Psychodidactic enrichment of the concept of modular and developmental interaction of subjects of the educational process
DOI:
https://doi.org/10.35774/pis2025.02.098Keywords:
social interaction, educational process, subjectAbstract
The interdisciplinary study is devoted to the final reflection of the epistemological content and stages of improvement of the concept of modular-developmental educational interaction, created by A. Furman in the last decade of the twentieth century as a fundamental connecting link of the author’s t h e o r i e s of the innovative system of modular-developmental learning and parity educational activity. It is retrospectively argued that the heuristic combination of the requirements of the principles of mentality and spirituality, development and modularity made it possible to construct an original model of the full functional cycle of the educational module/educational metaprocess, which covers four periods in a standard manner and, synchronously with their double filling, eight stages of modular-developmental interaction, complements its thorough scientific design and psycho-artistic embodiment according to the canons of stage dramatic action, and is based on innovative program-methodological and expert-diagnostic support. Three stages of the developmental enrichment of the named concept are essentially highlighted: a) establishing the regularities of the developmental interaction of participants in problem-dialogical learning and substantiating the theory and methodology of the innovative psychological climate of a general educational institution of a modular-developmental type (O. Furman/Humenyuk); b) scrupulous study of the psychological foundations of the specified interaction of mentors and successors in the educational space of a higher education institution in the subject field of systemic complementarity of its such psychological characteristics as types, levels, mechanisms, styles, conditions, tools, content, structural and functional features of the course (A. Hirnyak); c) creating the first and second versions of the scheme-matrix of the modular-developmental organizational-activity space of professional methodologizing, which cognitively supplements and practically details the original world of modern methodology as an important component of culture (A. Furman). The exceptional importance for the completed and productive implementation of future searches of the team-created methodological model of psychological cognition/construction of modular-developmental educational interaction, which is based on the canonical establishment of four periods of the responsible innovation cycle as phases-components of the deployment of an educational act, synchronously combines the main principles of the specified interaction, images of subjective reality and their forms, varieties of developmental exchange and styles of psychosocial interaction, is rightly emphasized.
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