, ao mesmo tempo, que a nossa investigação incida diretamente sobre os Diálogos de Platão, especificamente a República. O recurso a Platão revela a estratégia argumentativa capaz de subordinar o sentido epistemológico da Matemática ao seu sentido metafísico. Isso determina um modelo interpretativo que  sem comprometer-se com os princípios filosóficos de Platão  serve para mostrar, no segundo capítulo, como a Matemática, ao ser submetida ao crivo da filosofia crítica, impulsiona a razão na sua totalidade a se reposicionar voltando-se sobre si mesma. O idealismo crítico da Matemática descreve o primeiro impulso propedêutico do pensamento em direção ao interior da razão pura. Portanto, no último capítulo, mostramos como o sentido metafísico da Matemática para Kant não pode servir como método para a Metafísica, mas, ao contrário, determina uma legislação negativa para a razão pura. Essa é, precisamente, a centralidade da Matemática no Idealismo Transcendental de Kant: a crítica da Matemática desencadeia o processo de educação da razão, regulando o seu uso teórico e esclarecendo o caminho metodológico da própria Filosofia.
The central question of this thesis is: what is the meaning of Mathematics in the Critique of Pure Reason? So, first of all, it must make it clear that is implicit the information in this question that this is a problem of metaphysics that will be treated to the Kantian way. In this context, to show the propaedeutic sense of the Mathematics represents to regain a metaphysical theme that, despite to be present, it appears that remained latent and unexplored, at least in the way we presented in this thesis. Thus, in the first chapter, our theme is defined and regained from a brief history of the interpretations of Kant's philosophy. This, at its turn, projects our investigation into the horizon of the philosophical tradition, leading us back to Plato, through Cohen's neo-Kantianism. However, the Cohen’s scientistic reading throws shadow over our theme. Therefore, at the same time, our detachment of Cohen allows our research focuses directly on Plato´s Dialogues, particularly the Republic. The use of Plato reveals the argumentative strategy capable of subordinate the epistemological sense of mathematics to its metaphysical sense. This determines an interpretive model that - without compromising it with the philosophical principles of Plato - goes to show, in the second chapter, how the mathematics, when submitted to the appraisement of critical philosophy, gives impulse to the reason in its totality to reposition itself coming back to itself. The critical idealism of Mathematics describes the first propaedeutic impulse of thought into the direction of the pure reason interior. So in the last chapter, we show how the metaphysical sense of Mathematics for Kant can not serve as method for Metaphysics, but rather, determines a negative legislation to the pure reason. This is precisely the centrality of Mathematics in Kant's Transcendental Idealism: a critique of mathematics triggers the education process of the reason, that regulate its theoretical use and that clarify the methodological way of the philosophy itself.

Thesis: M. Arch., Massachusetts Institute of Technology, Department of Architecture, 2015.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 126-129).
For users to become posthuman the architectural environment must become a training apparatus, a type of propaedeutic, where our built developments simultaneously develop us. This project fashions waste, ingestion, lounging, and bathing environments as components of our posthuman training grounds. Theorists in the humanities and technology sciences envisioned this next stage in our development as becoming a type of cybernetic organism-a cyborg-in which physical and intelligence-based modifications are co-produced with machines. The recent near-ubiquity of personal internet devices and oncoming wearable technologies bring the posthuman closer, and less like science-fiction. Yet despite our advanced technology, our bodies remain legitimate. Spaces remain legitimate. Within posthumanism, singularity does not occur-we do not transcend our anatomy into some type of digital non-space. As posthumans we will use our environment and our bodies as medium, mediator, and modifier to filter, flavor, and fashion our information. Boundaries blur, consciousness becomes augmented, and architecture and the body act as symbiotic prosthetics not only for each other, but socially and ecologically. Here is a land where telepresence meshes with corporeality-where the digital is also sensorial. Automation and autonomy are no longer antonyms-and our sentience is allowed to flicker between the various realities to which it is tethered. Here, architecture serves as the suture between our digital and physical lives, creating a truly networked body from the scale of the global to the microbial. Buildings can no longer be the wire mothers of Harry F. Harlow's psychological experiments on attachment. Rather than attempting to chill occupants into humanist superiority, architecture must become the cloth mother, which we posthumans nuzzle, in order to truly connect.
by Tyler Jon Stevermer.
