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Journal articles on the topic 'Educational paradigm'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 May 2022

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1

Batechko, Nina, and Mykola Mykhailichenko. "EVOLUTION OF EDUCATIONAL PARADIGMS IN MODERN SCIENTIFIC DISCOURSE." Osvitolohiya, no. 9 (2020): 29–37. http://dx.doi.org/10.28925/2226-3012.2020.9.4.

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The article analyzes the phenomenon of the educational paradigm as a philosophical and pedagogical category. The article states the importance of educational paradigms for the modernization and development of the educational sphere as a catalyst for shifts and qualitative transformations in it. The aim of the article is the methodological substantiation of the educational program in the context of modern transformations in society. Attention has been focused on the definitions «paradigm», «pedagogical paradigm», «educational paradigm». The discourse of scientists about these concepts has been provided and the general and distinctive shades between them have been clarified. Various types of educational paradigms have been highlighted and grouped depending on the goals they carry in their contents. Depending on the analysis carried out, it has been indicated that an educational paradigm always, in any historical era, acts as a paradigm idea of the development of education. It has been noted that the mission of pedagogy is in the change and dynamics of the educational paradigm as the one which provides the basis for innovative approaches to the development of education, the contents and organization of training and interaction among the main subjects of education. The synergetic paradigm has been indicated as a new and innovative educational paradigm. Education can be considered as a synergetic system whose self-organization processes can be fully described by such categories as bifurcations, fluctuations, attractors, dissipative structures, etc. This circumstance leads to a revision of the established, traditional ideas about education and makes the basis for qualitative changes in its development.

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Kivunja, Charles, and Ahmed Bawa Kuyini. "Understanding and Applying Research Paradigms in Educational Contexts." International Journal of Higher Education 6, no. 5 (September 5, 2017): 26. http://dx.doi.org/10.5430/ijhe.v6n5p26.

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The concept of research paradigm is one that many higher degree research students, and even early career researchers, find elusive to articulate, and challenging to apply in their research proposals. Adopting an ethnographic and hermeneutic methodology, the present paper draws upon our experiences as lecturers in Research Methods over many years, and upon pertinent literature to explain the meaning of research paradigm. The paper elucidates the key aspects of research paradigms that researchers should understand well to be able to address this concept adequately in their research proposals. It offers suggestions on how researchers can locate their research into a paradigm and the justification needed for paradigm choice. With the explicit purpose of helping higher degree research (HDR) students design effective research proposals, the paper also discusses the different research methodologies best suited to conduct research in each of the paradigms discussed.

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BOGLUŢ, Angela. "MODERN CONCEPTUALIZATION OF THE EDUCATIONAL MANAGEMENT PARADIGM." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 20 (June 18, 2018): 359–66. http://dx.doi.org/10.19062/2247-3173.2018.20.47.

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Костючков and S. Kostyuchkov. "Paradigmatic Characteristics of Education System in the Context of the Modern World Pluralism Получено: 02.02.2015 г. / Одобрено: 23.02.2015 г. / Опубликовано." Socio-Humanitarian Research and Technology 4, no. 2 (June 17, 2015): 42–48. http://dx.doi.org/10.12737/11937.

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This article deals with issues affecting philosophical, educational, cultural and social aspects of the study paradigm of modern education, given the fact that today educational polyparadigm of has actualized: existing scientific paradigms complement each other, converge and have cultural and historical continuity. The author emphasizes that the definition and justification of the modern educational paradigm certainly requires compliance with a number of requirements, the account of which effectively explains and predicts the processes of development of the education system which are themselves the principles of construction of educational paradigms. It is stated that the concept of the paradigm of educational revolutionis seen as very productive in the analysis of the state of education in the context of globalization and internationalization of the world. Stressing the paradigmatic education, more precisely, its poly-paradigm essence, the author emphasizes that a single, integrated educational paradigm relevant to this modernity and developed by scientific community is seen etiologically impossible; reason, in his opinion, lies in the pluralistic nature of our time – if it is plural, respectively, models and mechanisms of assimilation of modernity must be equally multiple and diverse. The author concludes that the existence of a pluralistic modernity requires the simultaneous co-existence of many modern paradigms of education, each of which provides the necessary unanimityof any of educational project in specific socio-political, national, cultural, material and economic, administrative and legal conditions.

