HISTORICAL ASPECT OF FORMATION AND DEVELOPMENT OF PARTNERSHIP PEDAGOGY

L. Tkachuk
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Abstract

In the article, the periodization of the formation and development of partnership pedagogy has been based on socio-pedagogical prerequisites, clarifying the contribution of prominent philosophers, educator-innovators in the development of theoretical, methodological, and technological aspects of partnership pedagogy. The author divides the formation and development of the pedagogy of partnership into two periods: the preparatory and the development of the ideas of partnership pedagogy.The chronological framework of the preparatory period – from antiquity (V century BC) to the 80s of the XX century has been determined. There are two stages within the preparatory period: the first stage – from antiquity (V century BC) to the 50s of the twentieth century, the second stage – the 50–80s of the twentieth century. It has been established that within the first stage, the studied phenomenon is not the object of purposeful holistic study it appeals to it are spontaneous and unsystematic, knowledge about it is scanty and contradictory. The second stage of the preparatory period (the '50s – the mid-'80s of the twentieth century) has been characterized by a systematic study of certain aspects of the problem, the emergence of theories and concepts of cooperation pedagogy, which in the future form the basis of partnership pedagogy, help determine its formation and development.The peculiarities of the second period of the partnership pedagogy development (from 1986 to the present) have been clarified. Two stages of this period are distinguished by the author: the first – from 1986 to 2016, the second – from 2016 to the present. The first stage begins with the signing by the teachers-innovators of the Manifesto “Pedagogy of Cooperation” (1986) and has been characterized by a thorough scientific study, design of ways and means of development of the cooperation pedagogy. Since 2016, when the Concept of the New Ukrainian School has been adopted, the second stage of the second period of formation of partnership pedagogy begins. The concept of “partnership pedagogy” has been transferred from the world view to the normative plane; research is actively carried out, and ideas of partnership pedagogy are developed. Keywords: partnership pedagogy; cooperation pedagogy; philosophical thought; humanism; teachers-innovators; New Ukrainian School; periodization; formation and development.
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伙伴教育学形成与发展的历史脉络
在本文中,伙伴关系教学法的形成和发展的分期是基于社会教育学的先决条件,澄清了杰出的哲学家,教育家-创新者在伙伴关系教学法的理论,方法和技术方面的发展的贡献。本文将合伙教育学的形成与发展分为两个阶段:合伙教育学思想的准备阶段和发展阶段。筹备时期的时间框架——从古代(公元前5世纪)到20世纪80年代已经确定。筹备阶段分为两个阶段:第一阶段——从古代(公元前5世纪)到20世纪50年代;第二阶段——20世纪50 - 80年代。在第一阶段,被研究的现象不是有目的的整体研究的对象,它所诉诸的是自发的和非系统的,关于它的知识是贫乏的和矛盾的。筹备阶段的第二阶段(20世纪50年代至80年代中期)的特点是对该问题的某些方面进行了系统的研究,合作教育学的理论和概念的出现,这些理论和概念在未来构成了伙伴教育学的基础,有助于确定其形成和发展。澄清了伙伴关系教学法发展的第二阶段(1986年至今)的特点。作者将这一时期分为两个阶段:第一个阶段从1986年到2016年,第二个阶段从2016年到现在。第一阶段以教师—革新者签署《合作教育学宣言》(1986)为开端,对合作教育学的发展进行了深入的科学研究和方法设计。自2016年以来,当新乌克兰学校的概念被采用时,伙伴关系教学法形成的第二阶段开始了。“伙伴教学法”的概念已经从世界观转移到规范层面;积极开展研究,形成了伙伴教学法的理念。关键词:伙伴教学法;合作教育学;哲学思想;人文主义;teachers-innovators;新乌克兰学派;周期化;形成与发展。
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