Багатоманітність культур як педагогічна проблема

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<ul><li><p>DIVERSITY OF CULTURES AS A PEDAGOGICAL PROBLEM </p><p> 543873-TEMPUS-1-2013-1-DE- TEMPUS-JPCR Aus- und Weiterbildung fr Pdagogen und </p><p>Bildungsmanager im Bereich Diversity, . , , . </p><p> 2015 </p></li><li><p> 37:167.1:008 74.5 14 </p><p> - </p><p>( 2 22.09.2015 .) </p><p>14 : / ; . . : : .., 2015. 336 . </p><p> , - . </p><p> , - . </p><p>The collection supports articles containing the results of research of Ukrainian and foreign scientists and discussed at the International scientific-practical conference Diversity of cultures as a pedagogical problem. </p><p> . </p><p> 37:167.1:008 74.5 </p><p> - , , 2015 .., 2015 </p></li><li><p> . . : .... 6 . . 11 . . - 14 . . . 17 . . .. 22 . . - 28 . . .. 32 . . - 36 . . . 41 . . - . 45 . . . 49 </p><p> . . - 54 . . 64 . . (1917-1919 ) .. 69 . . - - 75 . . - . 78 . ., . . .. 82 </p><p> . . : ... 88 . . .. 95 . . .. 99 . . . 103 . . 106 . . 110 </p><p>3 </p></li><li><p> . . .. 114 . . 118 . . - 121 . . . 125 . . 129 . . .. 133 . . 137 . . . 142 . . . 145 . . : .. 149 . . 152 . . 156 . . .. 159 </p><p> . . .. 165 . . .. 172 . ., . . 179 . . 185 . . . 189 . . . 193 . ., . . 197 . ., . . 200 . . . 205 . . . 209 . ., . . - 215 . . . 218 </p><p>4 </p></li><li><p> . ., . . 223 . . . 228 . . 235 . . - .. 240 . . : - 242 . ., . . - . 245 . . .. 249 . . . 255 . . .. 260 </p><p> . ., . . .. 265 . . . 268 . ., . . : , , 273 . . .. 277 . ., . . 283 . . 288 . ., . . 291 . . - . 295 . . . 300 . ., . . - . 305 . ., . . , . 312 . . - : .. 316 . . . 321 . . 325 </p><p> 330 </p><p>5 </p></li><li><p> . . , </p><p> , ( ) </p><p> 371.13+061 </p><p> : </p><p> . ( , , , , ), . . . </p><p> : , , , , , , , , , , . </p><p> . ( , , , , ), . . . </p><p> : , , , , , , , , , , . </p><p>In the article international practices of social work with refugees are highlighted. Affairs of international organizations (United Nations Office of the High Commissioner for Refugees, International Organization for Migration, UNESCO, International Red Cross Committee, European Council on Refugees and Exiles, etc.) that significantly influence on the development of international approaches and standards of social work with refugees and displaced persons are characterized. Main directions and forms of social work with refugees are defined. Skills training peculiarities for intending social workers at universities of the USA and Canada for a work with a specific customer category are determined. </p><p>Key words: migration policy, refugees, social work, social work with refugees, direction and contents of social work with refugees, social worker, skills training for social workers, levels of skills training, training technology for intending social workers, practical training, intending social workers training for intercultural exchange. </p><p> - </p><p>, , (, , ) . </p><p>6 </p></li><li><p> . </p><p> , . </p><p> , - , . - , , - . </p><p> . , . , . , . , . ; . , . , . , . . . , . , . , . , . , . , . , . , . , . . </p><p> , . </p><p> - - - ( 0109U002310). </p><p> . </p><p> (. , . , . , . , . , . , . , . , . , . , . , . . .), (. , . , . , . , . , . , . , . .), , , . , , , , , , : , , - . , ; , , , ; . </p><p> ( ) ( ( ), (), , , ), , . : , ; , ; , , , </p><p>7 </p></li><li><p> , , . </p><p> , , - , . , : ( , , ); - ( , , , , - ); - ( , ); ( , ); - ( , , , ); - ( ); - ( ). . </p><p> , , , , : ; ; , ; - ; , ; ( ); - . , , ; - ; ; - ; ; . </p><p> , , , , (. , . , . , . .) : ; , ; ; ; . </p><p> , , , ; . </p><p>8 </p></li><li><p> , . , , . . </p><p> , : </p><p> - , ; </p><p> , . , : , , , , , , ( ; , ), : : , , : , ; </p><p> ( ) : ; , ; ; ; </p><p> - - ; ; </p><p> . </p><p> , . , - . . </p><p>, : (); ; . - ( ). - . 