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Bruzgelevičienė, Ramutė. "The Tendencies of Future Educators’ Identification with an Educational Paradigm." Pedagogika 109, no. 1 (March 26, 2013): 49–56. http://dx.doi.org/10.15823/p.2013.1833.

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The article focuses on the tendencies of future educators’ identification with an educational paradigm recognizable during educational philosophy studies at BA level. The article is founded on the analyses of scientific literature discussing correlation between educational philosophy and an educational paradigm as well as on the data from the empirical study, i.e. students’ argumentative essays on educational philosophy. The empirical study was performed at the Faculty of Lithuanian Philology and Social Communication Institute of Lithuanian University of Educational Sciences. Qualitative research method has been applied in the study along with the qualitative analyses of argumentative essays as well as SOLO taxonomy as a means of assessing the complexity of learning. The Research Question: to what extent can teaching of educational philosophy influence the future educators’ identification with an educational paradigm? Object: The tendencies of future educators’ identification with an educational paradigm. Goal: to highlight the tendencies of students’ identification with an educational paradigm determined by educational philosophy studies. The objectives: 1. To define the idea of identification with philosophical conceptions of education; 2. To justify the importance of identification with a philosophical conception of education; 3. To highlight, on the basis of empirical study, the tendencies among students as future educators towards identification with philosophical conceptions of education. The following conclusions are drawn in the article: As educational paradigms are considered to be variations of answers to the main questions of educational philosophy, the direct correlation between educational philosophy and educational paradigm is obvious. Therefore, by identifying themselves with an educational philosophy, educators also identify themselves with an educational paradigm. The subject of Educational Philosophy, taught at undergraduate level at Lithuanian University of Educational Sciences, has an effect on future educators’ identification with educational paradigms. Therefore, it is important for the lecturers to have a purposeful educational philosophy course program centering on cognition of educational paradigms and to adopt educational strategies oriented towards a student’s individuality. Future educators identify themselves with philosophical conceptions of education by comparing new knowledge to their present experience, such as professional teaching activities (in extramural studies) or school learning/teaching experience (in full-time studies). Therefore, there is a clear tendency that more extramural students than full-time students identify themselves with a classical educational paradigm, whereas more full-time students than extramural students identify themselves with a liberal educational paradigm. The qualitative analyses of educational philosophy course students’ final argumentative essays shows that nearly a half (48.06 percent) of the students who are making efforts to identify themselves with a philosophical conception of education have either reached or are approaching the third level of internalization of philosophical concepts of education, which is when they are acquiring individual believes and determination to act in accordance to these concepts and when the complete identity is developing. The subject of Educational Philosophy at BA level may positively influence the numbers of teachers adopting the free educational paradigm when teaching at school.

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Dudnik, L. V., and T. S. Putilovskaya. "Educational Paradigm of Academic Writing." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 1 (February 11, 2020): 88–97. http://dx.doi.org/10.31992/0869-3617-2020-29-1-88-97.

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Fromm, Eli. "The Changing Engineering Educational Paradigm." Journal of Engineering Education 92, no. 2 (April 2003): 113–21. http://dx.doi.org/10.1002/j.2168-9830.2003.tb00749.x.

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8

Biesta, Gert. "Can the prevailing description of educational reality be considered complete? On the Parks-Eichmann paradox, spooky action at a distance and a missing dimension in the theory of education." Policy Futures in Education 18, no. 8 (March 17, 2020): 1011–25. http://dx.doi.org/10.1177/1478210320910312.

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The question I address in this paper is to what extent the prevailing description of educational reality that can be found in contemporary research, policy and practice can be considered complete. The motivation for asking this question stems from an educational paradox to which I refer as the Parks-Eichmann paradox. This paradox has to do with the fact that what appears as educational success from one perspective is problematic when viewed differently, whereas what appears as educational failure may actually reveal something that is of crucial importance educationally. The paradox thus leads to the suggestion that the prevailing description of educational reality – to which I will refer as the ‘paradigm’ of education as cultivation – is insufficient or incomplete. I use the work of John Dewey to highlight key characteristics and key shortcomings of this ‘paradigm’ and argue that it needs to be supplemented by what I will refer to as an existential educational ‘paradigm’. I highlight the distinction between the two paradigms through the question whether it is possible to educate ‘directly’ – an option which Dewey explicitly denies. I turn to the German notions of Bildung and Erziehung in order to explore to what extent they provide us with a set of concepts for articulating the distinction between the two educational paradigms. I will show that this is not as straightforward as it may seem, as there is no agreement about the exact definitions of the terms. However, having two terms rather than just the word ‘education’ is important in order to be able to make the distinction I am after, and here the terms Bildung and Erziehung are helpful. I conclude the paper with a brief sketch of the ‘existential work’ of education in order to outline what the existential paradigm implies for educational practice.