M. Arch.

This dissertation deals with the transcendental philosophy of Immanuel Kant. I provide the background of transcendental philosophy before Kant, beginning from Aristotle. Kant transformed Aristotelian transcendental philosophy by using the method of the sciences in the Modern period. This method was initiated by Francis Bacon, in his method of induction. Isaac Newton transformed the method so that it could deal with verification and falsification. This Newtonian method was taken up into chemistry, serving as a guide for the analysis and synthesis of elements. Kant used this method in his transcendental philosophy, with a view to putting metaphysics onto the path of a science. Kant was first awakened to transcendental idealism in 1769, though he did not put forth a full transcendental philosophy until 1781. In his mature transcendental philosophy, he not only uses the scientific method, but he also illustrates the categories using biological imagery. After looking at the broad contours of Kant's transcendental philosophy, I deal with the first criticism of his transcendental philosophy. In replying to his critic, Kant made explicit his scientific method, while drawing from the thought of David Hume and Thomas Reid. With Kant's explanations of his transcendental philosophy in hand, I turn to an element of his non-transcendental philosophy, namely moral philosophy, in order to provide a contrast that serves to illuminate the precise nature of his transcendental philosophy.

Aquinas’ treatment of the Creation narrative (Genesis 1:1-2:4) within QQ 65-74 of the prima pars of his Summa Theologiae (ST) has long been and remains neglected, virtually unread, within the community of the readers of Aquinas. This neglect is born of a mistaken expectation of this section of the ST as a quest for theological or philosophical truth. Those reading his parallel treatments of the same material have deemed ST I, 65-74 insufficiently robust, shallow, even embarrassing for those who see him as a theological touchstone. But the readers of Aquinas in general and of the ST in particular have not asked why Aquinas elected to engage in this apparently simplistic treatment of a Scriptural passage which addressed issues that were foundational to his philosophical and theological project. Drawing upon Aquinas’ historical context and through comparison with his other treatments of the same biblical material this thesis argues that within these QQ Aquinas deliberately shaped his use of patristic sources to create both a primer on the use of these patristic sources for his students and, in so doing, also made a necessary appeal to all his readers that they embrace Augustine’s epistemic humility. Read through this lens, ST I, 65-74 provides important insights into Aquinas’ use of ideas and authoritative texts and once more gives voice to his still relevant call for epistemic humility.

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Este trabalho objetiva analisar a implementação da Política Pública Planejamento Estratégico da Secretaria de Educação do estado do Rio de Janeiro em uma escola técnico agrícola, sob o ponto de vista da gestão escolar e, considerando que a escola apresenta-se como uma escola profissionalizante, recebendo uma política de metas para o ensino médio regular. A escolha dessa escola ocorre por estar situada em uma Regional do estado do Rio de Janeiro com os melhores resultados da implementação da política no ano de 2011. Além de apresentar resultado enquanto escola técnica profissionalizante, quando os alunos egressos conseguem empregar-se na profissão, o interesse recai sobre o desempenho dessa escola profissionalizante acatando uma política para o Ensino Regular que não abrange o ensino profissionalizante. Será apresentado no final deste trabalho um Plano de Ação Educacional que contribua para o aprimoramento da implementação dessa política, considerando as características da escola. A justificativa para este estudo foi minha experiência como diretora adjunta neste colégio no ano da implementação da política e a necessidade de repassar a aprendizagem que recebi nesses anos de acompanhamento da pesquisa, já ocupando a função de diretor geral em outra escola. Além disso, este trabalho não poderia passar sem a discussão acadêmica sobre o Ensino Médio Propedêutico versus Profissionalizante. A Metodologia utilizada foi o estudo de caso de sucesso de uma escola agrícola com ensino médio concomitante ao técnico, considerando os seus resultados. Foi realizada análise documental da Política Pública e uma revisão bibliográfica sobre o Ensino Médio Regular e Profissionalizante. Este trabalho tem sua fundamentação teórica em autores como Stephen Ball e Richard Bawe (1992), Eduardo Condé (2011) Ranson (2008), Gajardo (2000), (Navarro (2000), (Carnoy, Loeb e Smith (2001), Jefferson Mainardes (2006) e Lück (2010).
