The article examines the problems of constructivist understanding of education, the innovations, opportunities and limitations that the constructivist model of the pedagogical process offers. The aim of the work was to analyze the constructivist model of education and those innovations and prospects for understanding the modern educational process that the constructivist approach brings. Constructivism changes the view of teachers and other scientists and practitioners in their view of what is happening in the relations of people in education. Due to its controversial nature, the development of the ideas of constructivism in the context of the development of educational ideologies and technologies leads to the reconceptualization of the traditional model of education, and the constructionist model of education itself can and should become the object of systematic methodological, theoretical, empirical and applied research. Any of the educational approaches available now can be disclosed as an example of a constructivist model of education, the leading features of which are the dialogic nature of education, the focus on understanding the inner and outer world in dialogue with significant other people, the consideration of such a dialogue as a process of building a person's own life world and himself, as a creative "rediscovery" of the basic truths of human existence, as the adoption of socially and personally significant decisions in a situation of educational, professional, life choice.
There are several approaches to considering the concept of environmental friendliness of psychological impact, among which the dialogical one should be especially highlighted. Dialogue as a way of “co-being” and “being-human”, acts as a natural form and method of psychological influence and help, specifying the peculiarities of understanding the client in a situation of psychological counseling, the collapse of the atmosphere of dialogue means failure to be oneself and the loss of the possibility of inter-human contact. A meaningful indicator of professional understanding in psychological counseling is understanding strategies as ways of forming meaning that lies in the approaches to understanding themselves. Environmental friendliness of understanding presupposes understanding that is born in dialogue, "co-existence", "fundamentally responsive", characterized by "direct contact" with the inner world of another, reflecting the process of experiencing his / her otherness, its capabilities, necessity, and productivity, the presence of a need for understanding, functions, and factors of understanding. It is important to understand that in addition to the values and goals of those communicating, understanding and transitioning to his / her new strategy is possible if a human has the desire to look and understand, it is determined in the event of the response.
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