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Teslinov, Andrey. "The characteristics of the educational paradigm of the near future: cultural context." Education & Self Development 16, no. 3 (September 30, 2021): 83–99. http://dx.doi.org/10.26907/esd.16.3.09.

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There are insufficient resources to continue with the existing educational paradigm. This article analyses the natural dynamics of educational paradigms and sets out an educational model for the near future. The research examined basic educational patterns and their current state of development, and investigated the barriers to improving the quality of education and how they may be overcome. It offers a criticism of existing educational paradigms and how they have changed over time, and then constructs proposals for a number of features of a new educational paradigm. This leads to the formulation of a new educational paradigm for the near future with a number of distinctive features. At its centre are ideas of transformation ‘gates’ of education and their functional invariants. The notions set out in the article are intended for developers of educational systems, environments, and programs for rapidly maturing students and adults. This will enable us to overcome the deficiencies in current approaches to education, and focus on advanced mastery of the future, in which the current educational standards are extremely out of date.

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Rakhmanov, Vitalii, Nataliia Vasylyshyna, Lesia Kozubtsova, Dmytro Kilderov, Anzhelika Kokarieva, and Viktoriia Zviekova. "Pedagogical paradigms of professional training of future engineers in the conditions of educational and information environment of technical university." LAPLAGE EM REVISTA 7, no. 3C (October 3, 2021): 584–94. http://dx.doi.org/10.24115/s2446-6220202173c1661p.584-594.

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The article identifies and analyzes the paradigm of educational information environment formation in the technical higher educational institutions. The authors presented the paradigm based on the humanitarization of higher education, which aims to provide valuable guidance and motivation to establish criteria for creating conditions for self-development and personal fulfillment of future engineers. The article argues that revealing of the integrity of education and regulating scientific, research and practical innovation of training activities and educational paradigm should be considered in conjunction. The pedagogical paradigms of professional training of future engineers in the educational and information environment of a technical university enable determining the content of academic disciplines. In general, the analysis of the dynamics of formation and development of the paradigm helps to preserve the principles of learning and a genetic nucleus of the national pedagogical science and practice.

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Panafidina, Oksana. "Logic of modern educational paradigm: I. Kant versus J. Locke." Filosofiya osvity. Philosophy of Education 22, no. 1 (June 12, 2018): 150–65. http://dx.doi.org/10.31874/2309-1606-2018-22-1-150-165.

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The paper contrasts the enlightenment and reflective educational paradigms on the basis of studying their underlying logic. The author argues that the enlightenment paradigm, developed by J.A. Comenius, is designed in accordance with inductive logic, which can be understood through actualization of J. Locke`s sensual epistemology and theory of a person as a reflective self-identity over time. In this paradigm, the emphasis is done on the teacher's activity in transferring knowledge to the pupil and shaping his personality. The author claims that the enlightenment paradigm of education is out of date and is not relevant to requirements of contemporary information society. Belief about cognition as passive reception of information by the senses and processing of this information by the mind disagrees with the conclusions made on the basis of research in cognitive science. And belief about a person as a thinking intelligent being, who is able to realize his or her identity over time and expand his or her experience, does not characterize it as an autonomous being capable of self-improvement. The paper proves that the transformation of educational paradigms is possible by changing views concerning the essence of cognitive process and the content of the concept of person. The deductive logic of reflective educational paradigms reveals through the actualization of I. Kant`s transcendental theory of knowledge and the normative theory of personhood. The author concludes that Kant's idea of the autonomy of reason in its theoretical and practical application should become the fundamental principle of the new education paradigm, within the scope of which the primary subject of the educational process is the pupil as representative of the humankind, endowed by nature with certain makings that need to be cultivated, that is to output to a higher level. The main difference between the reflective and the enlightenment paradigms, in the author's opinion, lies in the fact that within the first one the pupil is viewed as an active subject, having autonomy and capable of self-activity. In accordance with this, the entire educational process must be built on the horizontal-democratic principle.