This work aims to analyze the implementation of the Public Policy Strategic Planning of the State of Rio de Janeiro's department of Education in an agricultural technical school, from the point of view of school management and considering that school presents itself as a vocational school, receiving a goals policy for regular High School. The choice for this school is about being a vocational school in one State of Rio de Janeiro's Regional which has the best results in Political implementation policy in the year of 2011.In addition to presenting results as vocational technical school, when gradueted students can find jobs in their professions, the interest lies in the performance of this vocational school performing the policy for the Regular Education, which does not cover professional education. At the end of this work will be presented an Educational Action Plan contributing to the improvement of the implementation of this policy, considering the school unique characteristics. The rationale for this study was my experience as an adjunct director in this school in the policy implementation years and the need to pass the learning I received in these years of follow-up research, already occupying a General Director post at another school. Further, this work couldn't have pass without the academic discussion on propaedeutics Secondary Education versus Vocational Secondary Education. The methodology used was the case study of a successful agricultural school with concomitant high school, considering their results. One documentary analysis of Public Policy and a literature review on the Regular and Vocational High School was held. This work has its theoretical validity in authors such as Stephen Ball and Richard Bawe (1992), Eduardo Conde (2011) Ranson (2008), Gajardo (2000), (Navarro (2000), (Carnoy, Loeb and Smith (2001), Jefferson Mainardes (2006) and Lück (2010).

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Não recebi financiamento
This thesis is a result of a study with the objective to analyze the founding and consolidation process of the University College of the Federal University of Viçosa (COLUNI), in the period between 1965 and 1981. The time frame refers to the period from its founding year until the last year that it offered just the third year of high school. We looked to understand how COLUNI integrated itself into the Brazilian education context in the 1960's and 1970's and its relationship with the structural duality of high school in Brazil. We built on the hypothesis that COLUNI, under the argument of preserving the excellence of the university in comparison to the low quality of regular public education, characterized itself as a point of resistance as much as with the school model and pedagogical vigor of the time as with the reforms implanted by the military regime in the national education system by Law 5692/71, that proposed a professional formation at the middle level of education. The methodological option of historical study, starting with the approach by the dialectic method, is justified by looking to investigate the tension relationships between society and the school institution studied here. The search for understanding of the present contradictions in the relations of production led us to believe that the chosen method would be adequate for the analysis in order to understand the history of COLUNI. The methodological procedures are based on historical study. Therefore, the fieldwork consists of data collection from documents - reports, correspondence, class plans, course syllabi - and interviews. Twenty-nine interviews were conducted with former students, former tutors as well as former employees (both teaching staff and secretaries). We arrived to the thesis that the consolidation process of COLUNI was possible in reason by an alignment of the UFV objectives - to form youth prepared to enter the undergraduate course - and the expectations of the military government of technical course training directed toward the Brazilian economy.
Este trabalho é resultado da pesquisa que teve por objetivo analisar o processo de criação e consolidação do Colégio Universitário da Universidade Federal de Viçosa (COLUNI), no período entre 1965 e 1981. O recorte refere-se ao período que vai desde o ano de sua criação até o último ano em que ofertou apenas o terceiro ano do segundo grau. Buscamos ainda compreender como o COLUNI se insere no contexto da educação brasileira dos anos 1960/1970 e sua relação com a dualidade estrutural do ensino médio do Brasil. Partimos da hipótese de que o COLUNI, sob o argumento de preservar a excelência da Universidade diante da baixa qualidade da escola regular, caracterizou-se como um foco de resistência ao modelo escolar e pedagógico vigente à época, e às reformas implantadas pelo regime militar no sistema educacional nacional, pela Lei 5.692/71, que propunham uma formação profissional no nível médio de escolarização. A opção metodológica pela pesquisa histórica, a partir da abordagem pelo método dialético, se justifica por investigarmos as relações de tensão entre a sociedade e a instituição escolar estudada aqui. A busca pela compreensão das contradições nas relações de produção nos levou a adotar o método escolhido analiticamente para compreender a história do COLUNI. Os procedimentos metodológicos basearam-se na pesquisa histórica. Para tanto, a pesquisa implicou na coleta de dados em documentos – relatórios, correspondências, diários de classe, planos de curso – e entrevistas. Foram realizadas vinte e nove entrevistas semi-estruturadas, com ex-alunos, ex-monitores, e exservidores. E chegamos à tese de que o processo de consolidação do COLUNI foi possível em razão de um alinhamento dos objetivos da UFV – formar jovens para o ingresso nos seus cursos de graduação – e das expectativas do governo militar pela formação de quadros técnicos para o direcionamento da economia no Brasil.

