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The article, based on the analysis of psychological and pedagogical literature, reflects the pedagogical concept of European education in the middle of the 20th century on the example of the pedagogical assets of Janush Korchak as a predecessor of modern education in Europe. It was found that a characteristic feature of the legacy of Janush Korchak is the orientation of the educational process to create conditions for humanistic education and personality development. It was revealed that for the first time in his work with children, he recognized their right to make decisions about themselves. His views on the organization of children's life activities, taking into account their right to freedom of choice, in particular the right to be as they are, to make a mistake, to protest, to property, to secrecy, to express their opinions, to independently organize their lives, to participate in conversations about her and her own conclusions, on using her merits and hiding her flaws, on respect for her ignorance and respect for the work of knowledge. It was found that the middle of the 20th century was a time of serious innovative achievements in the field of pedagogy, which largely determined the nature of modern education in various European countries, including Poland. The collision of two main approaches is traced: authoritarian (positioning of the individual as a passive object of pedagogical influence) and democratic (adjustment of the education system to the child who is studying, to his nature, that is, positioning of the individual in the role of the subject of his own development). The following two paradigms are distinguished: pedagogical traditionalism and alternative pedagogy, which contributed to the establishment of the content of the new direction of education and the free development of the child's personality. It was concluded that this goal is set at the current stage of humanization of education in European countries, and is aimed at the implementation of such ideas as: the possibility of choosing one's own programs and study plan; free and diverse educational environment of the school and society; open classroom doors; orientation to self-governance and co-management; democratic, friendly relations between adults and children, etc. It is emphasized that the alternative pedagogy, represented by the author's system of Janush Korchak, put the child, his values, personal freedom, and the ability to construct his own life first. It was determined that the views of Janush Korchak on education, represented in the mutual relations of the teacher and the student, are close to the statements of representatives of modern European pedagogy, which finds its expression in the formula "to support, not to educate". The reflected experience of Janush Korchak creates a chance to consider the issue of teacher preparation from the specific perspective of the pedagogical position of pupils., У статті на основі аналізу психологічної та педагогічної літератури відображена педагогічна концепція європейської освіти у середині ХХ сторіччя на прикладі педагогічних надбань Януша Корчака як попередника сучасної освіти в Європі. З'ясовано, що характерною особливістю спадщини Януша Корчака є спрямованість виховного процесу на створення умов для гуманістичного виховання та розвитку особистості. Виявлено, що він вперше в своїй роботі з дітьми визнав їхнє право самим приймати рішення відносно себе. Висвітлено його погляди на організацію життєдіяльності дітей з урахуванням їх права на свободу вибору, зокрема право бути такою, як вона є, на помилку, на протест, на власність, на таємницю, на висловлювання своїх думок, на самостійну організацію свого життя, на участь у розмовах про неї та власні висновки, на використання своїх достоїнств та приховування своїх вад, на пошану до її незнання та повагу до праці пізнання. З'ясовано, що середина XX століття стала часом серйозних інноваційних звершень у галузі педагогіки, які багато в чому визначили характер сучасної освіти в різних європейських країнах, у тому числі й в Польщі. Простежено зіткнення двох основних підходів: авторитарного (позиціонування особистості в ролі пасивного об'єкта педагогічного впливу) і демократичного (пристосування системи освіти до дитини, яка навчається, до її природи, тобто позиціонування особистості в ролі суб'єкта власного розвитку). Виділено наступні дві парадигми: педагогічний традиціоналізм і альтернативна педагогіка, яка сприяла утвердженню змісту нового напрямку виховання і вільного розвитку особистості дитини. Зроблено висновок, що ця мета ставиться на сучасному етапі гуманізації освіти в Європейських країнах, й спрямована на реалізацію таких ідей, як: можливість вибору власних програм та плану навчання; вільне і різноманітне освітнє середовище школи та суспільства; відкриті двері класу; орієнтація на самоврядування і співуправління; демократичні, дружні стосунки між дорослими і дітьми тощо. Підкреслено, що альтернативна педагогіка, представлена авторською системою Януша Корчака, ставила на перше місце дитину, її цінності, особисту свободу, вміння конструювати власне життя. Визначено, що погляди Януша Корчака на виховання, представленого у взаємних відношеннях вихователь-вихованець, є близькими до висловлювань представників сучасної європейської педагогіки, що знаходить своє вираження у формулі "підтримувати, а не виховувати". Відображений досвід Януша Корчака створює шанс розглядати питання приготування вчителів зі специфічної перспективи педагогічної позиції вихованців.

