SELF-EDUCATION AS A PEDAGOGICAL PROBLEM
The paper substantiates that the radical changes taking place in all spheres of modern society necessitate a revision of the basic requirements for the training of specialists who should be not only highly qualified, but also be prepared for lifelong education. It has been shown that the state re...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Alfred Nobel University Publisher
2022-06-01
|
| Series: | Вісник Університету імені Альфреда Нобеля. Серія Педагогіка і психология |
| Subjects: | |
| Online Access: | https://pedpsy.duan.edu.ua/images/PDF/2022/1/10.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The paper substantiates that the radical changes taking place in all spheres of modern society
necessitate a revision of the basic requirements for the training of specialists who should be not only highly
qualified, but also be prepared for lifelong education.
It has been shown that the state regulations and international documents on education define
lifelong learning as the main vector of educational development in the 21st century.
It has been determined that the achievement of this goal is possible due to the organization of the
training process at university, aimed at gradual transition from the traditional educational format in the
form of providing students with a set of ready-made knowledge to self-education, which is the highest
degree of education.
The essence of the key components of the concept “self-education”, i.e. the categories “self-“ and
“education” has been disclosed. The essential differences between the concepts “training” and “education”
have been explained, namely: the purpose of training is forming utilitarian skills with specific pragmatic
goals, and education is aimed at developing a person as an individual, developing his/her spiritual strengths
and abilities. Examples of dictionary equivalents of the term “self-education”, which exist in foreign
scientific, reference and encyclopedic literature, have been given. The term “self-education” in the context
of philosophy, sociology, psychology and pedagogy has been analyzed. It has been ascertained that among
contemporary researchers there is no unanimous position on the interpretation of this term as each of
them considers it through the lens of a particular aspect. The main approaches to the definition of the
concept “self-education” that have developed in Western pedagogical theory have been characterized.
It has been substantiated that full-fledged self-education is possible only if self-study and selfeducation are combined. Self-study involves the acquisition of knowledge on the basis of the person’s own
aspirations and through self-selected means. Self-improvement is associated with the manifestation of
significant willpower, a high degree of self-awareness, perseverance and purposefulness, resulting in the
development of the individual’s qualities that determine the sustainable nature of any kind of independent
activity. It has been revealed that in modern didactics self-education is defined as an activity process, and
activity is defined as the basis of self-education. The differences between the concepts “self-educational
activities”, “independent activity” and “independent work” on key features have been outlined, namely:
on the source of goals, the level of independence and the definition of the subject of control over the
results. It has been proved that the student’s self-educational activity, in contrast to independent activity,
goes beyond external goal-setting and control and is implemented in a completely autonomous mode both
during training at university and after graduation.
The definition of the term “self-education” is given as the individual’s purposeful systematic cognitive
activity, in the course of which he/she independently acquires knowledge and improves skills, resulting in
the qualitative development of their personality. The need for continuous self-development is the basis of
this activity, and a personal educational product, which involves self-mastery of the system of knowledge
and ways to acquire it as well as the development of personality and his/her abilities, is the result of this
activity.
The main characteristics of self-educational activity are motivational activity, internal freedom,
purposefulness, ability to independently acquire necessary knowledge, a strong desire for self-improvement. |
|---|---|
| ISSN: | 2522-4115 2522-9133 |