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UNISINOS - Universidade do Vale do Rio dos Sinos
Estudar a educação jurídica no século XXI implica em construir novas respostas aos problemas que se apresentam. O modo tradicionalmente adotado para se pensar o Direito e seu ensino não é mais suficiente diante de um mundo que vive em constantes transformações. As demandas deste tempo exigem um profissional apto a pensar de modo transdisciplinar, capaz de enfrentar um contexto repleto de complexidades, riscos, paradoxos e contingências. Os ideais de certeza e segurança jurídica não mais se fazem presentes nos dias de hoje, exigindo do profissional do Direito a capacidade de reconectar os saberes. Nesse sentido, destaca-se a relevância dos conteúdos denominados propedêuticos no processo de formação do bacharel, pois têm o papel de promover uma visão integrada, crítica e reflexiva acerca dos fenômenos jurídicos e sociais. Apesar de sua importância, constata-se que os conteúdos propedêuticos são pouco valorizados por parte do corpo discente, que tende a resumir a formação jurídica à prática profissional. A partir dessa problemática, o presente trabalho apresentará a inclusão desses saberes nos currículos dos cursos jurídicos brasileiros desde a sua criação, em 1827. Em seguida, buscar-se-á identificar o perfil dos alunos em início e final de curso e qual a sua avaliação sobre os conteúdos propedêuticos. Após essa etapa, o trabalho se propõe a identificar o perfil dos professores que atuam nessas áreas e constatar quais as suas percepções sobre os desafios da educação jurídica. O contato com os docentes e discentes ocorreu por meio de pesquisa de campo realizada no Centro Universitário Ritter dos Reis e na Universidade do Vale do Rio dos Sinos. Por fim, abordar-se-á o paradigma de ensino tradicionalmente adotado pelos cursos jurídicos e, em seguida, serão apresentadas algumas alternativas para o processo de ensino e aprendizagem dos conteúdos propedêuticos.
To study the law education in 21st century requires building new answers to the problems. The traditional adopted way to think the law and its teaching are not enough considering a world which lives in constant transformation. The demands of present time require a professional both able to think in an transdisciplinary way and able to face a context full of complexity, risks, paradoxes and contingencies. The ideal of certainty and legal security are no longer present today, requiring of the law professional the ability to reconnect knowledge. In this sense it is highlighted the relevance of contents called propaedeutic in the process of bachelor formation considering these bachelors have the role to promote an integrated, critic and reflexive vision about the legal and social phenomena. Despite of its importance, it is noticed that propaedeutic disciplines have little appreciation by students which tend to summarize the law education to the professional practice. From this proposition this paper will present the inclusion of these disciplines in the curricula of Brazilian law schools since its inception in 1827. Then it will search the profile of the students in the beginning and end of the course and what are their assessment of the propaedeutic disciplines. After, the study aims to identify the profile of the teachers who work in these disciplines and find what are their perception on the challenges of law education in this area. The contact with the faculty and students occurred through field research conducted in the Centro Universitário Ritter dos Reis and in the Universidade do Vale do Rio dos Sinos. Finally it will approach the traditional teaching paradigm adopted by law schools and then will present some alternatives for teaching and learning process of propaedeutic contents.