In the context of globalization and the development of integration processes, the geographical expansion of the European Union, new actors in the system of international relations, in particular regional associations, are acquiring increasing importance. Taking this into account, Ukraine not only declared its intention to join the European Union, but also identified as one of the priorities of its foreign policy course the building up of cooperation with the Visegrad Group countries, with the help of the EU instruments, which form a new architecture of international relations. The main purpose of the article is to review the political and pedagogical concept of interaction with the Visegrad Group. A number of formal-logical, systemic, structural and institutional research methods were applied. As a result, the political and pedagogical side of the concept of interaction with the Visegrad Group was revealed.

Настоящая статья посвящена анализу результатов исследования, направленного на разработку педагогической концепции формирования профессиональной ответственности специалистов гражданской авиации (ГА), а именно – центрального компонента – ядра педагогической концепции. Показано, что ядро педагогической концепции может быть формализовано посредством иерархической структуры конечного множества – орграфа, дисциплинарной матрицы и математической модели профессиональной ответственности специалистов ГА. Отмечается, что целесообразность и эффективность построения профессионального образования отраслевых специалистов на основе разрабатываемой педагогической концепции требуют разработки соответствующих гуманитарных технологий с дальнейшим их практическим подтверждением (верификацией)., The objective of the article is to provide the reader with the results of the research that is intended to develop a pedagogical concept dedicated to the forming of the trait called professional responsibility in specialists employed in civil aviation, with particular attention given to its core, or, to put it differently, its central component. The core of the pedagogical concept, as the article demonstrates, can be formalized with the help of a hierarchical structure of the finite set, that consists of an orgraph, a disciplinary matrix and a mathematical model created to describe the professional responsibility of specialists who work in civil aviation. The article states that attractiveness and effectiveness of the subject specialists professional skills training built on the basis of the pedagogical concept under development relies heavily on bringing adequate humanitarian technologies into existence followed by their further trial in actual practice (verification).

�� ������������ �������������������������� ������������������������ �� �������������������� �� �������������� �������������� ������������ �������������� �� ���������� ������������������������������ �������������� �� ���������������� ������������������ �������������� �� ���������������� �� ���������������� �� ��������������������. ������������������-������������������������ ������������ ������������������ ���������������������������� ���������������������� ���������������� �� ������������������ �� �������������������� �������������������� ��������������������, �������������� ������������������, �������������� �������������������������� ���� ���������������� ���������� �� ������������������-������������������������ ���������������� ����������������, ������������������ �� ������������������������������������ �� ���������������������� ����������. �������� ������������ ������������������������������ ������ ������������������������ ������������ ������������������������������ �� ������������������������ �� ���������������� ������������������-�������������������� ������������������������, ������������������������������������ ���� �������������������� ���������� ��������, ���� �������������������������� ���������� �������������������� ���������������� �� ������������������ �� ���������� ���� ������������������������ ���������� �������������������������� ����������������., The article analyzes the rules and forms of a pedagogical approach in the development of life skills and interest in learning among adolescents that exist in cultural and educational centers in Moscow, which allows a cultural and moral approach to neutralize conflict situations and build creative, business relationships among team members that are focused on providing services. in the cultural and moral development of the individual, strive for professionalization and creative growth. This approach is considered as a kind of model of self-organization and selfdevelopment in the context of socio-cultural activities and specializing in the development of new ideas, the use of new creative resources in art and life at a certain stage of historical development.

