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Traditions, innovations and new trends in the pedagogical theory and scientific school of academician I.F. Kharlamov

Annotation

The relationship between the development of pedagogical theory and the formation of scientific-pedagogical school, the relationships between traditions and innovations in scientific pedagogy are considered, the basic principles and ideas of educational theory which formed the basis for the creation of the most important and, in fact, the only in the Republic of Belarus scientific-pedagogical school in the field of theory and practice of modern education are examined. Ivan Kharlamov (1920–2003) is doctor of pedagogy, professor, honoured scientific worker of the BSSR (1980), academician of the Academy of Pedagogical Sciences of the USSR (1990), academician of the National Academy of Belarus (1995), foreign member of the Russian Academy of Education (1999), State Prize winner of Belarus (for the textbook “Pedagogy” (2000)). Author of over 300 scientific works, including more than 20 monographs and textbooks; founder of the most powerful pedagogical theory and the most important scientific-pedagogical school in the Republic of Belarus. The comparative analysis of I.F. Kharlamov’s educational theory and J. Edelman’s theory of Neural Darwinism may lead to the discovery of many cognitive phenomena that can transform the theory and practice of modern education and personal development.

Keywords

I.F. Kharlamov; academician; tradition; innovation; trends; pedagogical theory; didactic theory; education; learning; upbringing; development; scientific-pedagogical school

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DOI

10.20310/1810-0201-2018-23-1(171)-98-107

UDC

378.016(476)

Pages

98-107

References

1. Kharlamov I.F. Pedagogika [Pedagogy]. Moscow, 2003. (In Russian). 2. Kharlamov I.F. Teoriya nravstvennogo vospitaniya: istoricheskaya i sovremennaya problematika i osnovnye pedagogicheskie idei [Theory of Moral Upbringing: Historic and Modern Problems and Basic Pedagogic Ideas]. Minsk, Belorussian State University Publ., 1972. (In Russian). 3. Bekhtereva T.P. Magiya mozga i labirinty zhizni [Brain’s Magic and Life Maze]. Moscow, 2007. (In Russian). 4. Kaneman D., Slovik P., Tverski A. Prinyatie resheniy v usloviyakh neopredelennosti [Taking Decisions in the Conditions of Uncertainty]. Moscow, 2005. (In Russian). 5. Edelman J. Neural Darwinism. The Theory of Neuronal Group Selection. New York, 1987. 6. Karopa G.N. Matematicheskaya teoriya khaosa i problemy geograficheskogo i ekologicheskogo obrazovaniya [Mathematical theory of chaos and geographic and ecological education problems]. Vesnik Brjesckaga universitjeta. Seryja 3. Filalogija. Pedagogika. Psihalogija, 2013, no. 1, pp. 129-138. (In Russian). 7. Karopa G. Istoriya i metodologiya geografii [History and Methods of Geography]. Gomel, 2005. (In Russian). 8. Bekon F. Novyy Organon [New Organon]. Moscow, 1935. (In Russian). 9. Vygotskiy L.S. Myshlenie i rech' [Thinking and Speech]. Moscow, 1999. (In Russian). 10. Aleksandrov Y.I., Shevchenko D.G. Nauchnaya shkola «Sistemnaya psikhofiziologiya» (posvyashchaetsya 105-letiyu P.K. Anokhina i 65-letiyu V.B. Shvyrkova) [Scientific school “System Psychophysiology” (devoted to 105th anniversary of P.K. Anokhin and 65th anniversary of V.B. Shvyrkov)]. Psihologicheskij zhurnal – Psychological Journal, 2004, vol. 20, no. 6, pp. 93-100. (In Russian). 11. Aleksandrov Y.I. Psikhofiziologicheskie zakonomernosti naucheniya i metody obucheniya [Psychophysiological regularities of teaching and methods of teaching]. Psihologicheskij zhurnal – Psychological Journal, 2012, vol. 33, pp. 5-19. (In Russian). 12. Edelman J. Wider than the Sky. The Phenomenal Gift of Conscious. New York, 2005. 13. Kharlamov I.F. Nravstvennoe vospitanie shkol'nikov [Moral Education of Schoolchildren]. Moscow, 1983. (In Russian). 14. Mikulinskiy S.R. (ed.). Shkoly v nauke [Schools in Science]. Moscow, 1977. (In Russian). 15. Grezneva O. Nauchnye shkoly: printsipy klassifikatsii [Scientific schools: classification principles]. Vysshee obrazovanie v Rossii – Higher Education in Russia, 2004, no. 5, pp. 42-43. (In Russian). 16. Loginova N.A. Fenomen uchenichestva: priobshchenie k nauchnoy shkole [Phenomenon of apprentice training: inclusion in scientific school]. Psihologicheskij zhurnal – Psychological Journal, 2000, no. 5, pp. 106-111. (In Russian). 17. Kun T. Struktura nauchnykh revolyutsiy [Structure of Scientific Resolutions]. Moscow, 1977. (In Russian). 18. Piazhe Z. Izbrannye psikhologicheskie trudy [The Selected Psychological Works]. Moscow, 1977. (In Russian). 19. Sechenov I.M. Elementy mysli [Elements of Thoughts]. St. Petersburg, 2011. (In Russian). 20. Feyerabend P. Izbrannye trudy po metodologii nauki [The Selected Works in Science Methodology]. Moscow, 1986. (In Russian). 21. Karopa G.N. Paradigmal'nye sdvigi i novye tendentsii v ekologicheskom obrazovanii shkol'nikov [Paradigm shifts and new tendencies in ecological education of pupils]. Adukacyja I vyhavanne, 2009, no. 9, pp. 15-21. (In Russian). 22. Makarova L.N., Sharshov I.A., Golushko T.K., Nemkova I.N. Professionalizm prepodavatelya i studenta: teorii i tekhnologii [Professionality of a Lecturer and a Student: Theories and Technologies]. Moscow, Tambov, 2005. (In Russian). 23. Kharari Y.N. Sapiens. Kratkaya istoriya chelovechestva [Sapiens. Short History of the Humanity]. Moscow, 2014. (In Russian).

Received

2017-08-27

Section of issue

Pedagogical theory

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