O objetivo central proposto nesta dissertação é investigar como a recepção da primeira edição da Crítica da razão pura ressoa no corpus dos textos dedicados à preparar o leitor para a compreensão da obra, ou seja, como Kant reconstitui seu discurso propedêutico em relação à Crítica da razão pura a partir dos referenciais oferecidos pelos juízos do público sobre a obra publicada em 1781. O corpus, portanto, está delimitado aos três textos cuja tarefa propedêutica ou seja, a referida preparação prévia do leitor é claramente influenciada pela recepção da Crítica da razão pura. São eles: Prolegômenos a toda metafísica futura que queira apresentar-se como ciência; a Introdução à Crítica da razão pura em sua segunda edição; o Prefácio à segunda edição desta mesma obra. Esta problemática aparentemente técnica é tomada como mote para a realização de uma leitura da posição de Kant frente a acontecimentos marcantes no contexto filosófico e político dos anos seguintes à publicação da primeira edição da Crítica da razão pura marcadamente, a Pantheismusstreit e a mudança no trono prussiano em 1786, a qual, frequentemente, é tomada como causa da suposta recaída no dogmatismo, que seria observada na segunda edição da Crítica da razão pura. Não obstante, a interpretação de algumas das questões centrais para a fortuna crítica da filosofia kantiana, em particular, o estatuto do idealismo transcendental, a autonomia que deve caracterizar o uso público da razão e a elucidação do projeto de uma Crítica da razão pura também fazem parte do escopo da problemática proposta nesta dissertação. Sobretudo, importa valorizar o discurso propedêutico de Kant e as mudanças nele introduzidas, sem as quais as tentativas de compreensão de sua obra seriam inócuas, senão impossíveis de realizar-se objetivamente.
The main objective of this dissertation is to investigate how the reception of the first edition of the Critique of pure reason echoes in the text corpus devoted to prepare the reader to understand this book. In other words, how does Kant reconstitute his introductory speech in relation to the references and judgments given by the readers of the first edition, which was published in 1781? Thus, the text corpus comprises three texts where the propaedeutic task - the prior preparation of the reader - is clearly influenced by the reception of the Critique of Pure Reason. These texts are: the Prolegomena to Any Future Metaphysics, which presents itself as science, the second edition of the Introduction to the Critique of Pure Reason and the Preface of the latter. Moreover, these changes could be analyzed in Kant\'s position about remarkable events in the philosophical and political context of the years following the publication of the first edition of the Critique of Pure Reason. They were mainly the Pantheismusstreit and the change in the Prussian throne in 1786, which is often taken as the cause of the alleged \"return into dogmatism\" that was noticed in the second edition of the Critique of pure reason. On the same note, the interpretation of some of the nodal questions in the critical fortune of the Kantian philosophy, especially the status of transcendental idealism, the autonomy that must characterize the public use of reason and the elucidation of the project of a Critique of Pure Reason also compose important points for this dissertations investigation. All in all, it is crucial to valorize the introductory speech of Kant and the changes made by the author as an overall attempt to understand his work. Without it, our comprehension of such important texts would be innocuous or even impossible to occur objectively.

Propaedeutics of Differential and Integral Calculi Author: Ing. Martin Malachov Department: Department of Mathematics Education Supervisor: Zdeněk Halas, DiS., Ph.D. Department of Mathematics Education Keywords: propaedeutics, derivative, Riemann integral, applications Differential and integral calculi both are interesting and beautiful branches of mathematics with many interdisciplinary overlaps and significant and practi- cal applications. Learning as well as teaching of these topics is very difficult and demanding. In this thesis we show that the derivatives and integrals have much to offer in the high school education while the schooling can be eased and made attractive with intentional propaedeutics and knowledge of rich background of applications. First part of the thesis presents short contem- plation on the current state of teaching and literature, we focus on the urge for the propaedeutics of the differential and integral calculi revealed by us. We identify key terms that can be used to build useful preconcepts during the whole high school education, even in the elementary education. In the latter part of the thesis we offer teacher innovative texts and a rich set of origi- nal exercises that can be used for motivation, application and propaedeutics of the differential and integral calculi. We also present...

