'Value-Conscious Approach to Education (Human-Culture-Literature)' Pedagogy and education nbpublish.com
Eng During last 365 days Approved articles: 1780,   Articles in work: 369 Declined articles: 413 

Golikova, G. A., Vafina, A. Kh. Value-Conscious Approach to Education (Human-Culture-Literature)

Published in journal "Pedagogy and education", 2014-1 in rubric "Values and goals of education", pages 22-29.

Resume: Today the questions about formation of new strategies in education requires special attention and research including that from the point of view of preserving moral and spiritual values and his interaction with Culture as the main factor in the development of his spiritual and moral sphere. Crises in the modern society and especially the cultural crisis create the need for 􀁹inding solutions of this problem including maintenance of the value-conscious approach to education and productive formation of values in the structure of one personality starting from the early childhood. Axiological (value-conscious) approach is well studied in different spheres of science such as philosophy, esthetics, cultural research, psychology and teaching yet very little studied from the practical point of view. Classroom educational environment is the platform where values can be created and developed to the full extent. The conceptual basis for the process of formation of personal values can be the Russia prose of the 20th century re􀁹lecting a special system of values (ideals and opinions) which can actually trigger an ef􀁹icient formation of a school students system of values in the classroom and teach him the basic human values such as home, family, labor, love, friendship, motherland and nature. In the Russian prose these categories are associated with the value-based idea and the Beauty category as the key factor in the formation of a soul of a growing person and identification of him as a man of Culture. Adoption of value-based ideals (as S. Rubinshtein called it) in the process of the esthetic interaction between a reader and an artwork (M. Bakhtins expression) is carried out through actualization of the subjective experience of a school students life activity by using the method of interpretation. The scientific novelty of the present article is in the description of the process of teaching literature at school taking into account possibilities of the value-conscious axiological approach to education. This approach involves at least the two stages: first of all, choosing the 􀁹iction that can teach a child human values and secondly, establishing a special methodological route of teaching values which, in the authors opinion, should be based on the idea of creating and developing the subjective (personal) experience of a child (I. Yakimanskayas expression) through his interaction with the value-conscious teaching element of a lesson.

Keywords: culture, values, interiorization, esthetic dialogue, personal experience, dialogism, value-conscious polylogue, Russian prose, values of the Russian literature, the Beauty category.

DOI: 10.7256/2306-434X.2014.1.12098

This article can be downloaded freely in PDF format for reading. Download article

Biddle, A. W. and T. Fulwiler, 1989. Reading, Writing and the Study of Literature. New York: Random House, pp: 340. Moody, H. L.B., 1971; The Teaching of Literature. London, pp: 112.
Esin A.B. Literaturovedenie. Kul'turologiya: izbrannye trudy.-M.: Flinta: Nauka, 2002. S. 159.
Tam zhe.
Istoriya russkoy literatury KhKh veka: v 4-kh kn. Kn. 2: 1910-1930 gody. Russkoe zarubezh'e. M.: Vysshaya shkola, 2005. S. 12-13.
Vafina A.Kh. Formy vyrazheniya avtorskogo soznaniya v avtobiograficheskoy proze Andreya Belogo : avtoreferat dis. ... kand. filol. n. Kazan'. 2011. S.5.
Sharavin A.V. Gorodskaya proza 70-80-kh godov KhKh veka: Diss. d-ra filol. nauk.-Bryansk-Moskva, 2001. C.123.
Karpova G.A. Pedagogicheskaya diagnostika uchebnoy motivatsii shkol'nikov. Ekaterinburg, 1996. 40 s.
Likhachev D.S. Ekologiya kul'tury// V kn.: Zemlya rodnaya. M., 1983. 256 c.
Kagan M.S. Filosofiya kul'tury. SPb., 1996. S.70.
Bozhovich L.I. Lichnost' i ee formirovanie v detskom vozraste. M.: Prosveshchenie, 1961. 464 s.
Golikova G.A. Dialog na urokakh literatury (aksiologicheskiy aspekt)// Nauka i shkola. 2009. 3. S.41.
Golikova G.A. Formirovanie tsennostno-aksiologicheskogo podkhoda v shkol'nom literaturnom obrazovanii: k postanovke problemy // NB: Pedagogika i prosveshchenie. 2014. 1. S. 14-24.
Golikova G.A. Dialog na urokakh literatury (aksiologicheskiy aspekt)// Nauka i shkola. 2009. 3. S.41; Marksistsko-leninskie kriterii tsennosti v literature: Sb. statey/ pod red. D.M. Urnova. M: Nauka. 1986. S. 277.
Bakhtin M.M. K metodologii literaturovedeniya// Kontekst 1974: Literaturno-teoreticheskie issledovaniya. M., 1975.
Tugarinov V.P. Teoriya tsennostey v marksizme. L. 1968. S. 11.
Zdravomyslov A.G. Potrebnosti. Interesy. Tsennosti. M.: Politizdat, 1986. S. 197.
Losskiy N. O. Tsennost' i bytie. Khar'kov; M.. 2000.
Bozhovich L.I. Lichnost' i ee formirovanie v detskom vozraste. M.: Prosveshchenie. 1961. 464 s.
Leont'ev D.A. Tsennost' kak mezhdistsiplinarnoe ponyatie: Opyt mnogomernoy rekonstruktsii // Voprosy filosofii. 1996. N 4. S. 15-26.
Rubinshteyn S.L. Osnovy obshchey psikhologii. Spb.: Izd-vo Piter. 1998. 688 s.
Golikova G.A., Kuznetsova I.V. Dialog na urokakh literatury kak neobkhodimoe uslovie formirovaniya kommunikativnoy kompetentsii shkol'nikov// Shkola budushchego. 2013. 4. S. 147-151.
Golikova G.A. Dialog na urokakh literatury (aksiologicheskiy aspekt)// Nauka i shkola.-2009.- 3.-S.42.
Osnitskiy A.K. Problemy issledovaniya sub'ektnoy aktivnosti// Voprosy psikhologii. 1996. 1. S.

Correct link to this article:
just copy this link to clipboard