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Meshko, N. P., and O. V. Tarabara. "Innovative dominant in modern educational paradigm." Bulletin of the Dnipropetrovsk University. Series: Management of Innovations 20, no. 1 (March 29, 2012): 19. http://dx.doi.org/10.15421/191203.

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Lesovik, V. "A New Paradigm of Educational Activities." Advanced Science Journal 2015, no. 3 (June 1, 2015): 17–20. http://dx.doi.org/10.15550/asj.2015.03.017.

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14

Krynski, Andrzej, Juan Campechano Covarrubias, Abdukhakim Mamanazarov, and Volodymyr Kulishov. "THE ECONOMIC PARADIGM OF EDUCATIONAL GLOBALIZATION." Scientific Journal of Polonia University 18, no. 3 (October 6, 2016): 11–19. http://dx.doi.org/10.23856/1801.

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15

Kupavtsev, A. V. "On conception of modern educational paradigm." Alma mater. Vestnik Vysshey Shkoly, no. 6 (June 2017): 10–15. http://dx.doi.org/10.20339/am.06-17.010.

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Ansevin, Allen T. "Call for an Educational Paradigm Shift." Biophysical Journal 116, no. 3 (February 2019): 449a. http://dx.doi.org/10.1016/j.bpj.2018.11.2421.

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Tsybulko, Olga, Tetiana Semashko, Halyna Zhukova, Alla Yaroshenko, and Iryna Shapovalova. "Paradigm methodology of modern educational phenomena." LAPLAGE EM REVISTA 7, no. 3B (September 17, 2021): 97–104. http://dx.doi.org/10.24115/s2446-6220202173b1496p.97-104.

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During the period of socio-economic and political transformations, the development of higher historical pedagogical education acquires special significance, since it always reflects the policy and ideology of the state, the goals and objectives of society, due to the peculiarities of its development, the need for training highly qualified specialists. It reflects the level of development of science, economy, culture, mental characteristics nations, its traditions and the like. Such a change is objectively conditioned, because the philosophical foundations of educational policy, the organization of training and education are transformed (at best) resonantly to the fluctuations of the ideal substance of the Universe (world outlook), and therefore cannot be determined once and for all. Therefore, in the search for an answer to the key questions of an educational nature, it is necessary, first of all, to analyze the educational paradigms, which (as the retrospective analysis shows) replace each other.

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Miier, M. "THE ESSENCE OF EDUCATIONAL PARADIGMS AND POLYPARADIGMAL MANIFESTATIONS IN MULTIDIMENSIONAL PEDAGOGICAL REALITY AND PERSONAL SELF-REALIZATION OF STUDENTS IN E-LEARNING." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 34 (2020): 72–83. http://dx.doi.org/10.28925/2311-2409.2020.34.9.

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The article examines the educational paradigm as a genesis indicator of changes in the educational field caused by social development, paradigm as a result of the implementation of integration processes. Besides, the personal self-realization of students as a manifestation of the student-centric paradigm is studied. Іn accordance with the objectives of the study, the following is performed. It summarises the key ideas of paradigms of traditional pedagogy (knowledge, ZUN, scientific- technocratic, paradigm of explanatory-illustrative learning) and people- oriented paradigms (child-centric, anthropological, cognitive, pragmatic, humanitarian, humanistic, cultural, paradigms of developmental and adaptive learning). It is established that paradigm analysis of modern education should be carried out in two directions: 1) to reveal its polyparadigmal character; 2) to provide a thorough consideration of the didactic features of the organizing the educational process within the specific educational paradigm. Considering the above mentioned matter in the article, the examples of polyparadigmal manifestations of multidimensional phenomena and processes in pedagogical reality are given. Didactic features of organising educational process in realisation of student-centered paradigm are also revealed. It is characterised such didactic tools as topic-presentation matrix and author’s music-markers of the beginning and end of the learning process (lectures, seminars, lessons, etc.). The self-realization of students with the use of these means is investigated. The complex of research methods is used in the work: general scientific (analysis, synthesis, comparison, systematization, generalization) and empirical (observations, discussions, questionnaires). The complex of research methods is used in the work: general scientific (analysis, synthesis, comparison, systematization, generalization) and empirical (observations, discussions, questionnaires). 110 respondents were involved in the study. These are full-time and part-time students. Institution of higher education: Borys Grinchenko Kyiv University. As a result of the study it is established a significant potential of the studied tools for organization of the learning process; for emotional adjustment of students to the process of learning and for recreation; for their personal self- realization on the basis of imitation of the creative of Others.