У дисертації досліджено виникнення і розвиток феномену педагогічної характеристики учня у вітчизняній освіті та педагогічній науці в середині ХІХ – другій половині ХХ століття, що стало результатом аналізу значного комплексу архівних та опублікованих історико-педагогічних джерел. Аргументовано, що аксіоматичним системотвірним концептом феномену педагогічної характеристики учня є індивідуальний підхід до учня. Доведено, що ядром досліджуваного феномену є два компоненти – теоретичний і практичний (процесуальний) – у їх концептуальній єдності й взаємозумовленості. Наукову аргументацію побудовано у такій послідовності: науково-педагогічні джерела про вивчення педагогом учня як передумова появи феномену педагогічної характеристики → теоретична розробка характеристики учня педагогами і психологами наприкінці ХІХ – початку ХХ ст. → виокремлення і поширення феномену педагогічної характеристики в освітньому просторі на початку ХХ ст. → внесок вітчизняних педагогів і педологів у проблему вивчення учня та в методику складання характеристики (1920–1930-ті роки) → модернізаційні підходи до складання психолого-педагогічних характеристик учнів у вітчизняній педагогіці 40–80-х рр. ХХ ст. → феномен педагогічної характеристики учня в науково-методичній спадщині Василя Сухомлинського → тенденції та перспективи розвитку досліджуваного феномену. На основі вивчення феномену педагогічної характеристики доведено, що це не лише ефективний засіб вивчення учня, але й продуктивний інструмент у реалізації індивідуальної взаємодії з учнем, знаряддя для формування навичок, необхідних людині ХХ століття.
The dissertation first studies the phenomenon of pedagogical profiles of students in domestic education and education science in the middle of the XIX – second half of the XX century, which resulted from an analysis of a significant set of archival and published historical and pedagogical sources. The conceptual matrix of the study is a set of theoretical approaches (the basic is a phenomenological approach, with which hermeneutic, system-chronological, anthropological, personalistic, psychological, paradigmatic, regional, historiographical, and source-based methods, and micro-historical approaches are consistent at the macro level), methods (historical-structural, constructive-genetic, comparative, paradigmatic, retrospective, modeling, content analysis), principles (of historicism, objectivity, systematics, determinism). The scientific argumentation is built in the following sequence: scientific and pedagogical sources about the study of the student by the teacher as a prerequisite for the phenomenon of the pedagogical profile → theoretical development of the student's profile by teachers and psychologists in the late nineteenth - early twentieth century. → distinguishing and spreading the phenomenon of the pedagogical profile in the educational space in the early twentieth century → contribution of domestic teachers and pedologists to the problem of studying the student and in the method of compiling the profile (1920-1930s) → modernization approaches to compiling psychological and pedagogical profiles of students in domestic education science 40-80s of the twentieth century → the phenomenon of pedagogical profiles of the student in the scientific and methodological heritage of Vasyl Sukhomlynsky → trends and prospects of development of the studied phenomenon. The axiomatic system-forming concept of the phenomenon of the student's pedagogical profile is justified to be an individual approach to the student. Two components – theoretical and practical (procedural) – in their conceptual unity and interdependence are proved to be the core of the phenomenon of the pedagogical profile of the student. It is revealed and demonstrated how distinguishing and dissemination of the student's profile as a pedagogical phenomenon took place in the practice of educational institutions in the early twentieth century. Its purpose depended on the type of the educational institution and varied from the method of assessment (Kharkiv Women's Sunday School of H. Alchevska) to the means of studying the student by future teachers (Glukhiv Teacher's Institute, Kyiv 2nd Women's Theological School) and the final document on the student's stay in school (Kyiv Collegium of Pavlo Galahan). The student's profile as a pedagogical phenomenon became a document that summarized the educational activities and behavior of the student, his inclinations, and individual traits of character, and was submitted when entering institutions of higher education. The profile was included in the conduit list – one form of the student's characteristic, common in high schools at the beginning of the last century. It was found that in the 1920s and 1930s, using the method of observing the student's development, and anthropometric measurements, questionnaires, and testing, studying school documents, domestic education science as a synthetic science of the child developed on new principles and a widely used detailed profile of the student which contained physiological data, information about mental development, social conditions, the student's performance, living conditions (food, housing, clothing), social activity. Special structured plans for writing a description, in which the student's class orientation became one of the main points over time, were proposed. Given the social role of the educational team as a factor of social identification, which