- مبلغ: ۸۶,۰۰۰ تومان
- مبلغ: ۹۱,۰۰۰ تومان
The core idea of this research is the creation of a complete picture of intercultural humanitarian educational technologies for the purpose of correction of pedagogical self-image and self-attitude of teachers and studentsin order to reach the goal of harmonization of individual and transpersonal communications in the sphere of education. During the analysis, the author discovered the transcultural humanitarian nature of the mentioned issues and summed up its essence in a number of points. The author highlighted a special quality of the humanitarian educational technologies, which is manifested in the cognitive human abilities to learn and to teach in cross-cultural circumstances. As for teachers, these human abilities are educational charisma, personal educational space, special vibrant energy and speech, developmental inspiration and aspiration, over-rational behavior and individual interactional system. For students that means the ability to consciously use their essential learning and creative powers in a daily ever-progressing nonstop developmental process. The author proved that a system of educational sources is formed by cross-cultural texts, which possess numberless shades of human existence. Such system is the key content in application of the intercultural humanitarian technologies. The subject of this study is, first, the issue of values, meanings, self-understanding, self-awareness, self-perception, self-cognition, self-development and the ways of interaction between people from a cross-cultural perspective. Based on the reflexive approach, the author developed an intercultural typology of the humanitarian educational technologies. The “subjectsubject” and the “subject-object” models of educational interaction were chosen as the main characteristic and criterion for the creation of the typology. The author conducted an analysis of the “open” and “closed” models of educational interaction in order to describe their technological status based on the reflexive approach, and thus, proved the danger of forced educational rationing. In relation to the existing cross-cultural norms and conditions, the author identified the importance of the ability to get into the reflexive and dialogical positions both by teachers and students.
Therefore, interactivity is a natural quality of a human being. Interactivity is a system-forming characteristic of the humanitarian educational technologies. Dialogue and polylogue are peculiar to a person. Of course, not only communication on the verbal level is significant for interaction. Expression of emotions and non-verbal behavior are also the basic human qualities. Social behavior of an individual is a response to the internal and external issues, needs, challenges and changes. However, not every wish to interact with another subject meets response. The meaning of the humanitarian educational technologies in the sphere of higher education is precisely that they work more as methodological guidelines to be followed, rather than ready-made recipes. The development of effective teaching methods and behavioral patterns, taking into account the tendencies in the self-development of students, is always an innovative activity, since it requires from teachers a constant generation of ingenious creative solutions. The conclusion is that there is a need in the development and implementation of the humanitarian technologies as a fundamentally new type of educational process, which fully complies with such requirements of the new humanitarian paradigm, as flexibility, innovation, multivariance of solutions, interactivity, creative approach, etc. Thus, it is an issue about a justification of the educational systems associated not only with the introduction of an individual to the universal experience and knowledge, but, mainly, with the subjectivation of these experience and knowledge in unique singular forms of personal identity.