THE PHILOSOPHY OF EFFICACY OF FLIPPED LEARNING AS A NEW PEDAGOGICAL PARADIGM

Abstract

The article traces the escalation of the search for strategies of ac- tive cognition in the era of “Phygital” education. It relates the main provisions of the pedagogical technology of inverted learning, the didactic presumption of which is the transfer of the initial stages of mastering a new material to prelimi- nary independent work while using the class time for practical application of the acquired knowledge and creative activity at higher levels of the cognitive process. The philosophical principles of inverted learning are most clearly manifest- ed in the teacher-student synergetic tandem in the mainstream of humanistic pedagogy, consonant with Kant’s transcendentalism, which flips the idea of a passive subject and accentuates the active construct of cognition. As research methods the author chooses the analysis of various practices of working with English-language media content; examples are used to trace the efficacy of applying the flipped learning modus in the course of professionally oriented English for students of economics. The approbation work with video lectures results in analyzing causes of success and failure in employing elements of the flipped teaching technology, together with pros and cons that it can bring to teachers and students. The author concludes that the addressed educational paradigm can entail a change in priorities – from studying the material to its active assimilation for continued use.