Angestoßen durch empirische Vorbefunde, die eine Diskrepanz zwischen der Inanspruchnahme präventiver Lehrangebote im Musikstudium und der Anwendung dieser Inhalte in der Musizierpraxis der Studierenden vermuten lassen, wurden ergänzende pädagogische Elemente eines Unterrichtskonzepts entwickelt und erprobt, um Studierende darin zu unterstützen, im Seminar erlernte körperorientierte und mentale Ansätze insbesondere in der Musizierpraxis außerhalb des Seminars anzuwenden. Übergeordnete Ziele dieser Lerninhalte sind die Gesundheitsförderung und Prävention spielbezogener Beschwerden sowie die Verbesserung des Singens und Instrumentalspiels. Als neue pädagogische Elemente wurden unter Supervision einer Dozentin die Intersession-Prozesse zwischen den Seminarstunden im Gespräch mit den Studierenden in den Fokus genommen und in Lernportfolios und Wochenprotokollen von den Studierenden festgehalten. Das Üben der Studierenden wurde durch einen Übebesuch mit konstruktiven Empfehlungen für ein effektives und gesundes Üben unterstützt. Das Element des Übebesuchs wurde von den Studierenden durchweg sehr positiv angenommen und als hilfreich erlebt. In einer katamnestischen Befragung zeigte sich in den Angaben der Studierenden eine hohe Nachhaltigkeit hinsichtlich der weiteren Anwendung der im Seminar erlernten Inhalte., Health problems have been widely documented as a particular topic among students at music conservatoires. Study results suggest that the transfer of learning contents of preventive courses into the practice of music students is often unsatisfactory. The aim of the present study was therefore to complete a pedagogical approach by new elements for the promotion of teaching-practice transfer and to qualitatively examine their effect on music students of a seminar on body-oriented and mental techniques. The overarching goals of these learning contents are health promotion and the prevention of playing-related health problems as well as the improvement of singing and instrumental playing. As new elements, the intersession processes between the seminar sessions were brought into focus under the supervision of a lecturer, and the practicing of the students was supported by a practice-visit by the lecturer which included constructive recommendations for healthy and effective practice. The concept was very positively accepted by the students and experienced as helpful. In a catamnestic questioning the data of the students showed a high sustainability regarding the further application of the contents learned in the seminar.

The indicators of physical competence in scientific research studies and normative documents of education systems are defined differently. However, the consolidation of research evidence confirms that in this area the knowledge and skills of the person imply taking responsibility for health and well-being of one’s body, motoric skills, and ability to regulate and physically adapt to the surrounding environment. Undoubtedly, the family plays a major role in the development of children's physical competence. At the same time in this context the input of educational programmes is significant together with the individual physical competence of a teacher and his/her understanding about how to ensure its quality in one’s own work and in the concept of educational system.The aim of the research reflected in this publication is to analyse the physical competence of the students of Teacher Programmes as a resource for the development of the concept of their further pedagogical work. For this purpose, the emerging teachers have been surveyed using the methodology developed by Corbin et al. (2008). For statistical analysis of the research data the SPSS 22.0 programme was employed: a method of descriptive statistics, Kruskal-Wallis test, and Kendall's tau-b correlation test.

Рассматривается построение концепции подготовки будущих педагогов, исходя из актуальных ценностно-целевых ориентиров развития непрерывного педагогического образования. Раскрываются ценностно-установочные и теоретико-содержательные элементы концепции. Практико-содержательная часть концепции представлена описанием процессов педагогического сопровождения деятельности студентов в интегрированном образовательном пространстве систем высшего педагогического, общего и дополнительного образования. За основу осуществляемых в рамках педагогической концепции образовательных процессов взяты теория и практика ситуационно-контекстного обучения и субъект-субъектного подхода, обеспечивающие активное включение будущих педагогов в деятельность и решение профессиональных и квазипрофессиональных задач. Дальнейшие перспективы исследования связаны с построением практико-содержательной компоненты образовательной концепции и ее верификацией, что даст обоснованное представление о процессе и результатах педагогического сопровождения подготовки студентов педагогического вуза в условиях интеграции высшего, общего и дополнительного образования.

