The purpose of the study is to conceptualize the phenomenon of vergence of technologies and innovationsin the context of building a society as a complex system by modernizing the innovation environment. To achieve the goal, general scientific and special-scientific methods of cognition were used, in particular, dialectical, formal-logical, analysis and synthesis, system-structural. Thekey methodological principles,spatial-topological and ontological, were presented.It is confirmed that the concept of "vergence" is the state of systems at the point of intersection of divergent and convergent processes, aswell as their balancing. Vergence as a method of creative thinking was used in this study primarily to solve problems and tasks related to the synchronism of various contradictory processes (reconciles the processes of "scattering", "acceleration" and "gathering", "braking"). The value of this approach was in finding multiple solutions to ambiguous problems. The results of the study confirmed that the vergent interaction of technologies and innovations, the merging of funds and resources that contribute tothe modernization of the innovation space, their analysis and synchronism, excluded the position of rest in the social system and, on the contrary, gave rise to a situation of accelerated but controlled dynamism.
The article under consideration is devoted to psychological and pedagogical study of the factor of mental health of participants of educational process, precisely, the establishment of pedagogical interaction between them on the basis of equity and objectivity. Mental health has been defined as a state of psychological stability and emotional well-being of an individual, which had been caused by equity of social interactions and appreciative attitude of its participants to one another. It has been testified that mental health of pupils is established and improved in the process of pedagogical interaction due to fair, impartial, respectful attitude of a teacher towards them. It has been clarified, that justified actions of a teacher affect psycho-emotional state of pupils, increase the productivity of their activities and development of subjectivity. On the other hand, unjustified actions cause negative feelings and are accompanied with emotions of rejection, anger, indignation. It has been clarified that in the process of pedagogical interactions pupils are harmonized with a fair teacher, achieve social and psychological balance, emotional comfort, which has a positive effect on their mental health.
The main purpose of the article is to study the most successful experience in the implementation of the education quality assessment system in the leading countries of the world. The world is constantly changing and developing. Together with it, we are changing, our ideas about the natural and anthropogenic environment, about our capabilities and needs are changing. We strive to know more, be able to do better, learn faster. And on this path, education is a powerful tool capable of changing the world. As a socio-cultural institution, education is acquiring new properties and characteristics. But the desire of people to form or receive education of the highest quality remains unchanged, especially in the context of systemic transformations. Universities have always been the main producers and providers of knowledge in society, but today they are recognized as the main generators of knowledge. In the context of global competition, a complex of interrelationships between high-quality higher education, scientific research both in the academic environment and outside it is becoming more important for ensuring the innovative and productive development of the state. As a result of the study, the most effective mechanisms for the implementation of the education quality assessment system in the leading countries of the world, as well as the most optimal methods for their adaptation, were analyzed.
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