PEDAGOGICAL APPROACHES TO THE FORMATION OF EDUCATIONAL SPACE: A THEORETICAL ANALYSIS OF THE PROBLEM

• Роман Павелків

  Рівненський державний гуманітарний університет

• Інна Петренко

  Postgraduate at the Department of Theory and Methods of Education, Rivne State University for the Humanities

The article was provided a theoretical analysis of pedagogical approaches to the formation of educational space. The educational space is a complex system that is developing, it is a dynamic unity of the subjects of the educational process and their relations. Educational space includes: spatial and semantic component (architectural and aesthetic organization of students' living space (architecture of school buildings, classroom organization, interior design, etc.); symbolic school space (various symbols, wall information, etc.), content and methodological component (concepts of teaching, education, curricula, plans, textbooks, etc.), forms and methods of organization of education, communication and organizational component.

It was found that due to the change in the content of education, the approach to the formation of the educational space and the form of its organization is changing. In pedagogy, the approach is a the system-creating category that determines the procedural regularity of the components of the educational system, as well as is a way of considering pedagogical activities. As a special scientific category, the approach is considered the basis for the formation of not only any pedagogical theory, but also practice: it is the approach that underlies the formation of principles and methods of teaching, education, education. In practice, the correct understanding of the the essence of the approach depends on the exact definition of its place and role among other phenomena of the pedagogical activity, such as purpose, principle, form, method, technique.

The main pedagogical approaches to defining the essence of educational space are characterized, such as: cultural and humanistic (N. Shchigoleva); system-integral (G. Serikov); mental and emotional (R. Everman, Y. Kopylenko, etc.); personal development (J. Sechrest, J. L. Parker); socio-geographical (V. Kinelyov, O. Soshneva); remote (A. W. Bates, T. Evans, J. E. Lee, etc.); local-poster (L. Sankin, M. Cesaroni, E. Kopachkov), spatial (R. Ponomarev), coadaptation approach (L. Ivanova).

It is proved that the differences between these approaches are: definition of the essence, the main core of the educational space; understanding the place of the educational environment and its role, the hierarchy of structural components, the mechanisms of formation of the educational space, the role of the teacher (from the active participant to the mediator).

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