400 ; 900 . 700 ; 450 ; 900 . </p><p>9 </p></li><li><p> , , . , , , , , . , , , . </p><p> : ( , , , ); ; . </p><p> . : , - ; . </p><p> , ( ) , , , ; . , , , - (, , , , ). </p><p> - ; ; . </p><p> 1. . . </p><p> : . . : 13.00.04 / . . . , 2008. 240 . </p><p>2. General Education Requirements Program Requirements, Washington University. [ ]. : 14.06.2015: . </p><p>3. Refugee and immigrant training program. [ ]. : 14.06.2015: . . . . </p><p>10 </p></li><li><p>. . , , </p><p>( . . ) </p><p> 378.11:371.15 </p><p> . , . . </p><p> : , , , . </p><p> . , . . </p><p> : , , , . </p><p> Features and functions of the corporate culture of higher educational institution in one of the applied </p><p>aspects in terms of implementing the idea of inclusion in education are specified. Author proves that the most systematic approach to the implementation of inclusive education can be achieved only through the development of appropriate inclusive corporate culture of an educational institution. Basic components of inclusive corporate culture of a higher educational institution are revealed. </p><p>Key words: corporate culture, inclusion in education, educational institution, inclusive culture. </p><p> . , , , , , . , , , . . </p><p> ? , , , , . , , , . </p><p> , - , , , , , . , , </p><p>11 </p></li><li><p> . , i , i ii, , . i , , - i . </p><p> , . , , , (, , ) [1, . 20-26]. </p><p> , , , , . </p><p> . , , - [3, . 16]. , , [3, . 19]. </p><p> , - , , . , . -, - , . , . -, , , . , , , , , , , . </p><p>, ; . ( , ) , . </p><p> , . </p><p> , , -, . , , , . , , , , . , . - , , . </p><p> - , , , . </p><p>12 </p></li><li><p>, , , . </p><p> , , , . </p><p> , , , ; , (, , , , ). </p><p> . -, , () - . </p><p> - . , , . , - , . </p><p> , , , - , ( ) . </p><p> , . ; - - . - , , . . </p><p> . : , , ; , ; , , -; , , ; ; ; , [. .: 2]. </p><p> , . . </p><p> , , , , , - , . </p><p>13 </p></li><li><p> 1. . . : . </p><p>. . : 09.00.03 / . ., 2009. 224 . </p><p>2. . . / . . // , : - - (, . , , 2013) / . . . . . : . . . , 2013. . 206-211. </p><p>3. . / ; . . . . . . . . : - , 2005. 460 . </p><p> . . , </p><p> , ( ) </p><p> 37.013.78:378 </p><p> - </p><p> - ; . </p><p> : - , , , . </p><p> - </p><p> ; . </p><p> : - , , , . </p><p> The organization of psychological and pedagogical support of students with special educational needs </p><p>as an important resource of influence on the development of inclusive education is discussed; concepts of the psychological safety in education and psychological safety of the personality are introduced in the article. </p><p>Key words: psychological and pedagogical support, heterogeneity, psychological safety in education, psychological safety of the person. </p><p> - , </p><p> , - , . - , . </p><p>- , - . , - </p><p>14 </p></li><li><p> - - . : , ; ; - . - . : </p><p> - , , , ; </p><p> - , -- ; </p><p> - , ; </p><p> - , ; </p><p> , ; </p><p> , , , ; </p><p> , , , ; </p><p> - , , , . </p><p> - , ? </p><p>-, , , . -, - : , ; , , , . , , , -. -, . -, , , , , ; , . -, . </p><p> - , , - , . . , . [1, . 