Введение. В статье обозначена актуальность проблемы разработки концепции формирования эмпатийной культуры будущих учителей, согласно выделенным противоречиям, суть которых заключается в возрастающей потребности общества в подготовке будущих учителей, обладающих эмпатийной культурой и недостаточной теоретико-методологической и методико-технической разработанностью способов ее формирования, адаптированных к использованию в современных условиях высшего профессионального образования. Определены основные требования для ее разработки, сущность которых заключается в том, что современной школе нужен учитель, владеющий не только знаниями о предмете и определенными компетенциями, но и обладающий высокой культурой, способный к эмпатии, проявляющий толерантность, гуманизм, чуткость, внимательность в отношениях с субъектами образовательного процесса. Материалы и методы. На основе метода анализа и систематизации в статье дано определение педагогической концепции, а также определены основные особенности выделения закономерностей педагогического явления. Автор статьи дает характеристику закономерностям, определяющим эффективность формирования эмпатийной культуры будущих учителей. Кроме этого, в статье обозначены принципы, на основе которых выявлена данная группа закономерностей. Результаты исследования. На основе выявленных закономерностей и принципов доказана эффективность формирования эмпатийной культуры будущих учителей при осуществлении образовательного процесса. Данные закономерности позволяют заранее выявлять трудности формирования исследуемого личностного качества будущего педагога, строить образовательный маршрут таким образом, чтобы устранять данные трудности и не отклоняться от поставленной педагогической цели. Обсуждение и заключение. Процесс формирования эмпатийной культуры будущих учителей не может протекать самостоятельно и спонтанно. Данное качество нужно формировать у взрослого человека целенаправленно под постоянным контролем. Именно с этой целью выявляют закономерности и принципы, которые позволяют контролировать процесс формирования эмпатийной культуры будущих учителей. Автор представленной статьи приходит к выводу, что лучше всего выявлять комплекс закономерностей, которые взаимосвязаны и дополняют друг друга., Introduction The article highlights the relevance of the problem of developing the concept of forming empathic culture of future teachers, according to the identified contradictions. The essence of these contradictions is the growing need of society in training future teachers with empathic culture and insufficient theoretical, methodological and technical development of methods for its formation, adapted for use in modern conditions of higher professional education. The basic requirements for its development are defined, the essence of which is that the modern school needs a teacher who owns not only knowledge of the subject and certain competencies, but also has a high culture, is capable of empathy, is tolerant, humanistic, sensitive, attentive in relations with subjects of the educational process. Materials and methods. Based on the method of analysis and systematization, the article defines the pedagogical concept and highlights the main features of identifying regularities of the pedagogical phenomenon. The author of the article gives a description of the laws that determine the effectiveness of forming an empathic culture of future teachers. In addition, the article outlines the principles on the basis of which this group of regularities is revealed. Results. On the basis of the revealed laws and principles, the effectiveness of forming an empathic culture of would-be school teachers in the implementation of the educational process has been proved. These regularities make it possible to identify in advance the difficulties of forming researched personal quality of the future teacher, to build an educational route in such a way as to eliminate these difficulties and not deviate from the set pedagogical goal. Discussion and conclusion. The process of forming an empathic culture of future teachers cannot proceed independently and spontaneously. This quality must be formed in an adult person purposefully under constant control. The regularities and principles are identified for these purposes that allow controlling the process of forming an empathic culture of future teachers are revealed. The author of this article comes to the conclusion that it is best to identify a set of regularities that are interrelated and complement each other.

The paper presents and analyses the results of the research dealing with the pedagogical concept - as a type of pedagogical beliefs - related to the way in which students, pre-service teachers, interpret the educational process that they learn about during their studies and observe, analyse and create during their practice. The aim of the conducted research was to determine the intensity of the dimensions of students’ pedagogical concept with respect to gender, the type of finished secondary school and the year of studies. Research participants were 480 students of the Teacher Education Faculty of the University of Belgrade. There were no significant differences in the intensity of the dimensions of the pedagogical concept between students of different genders or with respect to the type of finished secondary school. The results have indicated that the intensity of the child-centred dimension of the pedagogical concept is significantly different at the beginning and at the end of studies, and that it declines, but the decline is not linear. It has been shown that child-centred pedagogical beliefs are more intensive in the students at the beginning of studies than in the students of the final year of studies. The concluding part provides the suggestions related to the way in which theoretical contents and the modalities of teaching methods at teacher education faculties might actively support the processes of construction and reconstruction of students’ pedagogical concept. [Projekat Ministarstva nauke Republike Srbije, br. 179020: Koncepcije i strategije obezbeđivanja kvaliteta bazičnog obrazovanja i vaspitanja]

