Educational Acmeology. Developmental Psychology

Izvestiya of Saratov University.

ISSN 2304-9790 (Print)
ISSN 2541-9013 (Online)


For citation:

Brigadirenko N. V. Educational Subjects’ Acmeologization Process in the Integrative Creative Environment. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2013, vol. 2, iss. 4, pp. 373-380. DOI: 10.18500/2304-9790-2013-2-4-373-380

This is an open access article distributed under the terms of Creative Commons Attribution 4.0 International License (CC-BY 4.0).
Language: 
Russian
Article type: 
Article
UDC: 
37.013

Educational Subjects’ Acmeologization Process in the Integrative Creative Environment

Autors: 
Brigadirenko Natal'ya V., Musical and aesthetic Lyceum. A. G. Schnittke
Abstract: 

The article presents theoretical analysis of educational subjects’ acmeologization process in the integrative creative environment of Musical Aesthetic Lyceum named after A. G. Schnittke (city of Engels). The study is aimed at building the non-linear model of integrative creative environment (ICE) at an innovative educational institution. It shows the perspectives of studying this topic in connection with integration of the Federal Law “About education in the Russian Federation” into educational practice. The authors point out that acmeologization evaluation criteria in teachers are pedagogical skills, while in students the criterion is the level of personal maturity as an integrative factor, that allows evaluating the successfulness of the processes of psychogenesis, cultural genesis and sociogenesis. Psychodiagnostic methods allow evaluating the effectiveness of acmeologization process in gifted lyceum students in the integrative creative environment. The applied aspect of the problem under study can be utilized in innovative educational institutions that implement integrative syllabi.

Reference: 

1. Kuz’mina N. V. Professionalizm lichnosti prepodavatelya i mastera proizvodstvennogo obucheniya (The professionalism of the individual teacher and master trainers). Moscow, 1990. 84 p. (in Russian).

2. Maksimova V. N. Akmeologicheskiy podkhod v pedagogike (Acmeological approach in teaching). St.-Petersburg, 2007. 195 p. (in Russian).

3. Dzhiga N. D. Prepodavatel’ kak sub»ekt i ob»ekt pedagogicheskoy deyatel’nosti (The teacher as subject and object of teaching). Minsk, 2008. 308 p. (in Russian).

4. Rumyantseva Z. V. Akmeologiya muzykal’no-pedagogicheskogo obrazovaniya (Psychology of Music and Teacher Education). Kostroma, 2011. 258 p. (in Russian).

5. Manuylov Yu.S. Sredovoy podkhod v vospitanii (Environmental approach in education). 2nd ed., rev. Moscow ; Nizhny Novgorod, 2002. 157 p. (in Russian).

6. Selivanova N. L. Sovremennye predstavleniya o vospitatel’nom prostranstve (Modern ideas about the educational space). Razvitie lichnosti shkol’nika v vospitatel’nom prostranstve: problemy upravleniya (The development of the individual student in the educational space: problems of governance). Moscow, 2001. 84 p. (in Russian).

7. Gavrilin A. V. Razvitie otechestvennykh gumanisticheskikh vospitatel’nykh sistem (The development of domestic humanistic educational systems). Vladimir, 1998. 208 p. (in Russian).

8. Stepanov E. N., Luzina L. M. Pedagogu o sovremennykh podkhodakh i kontseptsiyakh vospitaniya (For teacher of modern approaches and concepts of education). Moscow, 2002, pp. 5–18 (in Russian).

9. Markova A. K. Psikhologiya truda uchitelya (Psychology of a teacher’s work). Moscow, 1993. 192 p. (in Russian).

10. Rean A. A. Akmeologiya lichnosti (Psychology of personality). Psikhologicheskiy Zhurnal (Psychological j ournal), 2000, vol. 21, no. 3, pp. 88–95 (in Russian).

11. Subetto A. I. Ontologii i fenomenologii pedagogicheskogo masterstva (Ontology and phenomenology of teaching skills). Tolyatti, 1999. 208 p. (in Russian).

12. Molodichenko T. A. O tipologii akme-lichnostey (Layout of acme-personalities). Akmeologiya v obrazovatel”nykh protsessakh (Acmeology in educational processes). Saratov, 2000, pp. 45–49 (in Russian).

13. Andrienko E. V. Fenomen professional’noy zrelosti uchitelya (The phenomenon of vocational education teachers). Pedagogika (Pedagogy), 2002, no. 6, pp. 67–71 (in Russian).

14. Verbina G. G. Akmeologicheskoe zdorov’e i akmeologicheskaya zrelost’ spetsialista (Acmeological health and maturity akmeologicheskaja specialist). Al’manakh sovremennoy nauki i obrazovaniya (Almanac of modern science and education), no. 7. Tambov, 2010, pp. 105–106 (in Russian).

15. Derkach A. A., Zazykin V. G. Akmeologiya (Acmeology). St.-Petersburg, 2003. 256 p.

16. Psikhologiya i pedagogika: ucheb. posobie (Psychology and Pedagogy: studies manual). Moscow, 1998. 320 p. (in Russian).

17. Molodichenko T. A. Akmeologicheskaya orientatsiya vuzovskogo obrazovaniya (sotsiologicheskiy aspekt) (Akmeological orientation of higher education {social aspect}). Saratov, 2005. 280 p. (in Russian).

18. Lysenko E. M. Akmeologicheskiy podkhod k formirovaniyu kul’tury zhizni v obrazovanii (Acmeological approach to building a culture of life in education). Akmeologiya 2012. Metodicheskie i metodologicheskie problemy (Acmeology 2012. Methodical and methodological problems). Iss. 18. In N. V. Kuzminoy, E. N. Garinovoy (Eds.). St.-Petersburg, 2012. 152 p. (in Russian).

19. Kul’tura zhizni odarennykh detey: sozidanie i samosozidanie (Culture of gifted children’ life: creation and selfcreation). Saratov, 2012. 214 p. (in Russian).

Published: 
20.12.2013
Short text (in English):
(downloads: 46)