The main paradigms of ecologic training of future designers and their characteristics
Journal: Scientific Bulletin of Mukachevo State University. Series “Pedagogy and Psychology” (Vol.5, No. 2)Publication Date: 2019-10-24
Authors : L.М. ROMANYSHYNA; О.YA. ROMANYSHYNA; N.D. OSTROVSKA; O.A. DATSUN;
Page : 96-99
Keywords : ecological preparation; future designers; educational paradigms; ecodesign; modular technology;
Abstract
The article deals with the issue of environmental training of future designers. The essence of environmental training of future designers and its features are presented in detail. The author presents different types of paradigms that influence the development of the modern educational paradigm: traditionally conservative, rationalistic, humanistic, esoteric, technocratic. Traditionally - conservative paradigm is in line with the traditions of the technology of learning and is based on three postulates (academic nature, orientation to the basic fields of education, humanitarian education). The rationalistic paradigm corresponds to the activity approach and promotes human adaptation to culture. Esoteric paradigms essence lies in relation to Truth, which is impossible to grasp. Autotraining, neurolinguistic programming, respiratory techniques were developed on its basis. The technocratic paradigm is built on the logic of equality of cognitive opportunities. The essential importance of the pedagogical paradigm is considered, which is a set of semantic characteristics of the essence of the features of the schemes of theoretical and practical pedagogical activity. The pedagogical feature has certain particularity - it is considered as established, as a model-standard. The pedagogical paradigm of the education of future designers plays a dual role: ensuring the introduction of common pedagogical approaches and at the same time preventing the perception of progressive ideas and innovation. Therefore, there was a need to introduce one of the components of the pedagogical paradigm - integrative. It is based on interdisciplinary relationships. The integrative paradigm should be the basis for the development of eco-design education. The designer is presented as a subject of culture, which has the knowledge of the traditions of national and world culture. Design is regarded as a complex system that significantly influences the formation and satisfaction of human needs and the socio-political situation in society. The concept of ecological design is defined, which addresses the problem of cooperation with the environment and provides solutions to environmental problems using natural principles.
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