Эмпатия, это способность постигать эмоциональные состояния другого человека, умение сопереживать и сочувствовать. При этом, она рассматривается как профессионально-значимое качество личности, которое имеет социально-психологическую основу и предполагает основополагающее значение в процессе общения. В статье раскрываются основные положения возможности реализации принципа эмпатии в разработке концепции развития коммуникативной компетенции педагогов дошкольной образовательной организации. Исследуются основные смысловые характеристики принципа эмпатии, рассматривается важность и необходимость его применения исходя из социально-практической значимости профессионально значимых качеств педагогов дошкольных образовательных организаций, как системы, определяющих коммуникативную компетенцию., Empathy is the ability to understand the emotional state of another person, the capability to empathize and sympathize. At the same time, it is regarded as a professionally significant personal quality with socio-psychological basis which is of fundamental importance in the process of communication. The article reveals the main provisions of the possibility of implementing the empathy principle in the elaboration of the concept of communicative competence development of teachers of preschool educational organizations. The main semantic characteristics of the empathy principle are examined; the importance and necessity of its application are considered on the basis of the socially-practical significance of professionally essential qualities of teachers of pre-school educational organizations as a system that defines communicative competence., №12(66) (2018)

The article considers the problem of training future social teachers for prevention of delinquent behavior. In article was analyzed theoretical approaches to defining the category of «concept of the educational system». The conceptual provisions of pedagogical system of formation of professional readiness of social teachers.

Diplomsko delo je obravnavalo pedagoški koncept v vrtcu, osnovni šoli, srednji šoli in na fakulteti. V teoretičnemu delu smo opredelili pojme vzgoje in izobraževanja, utemeljitelje različnih pedagoških konceptov ter njihove značilnosti, spremembe v vzgoji in izobraževanju ter pedagoški koncept v današnjem času. Skozi cilje diplomske naloge smo raziskovali vzroke potreb po novem pedagoškem konceptu danes novosti, ki se so morebiti že pojavile v svetu, ter ovire, s katerimi se lahko srečamo pri realiziranju novih idej. Namen raziskovanja je bil ugotoviti, kako je uspelo realizirati nove vzgojno-izobraževalne ideje nekaterim utemeljiteljem kako pedagoški delavci ocenjujejo potrebo po novostih v vzgojno-izobraževalnem sistemu ter kakšne novosti pedagoških konceptov se kot alternative že pojavljajo v Sloveniji ter drugod po svetu. V empiričnem delu smo podali naše ideje novega pedagoškega koncepta za vzgojno-izobraževalni sistem in zapisali odgovore ter interpretacijo štirih intervjujev s pedagoškimi delavkami iz različnih vzgojo-izobraževalnih ustanov. The thesis dealt with the pedagogical concept in the kindergarten, primary school, secondary school and at the faculty. In the theoretical part we defined concepts of education and learning, the founders of the different pedagogical concepts and their characteristics, changes in education and learning and the pedagogical concept nowadays. Through the objectives of the thesis, we researched the causes of the needs for new educational concept today the innovations that might have already appeared in the world as well as obstacles which may be encountered in putting new ideas into action. The purpose of the survey was to determine how some founders managed to implement new educational and learning ideas how the teaching staff evaluate the need for novelties in the educational and learning system and what novelties of pedagogical concepts are emerging as alternatives in Slovenia and elsewhere in the world. In the empirical part we presented our ideas of a new teaching concept for the educational system and wrote down the answers and interpretation of four interviews with teaching staff from various educational and learning institutions.