211-213] (, , ). </p><p> , , . , , , . - , </p><p>15 </p></li><li><p>: , , , . , , , . . . - , . ; , . . , - - , , , . (-, , , .), . , , , , , , . , . . - , , , . , , , , . , </p><p> - . , , : . , , , , . , , .. . , , , , , , . , , . , , , , , . , . - , , . , : </p><p> (: ); (: </p><p>); </p><p>16 </p></li><li><p> , (: ); , (: ); (: ); (: ); (: ); (: ); (: ); (: ); , (: ); (: ). . </p><p> . : , . </p><p> : , . </p><p> : (, ), ; . </p><p> , , [1, . 222-224]. </p><p> , - - , , , , , . </p><p> 1. : : </p><p> - : ( , 19-21 2014 ) / . . ; . . , 2014. 448. </p><p>. . , , </p><p>( ) 37.013:808.5 </p><p> . . . , , . . </p><p>17 </p></li><li><p> : , ; , . </p><p> . </p><p> . . , , . . </p><p> : , , , . </p><p> Modern society needs tolerant, polyculturally intelligent people. Education of such people is more successful in </p><p>special space of polycultural education. The content of such educational system has got appropriate academic material. The part of such material is the rhetorical laws of creating ethic discourse for dialogue harmonization. </p><p>Key words: polycultural education, rhetorical laws, ethic discourse, dialogue harmonization. </p><p> , , , . , , . </p><p> . . . . , , , . </p><p> . , . , . , . , . , . , [7, . 4]. , , , . </p><p> . ( , , ), , , [17] . </p><p> . , , , . [2] . </p><p>18 </p></li><li><p> , , . </p><p> , , , . . , , [12, . 99], , . , . [7], . </p><p> : , . , , . , . </p><p> - . , . [4, . 31-33] : , . , , ; , ; . </p><p> () . (. [3, . 191], . [4, . 33-41], . [8, . 43], . , . [10, . 102], . [11, . 53], . [13, . 195], . [14, . 17-18], . [15, . 32]). , . [14, . 18] , : , , . </p><p> . . , . [10], , (, , , ). </p><p> . . [15] , , , . . , , , [8, . 43]. . , , [1, . 81]. . - , , , , [4, . 3341]. , . , , [9, . 73]. , , . </p><p> , . , . [11, . 61] . , : ; , , ; . </p><p>19 </p></li><li><p> , . ; ; . </p><p> . . , . </p><p> , . . , . [7, . 94], . [14, . 11], . [15, . 132], . [13], : -, -, -. . [6] : ; ; - ; . . [14]. , , , . . [3] . </p><p> . () . , (, , , - -, ..), ( ( + + ), ( + + + , ) . , , [5, . 95]. , (. , . ), [11, . 242] , [17, . 284] . </p><p> . , . , , . . . , . </p><p> , , , . , , . , , , , . </p><p> . . , . </p><p> ( ), [17, . 40], </p><p>20 </p></li><li><p> . . </p><p> , : , , , , , , , , , . </p><p> . , , , (. , . , . , . , . , . , . , . , . , . , . , . , . , . ). . [11], . [17] . . [9] : ; ; . . , . [7] : , (, , ), , . . </p><p> . . , . [7], . [9], . [11] , . , - , : , , , , , , , , , , , . , , . : , , . </p><p> , - , , . , . </p><p>, , , , : </p><p> , ; </p><p>; ; </p><p> . </p><p>21 </p></li><li><p> 1. . . . </p><p> [] / . . . . : , 1995. 208 . 2. . [] / // / [. </p><p>. . -]. . : - , 1978. 352 . 3. . . : [] : . . / </p><p> . . : , 2003. 264 . 4. . . [] : . . / </p><p> . . : , 2003. 304 . 5. . . [] : . [ , </p><p> ] / . . : : , 2009. 224 . </p><p>6. . . [] : . / . . . . : , 2007 232 . </p><p>7. . . [] : . . . . / . . , . . . [2- ., .]. . : ., 2006. 311 . </p><p>8. . . [] : . . / . . . . : , 1994. 54 . </p><p>9. . . . 1011 . [] / . . : , 2002. 192 . </p><p>10. . . . 1011 . [] : . . / . . , . . . . : , 2004. 176 . </p><p>11. . . 10 [] : . . / . . : , 2009. 254 . </p><p>12. . . [] / . . ; . . . . : : , 2005. 176 . </p><p>13. . . [] : . . / . . : , 2006. 280 . </p><p>14. . . . [] : [ . , 1011 . . . . . ] / . . : , 2004. 128 . </p><p>15...</p></li></ul>