Cultural and Historical Correlations of Ideal Education and Human Paradigm; Procedia - Social and Behavioral Sciences; Vol. 166 : Proceedings of The International Conference on Research Paradigms Transformation in Social Sciences 2014 (RPTSS-2014), 16–18 October 2014, Tomsk, Russia
| Parent link: | Procedia - Social and Behavioral Sciences Vol. 166 : Proceedings of The International Conference on Research Paradigms Transformation in Social Sciences 2014 (RPTSS-2014), 16–18 October 2014, Tomsk, Russia.— 2015.— [P. 351-355] |
|---|---|
| Hlavní autor: | |
| Korporativní autor: | |
| Shrnutí: | Title screen The article describes main educational paradigms developed in different historical periods: antiquity, the Middle Ages, the Renaissance, the Enlightenment and the Modern Age. It is shown that anthropocentrism is in the forefront of all philosophical works. In the present article we review different points of view on the ideal men described by famous philosophers, since the final objective of education is getting an ideal man, make him better. It is proved that intellectual experience of the past is quite useful nowadays for settling issues of modern education, since it allows for deeper understanding of the essence of what is happening now and what has happened in the field of education throughout history. It was concluded that the present model of education includes all educational practices that once existed in history. It is found that at present one of the reasons of systemic crisis in education is confrontation and competition of different educational models. Thus, it is necessary to determine a harmonic combination and interaction of different educational paradigms. Режим доступа: по договору с организацией-держателем ресурса |
| Jazyk: | angličtina |
| Vydáno: |
2015
|
| Témata: | |
| On-line přístup: | http://dx.doi.org/10.1016/j.sbspro.2014.12.535 http://earchive.tpu.ru/handle/11683/35375 |
| Médium: | Elektronický zdroj Kapitola |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=638531 |
MARC
| LEADER | 00000nla2a2200000 4500 | ||
|---|---|---|---|
| 001 | 638531 | ||
| 005 | 20231101134021.0 | ||
| 035 | |a (RuTPU)RU\TPU\network\2896 | ||
| 090 | |a 638531 | ||
| 100 | |a 20150129a2015 k y0engy50 ba | ||
| 101 | 0 | |a eng | |
| 105 | |a y z 100zy | ||
| 135 | |a drcn ---uucaa | ||
| 181 | 0 | |a i | |
| 182 | 0 | |a b | |
| 200 | 1 | |a Cultural and Historical Correlations of Ideal Education and Human Paradigm |f A. Kartashova | |
| 203 | |a Text |c electronic | ||
| 300 | |a Title screen | ||
| 320 | |a [References: р. 355 (9 tit.)] | ||
| 330 | |a The article describes main educational paradigms developed in different historical periods: antiquity, the Middle Ages, the Renaissance, the Enlightenment and the Modern Age. It is shown that anthropocentrism is in the forefront of all philosophical works. In the present article we review different points of view on the ideal men described by famous philosophers, since the final objective of education is getting an ideal man, make him better. It is proved that intellectual experience of the past is quite useful nowadays for settling issues of modern education, since it allows for deeper understanding of the essence of what is happening now and what has happened in the field of education throughout history. It was concluded that the present model of education includes all educational practices that once existed in history. It is found that at present one of the reasons of systemic crisis in education is confrontation and competition of different educational models. Thus, it is necessary to determine a harmonic combination and interaction of different educational paradigms. | ||
| 333 | |a Режим доступа: по договору с организацией-держателем ресурса | ||
| 461 | 0 | |0 (RuTPU)RU\TPU\network\2898 |t Procedia - Social and Behavioral Sciences | |
| 463 | 0 | |0 (RuTPU)RU\TPU\network\2900 |t Vol. 166 : Proceedings of The International Conference on Research Paradigms Transformation in Social Sciences 2014 (RPTSS-2014), 16–18 October 2014, Tomsk, Russia |f National Research Tomsk Polytechnic University (TPU) |v [P. 351-355] |d 2015 | |
| 610 | 1 | |a электронный ресурс | |
| 610 | 1 | |a труды учёных ТПУ | |
| 610 | 1 | |a paradigm | |
| 610 | 1 | |a education | |
| 610 | 1 | |a knowledge | |
| 610 | 1 | |a management | |
| 610 | 1 | |a парадигмы | |
| 610 | 1 | |a образование | |
| 610 | 1 | |a знания | |
| 610 | 1 | |a управление | |
| 700 | 1 | |a Kartashova |b A. A. |c specialist in the field of sociology, psychology and law |c Assistant of the Department of Tomsk Polytechnic University |f 1988- |g Anna Aleksandrovna |2 stltpush |3 (RuTPU)RU\TPU\pers\33413 | |
| 712 | 0 | 2 | |a Национальный исследовательский Томский политехнический университет (ТПУ) |b Институт социально-гуманитарных технологий (ИСГТ) |b Кафедра социологии, психологии и права (СОЦ) |h 41 |2 stltpush |3 (RuTPU)RU\TPU\col\18373 |
| 801 | 2 | |a RU |b 63413507 |c 20161227 |g RCR | |
| 856 | 4 | |u http://dx.doi.org/10.1016/j.sbspro.2014.12.535 | |
| 856 | 4 | |u http://earchive.tpu.ru/handle/11683/35375 | |
| 942 | |c CF | ||