EDUCATIONAL PROCESS IN SCIENTIFIC APHORISMS
Abstract
The pedagogy of education, which affirms humanistic-oriented ideas, is currently at the stage of creation by the joint efforts of scholars and educational practitioners. In this creative activity, theoretical positions of a lower or higher level of generalization are gradually crystallized. As a result, the issue of effective use of these latest achievements by the educator has been raised. However, this effect depends mainly on their linguistic design, so we should focus on it. The fact is that each science is a system, which is quite extensive in terms of content and multifaceted. This also concerns the pedagogy of education.
Organizing certain educational even, educators have to use, on the one hand, significant text layers; on the other hand, they reproduce what has already been stored in their own memory. It is provided by educators’ professional experience. The wider this scientific glossary with terms, the more productive its preparatory activity. Moreover, the main thing is that it will be more mobile. In a word, educational regularity should be presented in a precise and linguistically non-patterned form for its actualization. When it is operationally reproduced in a certain situation, it allows for expanding the educator’s active tactic, thereby increasing its educational success.
Based on a broad analytical and generalization work, the article offers a number of educational scientific aphorisms, which summarize a specific professional and activity phenomenology. For instance, in the scientific aphorism “There is one act but experiences are mutual” the educator deals with personal interaction, which is extremely important for the personality’s spiritual development. The other scientific aphorisms contain the same scientific focus.
References
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
Gilead, T., & Dishon, G. (2022). Rethinking future uncertainty in the shadow of COVID 19: Education, change, complexity and adaptability. Educational Philosophy and Theory, 54(6), 822–833. https://doi.org/10.1080/00131857.2021.1920395
Jung, C. G. (2022). Consciousness and the unconscious. New Jersey: Princeton University Press.
Kaplan, A. (2023). A framework for approaching policy-oriented educational psychology research. Educational Psychologist, 58(4), 229–243. https://doi.org/10.1080/00461520.2023.2253301
Koopmans, M. (2020). Education is a complex dynamical system: Challenges for research. Journal of Experimental Education, 88(3), 358–374. https://doi.org/10.1080/00220973.2019.1566199
Lopez. F. (2023). How can educational psychology inform policy? Educational Psychologist, 58(4), 278-283.
Kremen, V. H. (Ed.). (2021). National Report on the State and Prospects of Education Development in Ukraine (To the 30th Anniversary of Ukraine’s Independence). Kyiv: KONVI PRINT. https://doi.org/10.37472/NAES-2021-en
Zhao, Т., & Zhang, В. (2023). Science popularization ways in the digital Space. Ukrainian Educational Journal, 3, 32–36. https://doi.org/10.32405/2411-1317-2023-3-32-36
Bruks, D. (2017). DNK osobystosti [DNA of personality]. Kyiv: Nash format.
Demchenko, O.P. (2014). Vykhovni sytuatsii v osobystisno zoriientovanomu prostori pochatkovoi shkoly [Educational situations in the personally oriented space of the primary school]. Kyiv: Vydavnychyi Dim «Slovo».
Zakharenko, O. A. (2006). Slovo do nashchadkiv [A Word to Descendants]. Kyiv: SPD Bohdanova A.M.
Marynovska, O. Ya. (2019). Pedahohichna innovatyka [Pedagogical innovations]. Ivano-Frankivsk: Misto N.V.
Rybalka, V. (2002). Pochuttia liubovi yak chynnyk shchaslyvoho zhyttia liudyny. Psykhopedahohika i zhyttia [The feeling of love as a factor in a person’s happy life. Psycho-pedagogy and life]. Kyiv: UNMPPSR NAPN Ukrainy.
ISSN 
ISSN 
