GABITUS IN STRATEGIES OF EDUCATIONAL MANAGMENT
Journal: EDUCATIONAL DISCOURSE: COLLECTION OF SCIENTIFIC PAPERS (Vol.3, No. 1)Publication Date: 2018-03-06
Authors : Olena Yatsenko;
Page : 31-46
Keywords : habitus; management; existence; subjectivity; identity; structure; competition..;
Abstract
The concept of "habitus" is revealed on four levels: individual, social, existential and symbolic. This differentiation is grounded not ontologically, but dialectically-methodologically. That is, the "habitus" as an autonomous and unitary phenomenon is extrapolated into different coordinates of epistemological procedures, which details and formalizes the content of the concept, and most importantly, allows us to recreate the unity of everyday practices of the modern person. Gabitus is a semantic construction of the explication of the socio-cultural essence of human. The technique of habitus is expressed in the scheme of "identity - structure - competition". And the concept of habitus is the most productive in the analysis of the logic of human activity. Therefore, the concept of habitus has a significant educational potential. Classical pedagogical theories operate with the concepts of "world outlook", "personality", "subject", "knowledge" and "skills". Given the modern determinants of humanities and the challenges of social formation, the terminology of classical pedagogy can not withstand falsification. The aforementioned terminology series is based on the classical metaphysics, in which the dialectics of essence and formation demonstrate predominantly incidental character. Post-classical paradigm of thinking proceeds from another understanding of procedurality, and, accordingly, another understanding of integrity. Thus, the substantiated concepts of world outlook, subject, knowledge, etc. acquire the characteristics of the declaration, and not the analytics of reality. Therefore, it is logical that in the modern concept of education the concept of "comprehensively and harmoniously developed personality" and "knowledge / skills" are replaced by "specialist" and "competence". In this terminological change there is a worldview shift, which is based on the idea of the plasticity and openness of the dialectical unity of structure and process.
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