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Pintar, Željka. "Traditional paradigm and progressivism of contemporary paradigm in early and preschool education." Školski vjesnik 69, no. 1 (2020): 191–207. http://dx.doi.org/10.38003/sv.69.1.11.

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Historical changes in pedagogical ideas and orientations that underpin them show that pedagogy orientates towards the general course of social development. Each historical period creates an interpretative framework for children upbringing. Interpretations of educational concepts depend on the political-economic context of community life, general philosophy advocated by society, and the characteristics of development of various scientific disciplines. Taking into account the social context, pedagogical paradigm is conceptualized by creating authentic scientific knowledge and accepting the knowledge of complementary sciences. This paper discusses similarities and differences between traditional and contemporary pedagogical paradigms in relation to the context of early and preschool education. It also highlights scientific assumptions, starting points and studies of the disciplines with which the contemporary educational paradigm shares the same subject of interest, and through which it conceives and underpins its educational approach. It also problematizes introduction of contemporary educational concepts into practice of early and preschool education. The aforementioned allows focusing on the way in which contemporary pedagogical concept represents its authentic approach, how its principles depart, and in what way they continue on pre-established pedagogical practices.

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Demyanenko, Natalia. "Historical and Paradigmatic Development of Educational Processes in Ukraine: Author’s Substantiation." Czech-polish historical and pedagogical journal 12, no. 2 (September 29, 2021): 176–88. http://dx.doi.org/10.5817/cphpj-2020-031.

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The process of higher education development in Ukraine of the 19 – beginning of 21 century in the unity of academic, professionally oriented, vocationally-technological and humanitarian paradigmatic directions is founded. Major trends and characteristics of each of them are identified. It is proved that modern humanitarian pedagogical paradigm does not cancel the previous paradigms but ensures their implementation on a qualitatively new level. The development of higher education doesn’t occur in terms of leveling and replacement of existing paradigmatic direction by another one, but in the context of their coexistence, and in the condition of each next paradigm dominance on a new stage of society development.

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Wagner, Paul A. "Legal Ethics No Paradigm for Educational Administrators." Journal of Thought 47, no. 1 (2012): 21. http://dx.doi.org/10.2307/jthought.47.1.21.

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Khatri, Krishna Kumar. "Research Paradigm: A Philosophy of Educational Research." International Journal of English Literature and Social Sciences 5, no. 5 (2020): 1435–40. http://dx.doi.org/10.22161/ijels.55.15.

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Savotina, N. A., M. V. Reimer, and A. S. Kyvyrzhik. "Teacher requirements in the new educational paradigm." SHS Web of Conferences 87 (2020): 00101. http://dx.doi.org/10.1051/shsconf/20208700101.

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This article presents a professional portrait of a history teacher of a secondary school, based on the requirements of state standards for the level of professional competence of the teacher. According to the results of our research, the content components of the professional portrait were such indicators as motivation, attitude to innovative technologies, level of professional training, personal pedagogical qualities, level of pedagogical tolerance and empathy.

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Buendia, Augustin, and Carolina Morales. "A New Educational Paradigm for Evolving Development." World Futures 59, no. 8 (January 2003): 561–68. http://dx.doi.org/10.1080/713747093.

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Reinsmith, William A. "The Holistic Paradigm as an Educational Remedy." Educational Forum 58, no. 3 (September 30, 1994): 326–27. http://dx.doi.org/10.1080/00131729409335350.

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Smith, Barbara Leigh, and M. Rosetta Hunter. "Learning Communities: A Paradigm for Educational Revitalization." Community College Review 15, no. 4 (April 1988): 45–51. http://dx.doi.org/10.1177/009155218801500408.

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Partlow, Charles G., and Robert H. Woods. "The New Educational Paradigm: Beyond the Classroom." Hospitality & Tourism Educator 7, no. 1 (January 1995): 68. http://dx.doi.org/10.1080/23298758.1995.10685648.

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Filmus, Daniel. "Cecilia Braslavsky and the New Educational Paradigm." PROSPECTS 35, no. 4 (December 2005): 407–13. http://dx.doi.org/10.1007/s11125-006-7257-x.

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Cheng, Yin Cheong. "Teacher management and educational reforms: Paradigm shifts." PROSPECTS 39, no. 1 (March 2009): 69–89. http://dx.doi.org/10.1007/s11125-009-9113-2.