ORCID: https://orcid.org/0000-0002-0077-8985 - s. dr. hab. Maria Opiela, prof. KUL Zakładając ochronki, E. Bojanowski tworzył i doskonalił swą koncepcję pedagogiczną. Jej filozoficzne podstawy kształtował w obrębie realizmu, który jest możliwy jedynie w kontekście zgodnego ze stanem faktycznym odczytania istniejącego świata osób oraz rzeczy. Sięgał do antropologii filozoficznej, Biblii, nauczania Kościoła, wskazując że człowiek jest jednością duszy i ciała, osobą, dzieckiem Bożym. Z tej integralnej i realistycznej koncepcji człowieka wynikała potrzeba jego integralnego rozwoju oraz wychowania. Uwzględniając dorobek myśli i praktyki pedagogicznej, kulturę, historię, tradycję Kościoła, specyfikę środowiska naturalnego, całokształt czynników oddziałujących na dziecko, jego wychowanie i organizację instytucji stworzył system wczesnej edukacji. Wierność przyjętym założeniom nadal zapewnia kontynuację, wprowadzanie zmian adaptacyjnych z zachowaniem tożsamości koncepcji oraz rekonstrukcję jego integralnej pedagogiki w odniesieniu do realistycznej filozofii tomistycznej. Opening orphanages, E. Bojanowski created and perfected his pedagogical concept of education. He shaped its philosophical base in terms of realism, which is only possibile in a context that is consistent with a factual reading of the world in which people and things exist. He based his thinking on philosophical anthropology, the Bible, and the Church's teachings, chich indicated that man is a unity of body and soul, a person, a child of God. This integral and realistic conception of man resulted in the need for his integral development and education. Bojanowski created a system of early education that takes into account the achievements, in thought and practice, of the Church in education, culture, history and tradition, as well as the specificity of the natural environment, the overall factors influencing the child's upbringing and the organization of institutions. Fidelity to accepted assumptions still ensures the continuation and implementation of adaptive changes while maintaining the identity of the concept and the reconstruction of his integral pedagogy in relation to realistic Thomistic philosophy.

Este estudo é parte integrante de um projeto mais amplo em que se analisa a realidade da Educação do Campo no Estado do Tocantins e tem como objetivo analisar o contexto do funcionamento do Curso de Licenciatura em Educação do Campo (LEdoC) na UFT, campus Arraias. O estudo foi realizado em três etapas, na primeira foram realizados estudos para o aprofundamento de nossos conhecimentos acerca da temática; na segunda realizamos um estudo no Projeto Pedagógico do Curso (PPC) da LEdoC/Arraias e em pesquisas realizadas a partir do referido curso; a terceira consistiu da realização de entrevistas a partir de um questionário com 10 perguntas abertas respondido por 03 (três) professores protagonistas no processo de implantação do curso. Os resultados indicam que se trata de um curso em alternância, cujos estudantes foram organizados, considerando a proximidade geográfica de moradia, em Comunidade Integradoras. Consideram-se os tempos formativos Universidade (meses de janeiro e julho) e Comunidade (fevereiro a junho e agosto a dezembro), cujo desenvolvimento das atividades são acompanhadas por meio de instrumentos didático-pedagógicos (diário de classe, produção individual e coletiva, fichas de auto-avaliação dos educandos, ficha de parecer individual, seminários de auto avaliação). O Curso conta com uma série de desafios a serem enfrentados, tanto em relação a infraestrtura como em relação a prática da alternância, de modo a garantir a continuidade efetiva dos estudos, especialmente no tempo Comunidade. PALAVRAS-CHAVE: Licenciatura em Educação do Campo; Projeto Pedagógico do Curso; Alternância; Tempos formativos; Instrumentos didático-pedagógicos. ABSTRACTThis study is part of a larger project which examines the Field of Education of reality in the State of Tocantins and aims to analyze the context of the operation of the Bachelor of Rural Education (LEdoC) in the UFT, campus stingrays. The study was conducted in three stages, the first studies were conducted to deepen our knowledge of the subject; the second carried out a study at the Pedagogical Course Project (PPC) LEdoC / Stingrays and research carried out from that course; the third consisted of interviews from a questionnaire with 10 open questions answered by 03 (three) protagonists teachers in the course of the implementation process. The results indicate that it is an ongoing alternation, whose students were organized, considering the geographical proximity of housing in Community Integrators. It is considered the formative time University (January and July) and Community (February to June and August to December), whose development activities are accompanied by didactic and pedagogical tools (gradebook, individual and collective production, chips self-assessment of students, individual opinion form, self-assessment workshops). The course has a number of challenges to be faced, both in relation to infraestrtura as regarding the practice of switching, in order to ensure effective continuity of studies, especially in the Community time. KEYWORDS: Degree in Rural Education; Pedagogical Course project; Alternation; Formative times; Didactic and pedagogical tools. RESUMENEste estudio es parte de un proyecto más amplio que examina el campo de la educación de la realidad en el Estado de Tocantins y tiene como objetivo analizar el contexto de la operación de la Licenciatura en Educación Rural (ledoc) en la UFT, el campus rayas. El estudio se llevó a cabo en tres etapas, se llevaron a cabo los primeros estudios para profundizar en el conocimiento de la materia; el segundo lleva a cabo un estudio en el Proyecto Pedagógico de golf (PPC) ledoc / rayas y las investigaciones llevadas a cabo a partir de ese curso; la tercera consistió en entrevistas a partir de un cuestionario con 10 preguntas abiertas respondida por 03 (tres) profesores protagonistas en el curso del proceso de implementación. Los resultados indican que se trata de una alternancia continua, cuyos estudiantes fueron organizados, teniendo en cuenta la proximidad geográfica de la vivienda en los integradores comunitarios. Se considera el tiempo de formación de la Universidad (enero y julio) y la Comunidad (de febrero a junio y agosto a diciembre), cuyas actividades de desarrollo van acompañadas de herramientas didácticas y pedagógicas (libro de calificaciones, la producción individual y colectiva, patatas fritas autoevaluación de los estudiantes, la forma opinión individual, talleres de autoevaluación). El curso tiene una serie de retos que hay que afrontar, tanto en relación con infraestrtura como con respecto a la práctica del cambio, con el fin de asegurar la continuidad efectiva de los estudios, sobre todo en el momento de la Comunidad. PALABRAS CLAVE: Grado en Educación Rural; Proyecto pedadógico del Curso; La alternancia; Tiempos de formación; Herramientas didácticas y pedagógicas.

