Interpreting a Social Theory

McKenzie, Germán

doi:10.1007/978-3-319-47700-8_6

Cited by 3 publications

(1 citation statement)

References 7 publications

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“…The perception of modern students is aimed at a bright visual image, which is how they are used to more effectively perceive and assimilate information. Thus, the generation of modern students has developed different ways of receiving, perceiving and assimilating information as well as ways of thinking and understanding than the previous generations, which is one of the main reasons for the problems faced by the higher education system today [4][5][6][7][8][9][10][11][12][13].…”

Section: Introductionmentioning

confidence: 99%

Potential of synergistic didactics in social and humanitarian knowledge

et al. 2020

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The article raises the problem of forming a new didactics on the methodological basis of synergetics. The new didactics should reflect the cognitive features of the perception of the modern generation, the features of socialization of modern youth. The authors reveal the difference between the new didactics and the old, classical didactics. The methodological and methodological basis of the new didactics is the gnoseological tools of modern post-non-classical science. The sociology course program is considered as a practice of implementing the new didactics, which is one of the central courses in the concept of social and humanitarian knowledge in higher education institutions. Our task is to look for the possibilities of this new didactics based on the conceptual directions of the post-non-classical paradigm. Synergetics as a methodology that actually functions in scientific and educational practice can be divided into two branches: formal synergetics and metaphorical.

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Section: Introductionmentioning

confidence: 99%

Potential of synergistic didactics in social and humanitarian knowledge

et al. 2020

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Elements Spontaneity of “Sustainable Development” Model

Eroshenko

Melnik²

2023

Lecture Notes in Networks and Systems

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The role of real humanism in the digitalization of schools: methodological aspects

Eroshenko

Melnik

2021

E3S Web Conf.

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The introduction of digitalization in the educational space causes anambiguous reaction. Some consider it a tool for solving the problems accumulated in school, while others openly define it as a factor in the school dehumanization. In order to understand what digitalization brings to the schools, you need to know the goal of implementing it. The author believes that in the broadest sense school and society form a single whole. In connection with the rapid update of technologies in the production and non-production spheres, there is a need to add managerial relations in the labor sphere with pedagogical ones. Complicated out-of-school conditions for younger generationeducation force the school itself to work more closely in synergy with society, and for this a democratic public schoolmust exist. A school that uses the “digitalization of the educational space” tool will have to implement the function of connecting with the past, determining its place in the present and future. Consequently, the school also performs the function of spiritual confrontation in hybrid wars. Skilful use of the “digitalization of the educational space” will create conditions in which the school can be useful for production and vice versa. The role of school in interaction with society is increasing due to the transformation of the cognition process into the main type of human activity. The tool of digitalization should be used in the environmental education and the entire society, since ecology currently includes all the pressing problems of humanity.

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Interpreting a Social Theory

Cited by 3 publications

References 7 publications

Potential of synergistic didactics in social and humanitarian knowledge

Potential of synergistic didactics in social and humanitarian knowledge

Elements Spontaneity of “Sustainable Development” Model

The role of real humanism in the digitalization of schools: methodological aspects

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