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Levina, E. "COGNITIVE PARADIGM OF THE EDUCATIONAL SYSTEM MANEGEMENT." Pedagogicheskiy Zhurnal Bashkortostana, no. 2 (2018): 24–30. http://dx.doi.org/10.21510/1817-3292-2018-2-24-30.

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Kim Dug Sam and 이경자. "Acculturation and Educational Paradigm Shift of China for Western Educational System." Cross-Cultural Studies 33, no. ll (December 2013): 385–406. http://dx.doi.org/10.21049/ccs.2013.33..385.

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Nabiyevna, Ashurova Dilfuza, Abjalilov Sanakul Xujamovich, and Toshtemirova Kamola Ergashevna. "Multiponental Model Of Education According To The New Paradigm." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 365–70. http://dx.doi.org/10.37547/tajssei/volume03issue03-55.

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In this work on the example of educational system of Uzbekistan the new paradigm of education is substantiated in the following edition: education through all life. It is demonstrated that the proposed in correspondence to this paradigm the formalized model reflects multi-component system, multi-variant approaches and cyclist of educational process in a modern society. The examples of educational processes which are modeled within the framework of proposed formalized model of education are presented.

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Stein, Iliane, Simone Carlim Veber, Madalena Pereira da Silva, Dione Carlos Ribeiro, Ligia Caróle Sales Paes, and Alexsandra Massaneiro Fernandes. "Educational paradigms: in pursuit of a new reference." Research, Society and Development 9, no. 12 (December 18, 2020): e19191210843. http://dx.doi.org/10.33448/rsd-v9i12.10843.

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Considering theoretical assumptions about educational paradigms, this study points to necessary changes in pedagogical concepts towards a theoretical-practical framework capable of nurturing moral and ethical values. It refers to a conception that aims at human development in its wholeness; that values the care of oneself, of the other and the environment; that allows critical and dialogical reflections; and that, through solidarity practices, seeks a new type of society by means of changing attitudes. The study focuses on the ecosystem paradigm, which boosts the enchantment towards education, without, however, disregarding the impacts and/or contributions of the other paradigms to education. As contributions, the paper introduces a profile of teachers who educate and a profile of students who are educated, within the scope of pedagogical trends that permeate educational paradigms.

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Cain, Tim. "Too hard, too soft or just about right: paradigms in music teachers’ action research." British Journal of Music Education 29, no. 3 (September 27, 2012): 409–25. http://dx.doi.org/10.1017/s0265051712000290.

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This article considers some paradigms of educational research, and their relation to teachers’ action research in their classrooms or studios. The positivist/scientific paradigm and the interpretive/naturalist paradigm are examined, with reference to two cases of music teachers’ action research studies. These studies are found to be flawed because the paradigms underpinning them are inappropriate for classroom-based action research. The critical theory approach is also discussed but only briefly, because no instances of music teachers’ action research in this paradigm have been found. The participatory paradigm is explained, with reference to a third case of music teachers’ action research. The article argues that, for teachers’ classroom-based action research, this paradigm is more appropriate than others. It suggests that music teachers’ action research in the participatory paradigm: (a) includes self-study, (b) involves students, (c) considers the influence of context, (d) involves more than one turn of the action research cycle, and (e) engages with, and contributes to, the development of theory.

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Khimmataliev, Dustnazar Omonovich, Jamshid Oktyamovich Khakimov, and Mukhlisa Dustnazar Qizi Omonova. "A Paradigm Shift From "Teaching" To Learning "." American Journal of Social Science and Education Innovations 03, no. 01 (January 25, 2021): 170–74. http://dx.doi.org/10.37547/tajssei/volume03issue01-32.

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The article discusses the learner-centered and creative approaches, which is directed to improve educational process. The author describes approaches, methods and techniques, which develop cognitive activities of different levels.

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Yurtseven, M. Kudret, and Walter Buchanan. "Decision Making And Systems Thinking: Educational Issues." American Journal of Engineering Education (AJEE) 7, no. 1 (May 31, 2016): 19–28. http://dx.doi.org/10.19030/ajee.v7i1.9682.