"Was wird in Deutschland getan, um die Radikalisierung von Jugendlichen und jungen Erwachsenen in religiösen Extremismus zu verhindern? Wo sollte erfolgreiche Arbeit ansetzen? Der Report klärt über die Unterschiede von Prävention und Deradikalisierung auf und bietet eine Übersicht über existierende Projekte und Initiativen. Welche Erfahrungen gibt es und welche Schlüsse lassen sich für zukünftige Projekte ziehen? Handlungsempfehlungen für Forschung, Politik und pädagogische Praxis schließen den Report ab." (Autorenreferat), "Which steps are being taken to prevent the radicalization of teenagers and young adults into religious extremism? Where does effective prevention start? This report explains the differences between prevention and de-radicalization, offering an overview of the existing projects and initiatives. Which conclusions can be drawn from the experiences for future projects? The report offers concrete recommendations for research, politics and pedagogical practices." (author's abstract)

La Constitución de la República Bolivariana de Venezuela de 1.999 establece, entre otras cosas, una nueva concepción y misión de la educación, que exige, a la gerencia de cada Universidad, hacer las transformaciones que se requieran para su actualización y el cumplimiento de su nueva misión. El objetivo de este trabajo es hacer un análisis descriptivo, explicativo y crítico del modelo pedagógico contenido en la Ley de Universidades, tomando en cuenta los aportes de las recientes teorías del conocimiento, la educación, la pedagogía, la gerencia y la nueva concepción y misión de la educación. Aplicando el método analítico-sintético se obtuvo como resultado: 1) Que la división del conocimiento en disciplinas, está desactualizado y ha generado frondosidad curricular y administrativa, aislacionismo entre las facultades y grupos que ejercen poder y en oportunidades se resisten a cambiar 2) Que existe la necesidad de asumir y aplicar al modelo universitario, los cambios respecto a la concepción compleja del conocimiento y de la pedagogía y la nueva concepción de la educación establecida en la Constitución Nacional. The Constitution of the Bolivarian Republic of Venezuela, enacted in 1999, dictates, among other things, a new concept and mission for education, which demands that the management at each university make the transformations required to bring the university up to date and fulfill its new mission. The objective of this study is to make a descriptive, explanatory and critical analysis of the pedagogical model contained in the Law of Universities, considering contributions of recent theories regarding knowledge, education, pedagogy, management and the new concept and mission of education. By applying the analytic-synthetic method, it was detected that: (1) the division of knowledge into disciplines is out of date and has generated curricular and administrative excesses, isolationism among the different faculties and groups that exercise power and, occasionally, resistance to proposed changes; and (2) there is a need to adopt and apply to the university model the changes regarding the complex concept of knowledge and pedagogy and the new concept of education set forth in the National Constitution.