included all aspects of socialization based on the development of the moral sphere and behavior of children, the leading trend of these years was the study of students through the team – O. Zaluzhny (on the basis of reflexology), A. Makarenko – through the theory of educational group developed by him, where the personality is formed and the individuality is shown. It was found that on the eve of the defeat of pedology, the term "psychological and pedagogical profile", which will be used in pedagogical science after World War II, when the student's profile will be used as a basis for an individual approach to the student, was first used (S. Rubinstein, 1935). The peculiarities of the phenomenon of pedagogical profiles in the western region of Ukraine in the 1920s and 1930s are revealed, in particular, to highlight the contribution of local teachers to the development of methods for compiling pedagogical profiles (te use of psychographic schemes and maps of individuality). It is proved that the period of 1940-1980 is marked by the increased attention of education scientists and psychologists to the pedagogical profile and its active application in the practice of school work; the dismemberment of the semantic and methodological levels in the student's study organization by the student was overcome; new programs for studying students that simultaneously formed the structure of the profile were proposed on the basis of the latest scientific advances. During this period, several trends were distinguished: the characterization of the student as a prerequisite for an individual approach to the student with the requirements of determining the level of success and reflecting the ideological features of the "new Soviet" man; detailing the student study program with different degrees of specification of each item of the program and the plan of compiling the profile; deepening the study of age characteristics of students (junior, middle, senior classes). By comparative interpretation of V. Sukhomlinsky's activity and works, it is proved that the researched phenomenon was formed into a holistic construct in his scientific and pedagogical heritage: the teacher considered the profile both as a means of studying the student using the methods and principles developed by the teachers-predecessors and as the basis of the individual approach.
В диссертации исследован феномен педагогической характеристики ученика в отечественном образовании и педагогической науке в середине XIX – второй половине ХХ века, что стало результатом анализа значительного комплекса архивных и опубликованных историко-педагогических источников. Научную аргументацию построено в такой последовательности: научно-педагогические истоки изучения педагогом ученика как предпосылка появления феномена педагогической характеристики → теоретическая разработка характеристики ученика педагогами и психологами в конце XIX – начале ХХ вв. → выделение и распространение феномена педагогической характеристики в образовательном пространстве в начале ХХ в. → вклад отечественных педагогов и педологов в проблему изучения ученика и в методику составления характеристики (1920–1930-е гг.) → модернизационные подходы к составлению психолого-педагогических характеристик учащихся в отечественной педагогике 40-80-х гг. ХХ в. → феномен педагогической характеристики ученика в научно-методическом наследии Василия Сухомлинского → тенденции и перспективы развития исследуемого феномена. Аргументировано, что аксиоматичным системообразующим концептом феномена педагогической характеристики ученика есть индивидуальный подход к ученику. Доказано, что ядром феномена педагогической характеристики ученика является два компонента – теоретический и практический (процессуальный) – в их концептуальном единстве и взаимообусловленности. Установлено, что структуру характеристики определяла цель ее составления: научная – создание классификации характеров (А. Лазурский) – требовала четкого структурирования в соответствии с программой изучения ученика; практическая предусматривала реализацию индивидуального подхода к ученику через сбор информации (возраст, состав семьи, физические данные). Сочетание обоих подходов активизировало в конце XIX – начале ХХ вв. создание методик написания педагогической характеристики ученика в систематической форме (К. Ельницкий), путем алгоритмизированной работы будущих учителей по составлению характеристики (М. Грунский), в форме специальных методических пособий для учителя (Б. Комаровский, М. Павлова). Выявлено, что в 1920–1930-х гг., применяя метод наблюдения за развитием ученика, а также антропометрические измерения, анкетирование и тестирование, изучение школьной документации, отечественная педология как синтетическая наука о ребенке разработала на новых принципах и широко применяла подробную характеристику ученика, содержащую: физиологические данные, сведения об умственном развитии, социальные условия, успешность ученика, материально-бытовые условия (питание, жилье, одежда), общественную активность. Были предложены специальные структурированные планы написания характеристики, в которых со временем одним из главных пунктов стала классовая направленность ученика. Учитывая социальную роль воспитательного коллектива как фактора общественной идентификации, включавший все аспекты социализации на основе развития нравственной сферы и поведения детей, ведущей тенденцией этих лет было изучение ученика через коллектив – А. Залужный (на основе рефлексологии), А. Макаренко (на основе разработанной им теории воспитательного коллектива). Раскрыты особенности феномена педагогической характеристики в западном регионе Украины в 1920–1930-х гг., в частности показан вклад местных педагогов в разработку методики составления педагогической характеристики (использование психографическим схем и карт индивидуальности). Доказано, что период 1940–1980-х гг. отмечен усиленным вниманием ученых-педагогов и психологов к педагогической характеристике и активным ее применением в практике работы школы; была преодолена расчлененность содержательного и методического уровней в организации изучения педагогом ученика; предложено на основе новейших научных достижений новые программы изучения школьника, которые одновременно составляли структуру характеристики. Путем сопоставительно-сравнительной интерпретации деятельности и трудов В. Сухомлинского доказано, что в его научно-педагогическом наследии произошло оформление исследуемого феномену в целостный конструкт: характеристику педагог рассматривал и как средство изучения ученика с использованием разработанных педагогами-предшественниками методов и принципов, и как основу индивидуального подхода. Охарактеризован личный вклад отдельных ученых в развитие идей о сущности педагогической характеристики или практики ее применения, который заключается в разработке типологии учащихся на основе метода наблюдения (П. Лесгафт), эксперимента (Т. Лубенец) и концепции, в которой свойства темперамента связаны с индивидуальными различиями в особенностях телосложения (А. Вирениус), применении детальной программы изучения учащихся, построенной на собственном учении о личности, ее эндопсихических и экзопсихических особенностях (А. Лазурский), использовании специальных вопросников (А. Нечаев и Г. Россолимо), расширении цели составления характеристики с ударением на ее прогностической роли (И. Сикорский), разработке методики написания педагогической характеристики ученика в систематической форме (К. Ельницький), путем алгоритмизированной работы будущих учителей по составлению характеристики (М. Грунский), использовании специальных структурированных планов написания характеристики (И. Гук, А. Фигурин), изучении ученика через коллектив (А. Залужный, А. Макаренко), применении психографическим схем и карт индивидуальности (Д. Козий, М. Остапович Я. Ярема). На основе изучения феномена педагогической характеристики доказано, что это не только эффективное средство изучения ученика, но и производительный инструмент в реализации индивидуального взаимодействия с учеником, орудия для формирования навыков, необходимых человеку ХХ века.

This thesis deals with an introduction to variables. The aim of the thesis was to compare different approaches to teaching the introduction to variables in teachers who teach a method based on building schemes (known as Hejny method). The theoretical part of the thesis is a search of literature on the topic of introduction to variables and the theoretical background of teaching methods based on building schemes. Further, the thesis analyses textbooks designed for this method with a focus on tasks important for the propaedeutics of the variables. The research itself consisted of interviews with four teachers and observations of the lessons they taught in the 7th and 8th grades of secondary school, the topic of which was an introduction to the "language of letters". In total, there were fifteen lessons taught by these teachers in six classes (2-3 lessons in each class). Data were analyzed by qualitative methods. Although the observed teachers taught using the same method, I identified differences in the approach to the introduction of the variables and in the style of their teaching. There were differences in the organization of the lesson, in the selection of tasks and their style of assignments to pupils, teaching methods and ways in which teachers communicate with pupils. At the moment of entering the...

This thesis "Creating images of fraction at the elementary school" is divided into theoretical and practical part. The theoretical part defines the subject matter of fractions in curriculum, deals with a mathematical literacy concept and introduces basic conceptions related to fractions and propaedeutic of fractions at the Primary School. The practical part consists of a preparatory research and a consequential research. The goal of the preparatory research is fractions knowledge mapping on Primary School pupils comparing to an expert knowledge acquired in the theoretical part. The consequential research focuses on confirming results of the preparatory research, respectively preferring the circle model off other models. It also checks if pupils get acquainted with other models (line segment, rectangle, and set of discrete objects). Key words Fraction, propaedeutic, models, representation, primary education, curricula.

The theme of the master theses is the application of music and movement in the search options and ŠVP and the search for possibilities and ways of developing knowledge and skills of reading and writing prior to the child before entering the school through music and movement activities. Acquiring language skills in preschool children is realized through integrated teaching with appropriate psychological aspects. Experimentally verify the connection of music and language skills. It will be appropriate material for educational use in kindergartens.