Cite this article as:

Shustova I. Y. Educational situation simulation in the co-being environment. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2021, vol. 10, iss. 1, pp. 4-11. DOI: https://doi.org/10.18500/2304-9790-2021-10-1-4-11


This is an open access article distributed under the terms of Creative Commons Attribution 4.0 International License (CC-BY 4.0).
UDC: 
37. 01.
Language: 
Russian

Educational situation simulation in the co-being environment

Abstract: 

The relevance of the problem stated in this article is conditioned by the important socio-cultural goal, that modern Russian school faces, of becoming the basis for the spiritual and moral development and education of an individual. Problem solving leads to the need for searching for resources that activate the educational process, which leads it to the environment of pupils’ values and meanings. The purpose of the study is to reveal the co-being approach to simulation and organization of pedagogical situations in working with pupils. Co-being is considered through the process of value-semantic interaction of a teacher with children. The interaction environment is a circle that includes the person and other people, their integration with others; a set of events that are significant for the individual; the present reality. The hypothesis of the study is that upbringing requires situations of interaction with pupils who form a co-being child-adult integration. We show that educational situation simulation in the space of co-being involves the use of specific situations arising in upbringing, while a teacher and pupils interact, which are significant moments in the lives of the latter and stimulate their self-determination and self-realization. We present a possible typology of such situations: living situation, communication situation, inter-age communication situation, a situation that sets meaningful experience and its interpretation, a situation of difficulty and uncertainty. 

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