Zusammenfassung Der vorliegende Beitrag hat das Ziel, die Bedeutung eines inklusiven schulpadagogischen Ansatzes fur Prozesse der Bildung und Individuierung am Beispiel eines adoleszenten, mit gravierenden Einschrankungen belasteten Inklusionsschulers einer Freien Waldorfschule aufzuzeigen. Der dargestellte Fall steht im Kontext eines Forschungsprojekts, dessen Erkenntnisinteresse sich auf konkrete Erfahrungen der schulischen Akteure richtet, um differenzierte Erkenntnisse zu gewinnen uber Moglichkeitsraume, die durch ein inklusives Schul- bzw. Unterrichtskonzept eroffnet werden konnen. Materiale Basis des Fallbeispiels sind Auserungen, die im Rahmen eines nicht standardisierten Interviews mit dem Schuler aufgezeichnet wurden, um die Perspektive eines Betroffenen rekonstruieren und das objektiv Bedeutsame des Falles herausarbeiten zu konnen. Der Beitrag ist fur alle Schulen relevant, die sich an den Vereinbarungen der UN-Behindertenrechtskonvention orientieren und ein inklusionspadagogisches Konzept langerfristig realisieren wollen, ungeachtet der das deutsche Bildungswesen kennzeichnenden Separations- und Exklusionsstrukturen. Schlagworte: Reflexive Inklusion – Prozesse der Bildung und Individuierung – Normalitat und Anderssein – Gestaltungsfreiheit im Bildungswesen ----- Abstract This essay will show the importance of an inclusive pedagogic approach for all processes of education and individuation illustrated by the example of an adolescent “inclusion”- student of a Waldorf-/Steiner School who is under strain by considerable restrictions. The example is part of a research project which investigates concrete experiences of actors in school to gain a differentiating understanding of various possibilities which may be realized by an inclusive pedagogic concept of teaching. The example is based on comments which were recorded within a non standardized interview with the student to reconstruct the perspective of an affected person and to work out the objective importance of the example. The author shows its relevance for all schools which orientate themselves towards the agreements of the UN-Convention on the Rights of Persons with Disabilities (CRPD) and try to realize a long term running inclusive pedagogical concept, despite of the structures of separation and exclusion which characterize the educational system of Germany. Keywords: Reflexive inclusion – Individuation – Education of Self and Autonomy – Normality and Difference – Freedom of education ----- Bibliographie: Handwerk, Hanne: Inklusive Individuierung. Fallrekonstruktion einer besonderen Schul-Biographie, ZQF, 1-2015, S. 115-139. https://doi.org/10.3224/zqf.v16i1.22857

The article contains an analysis of pedagogical concepts of personal information culture. Formation of information culture as an independent scientific field and the educational practices associated with the realization of the fundamental role of information in social development; increasing amounts of information; informatization of society, development of information technology, etc.. Exploring the issue of personal information culture, the authors identified a number of concepts of formation of information culture and their comparative analysis on the following criteria: the author's definition of information culture, the author's idea and methodological foundations of the proposed concept, especially its implementation. The author also offered his own concept of methodical system of formation of information culture of students of high schools, based on the idea of continuous formation in the higher school of information culture of students as subjects in the study of information training and vocational training courses

This study investigated the use of concept mapping strategy with the lecture teaching method as it affects achievement and retention ability of primary six pupils in social studies. A total of 244 primary six pupils from Makurdi local government area of Benue State, Nigeria, were randomly selected. The total number of boys was 123, while that of girls was 121. A Quasi experimental design was adopted for the study. Two instruments were used for data collection, namely: the social studies achievement test (SSAT) and social studies retention test (SSRT). The data collected were subjected to independent sample t-test and paired sample t-test, at a probability level of .05 to indicate statistical significance. The finding revealed that concept mapping strategy was more effective in enhancing achievement score of pupils as compared to the lecture method. Pupils taught using concept mapping recorded a mean achievement score of 63.0 %, as compared to those taught using the lecture method strategy with a mean achievement score of 49.9 %. Though, the mean achievement scores of pupils taught using the two different teaching techniques showed significant difference, however, the mean retention score of pupils was not significantly (P