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Decision making in most universities is taught within the conventional OR/MS (Operations Research/Management Science) paradigm. This paradigm is known to be “hard” since it is consisted of mathematical tools, and normally suitable for solving structured problems. In complex situations the conventional OR/MS paradigm proves to be inadequate; decisions must be based on systems thinking which provides the decision maker(s) the opportunity to address the problematic situation in its full system context. The aim here is to develop a framework and a new course to teach “decision making through systems thinking” to industrial engineering students. The new course is to be taken after the existing course which covers the traditional OR/MS paradigm. It is believed that such an “extended” framework will help students to improve their skills in handling complex decision situations.

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Díaz López, Carmita, and Maria de Lourdes Pinto Loria. "Educational Vulnerability: A study from the socio-critical paradigm." Praxis Educativa 21, no. 1 (January 1, 2017): 46–54. http://dx.doi.org/10.19137/praxiseducativa-2017-210105.

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Shapoval, A. P. "Socio-cultural dimension of modern philosophical and educational paradigm." Науково-теоретичний альманах "Грані" 21, no. 9 (October 16, 2018): 124–30. http://dx.doi.org/10.15421/1718125.

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Social determinism of changes in the system of national education is the main factor determining the content and direction of educational reforms. Therefore, the analysis of the socio-cultural dimension of the most common basis for the modernization of education - the philosophical and educational paradigm - is of paramount importance for understanding the strategy and orientation of the development of domestic education.The purpose of the study is to determine the direction and effects of sociocultural determinants of the content of the contemporary philosophical and educational paradigm. The object of research is the philosophical and educational paradigm in the system of socio-cultural determinants. Proceeding from this, the subject of the study is the impact of socio-cultural factors on the content of the modern philosophical and educational paradigm and its study in the domestic philosophy of education.According to the goal, the following research objectives are defined: 1. To analyze the approaches to the analysis of the socio-cultural dimension of the modern philosophical and educational paradigm in the national philosophy of education. 2. To determine the main factors of socio-cultural influence on the content of modern philosophical and educational paradigm. 3. Determine the results of this influence on the content of the modern philosophical and educational paradigm.Based on the analysis of existing approaches to the definition of the socio-cultural dimension of the modern philosophical and educational paradigm, the main directions of social determination of the content of the contemporary philosophical and educational paradigm and the components of this content are specified.It is determined that in the sociocultural aspect the modern philosophical and educational paradigm is determined by the formation of the information society and the general process of anthropocentral reorientation of civilization. The most common direction in determining the content of the philosophical and educational paradigm of these factors is the introduction of culture as the main dimension of the modern educational process.

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McKinney, Amanda. "Shifting the Paradigm." American Journal of Lifestyle Medicine 12, no. 3 (October 19, 2017): 230–32. http://dx.doi.org/10.1177/1559827617735496.

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Current medical education lacks significant training in the principles and practices of lifestyle medicine. In this column, I describe my journey to lifestyle medicine, lifestyle medicine education, and what it is going to take to shift the educational paradigm away from the current model to one that is focused on nutrition and lifestyle behaviors and that is both accessible and effective.

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Djafar, Hilman, Rasid Yunus, Sarson W. DJ Pomalato, and Ruslan Rasid. "Qualitative and Quantitative Paradigm Constellation In Educational Research Methodology." International Journal of Educational Research & Social Sciences 2, no. 2 (April 30, 2021): 339–45. http://dx.doi.org/10.51601/ijersc.v2i2.70.

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Differences qualitative and quantitative research to academicians and researchers mainly concentrated on education studies is only able to browse and identify with the fundamental difference merely as example: research that only uses quantitative data but using the qualitative as a benchmark often not considered as a quantitative research Likewise , qualitative research that uses quantitative data is not considered qualitative research. If traced further, actually qualitative and quantitative research very spacious and is a level. Qualitative and quantitative research in the context of methodology includes a researcher's conception of social reality, the researcher's self placement in relation to the reality study and various other reviews. Therefore, in this research article,is stated that the correlation between qualitative and quantitative research in educational research methodology is possible if both are based on the same paradigm. Conversely qualitative and quantitative researchis difficult to reconcile if they depart from different paradigms, which have different epistemological assumptions, and different goodness criteria.

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Sakun, Ayta. "COMMUNICATIVE PARADIGM IN REFLECTIONS OF THE EDUCATIONAL PROCESS." Educational Discourse: collection of scientific papers, no. 16(9) (October 4, 2019): 28–41. http://dx.doi.org/10.33930/ed.2019.5007.16(9)-3.

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The dominant feature of today is the “knowledge society” – a worldview and scientific concept, updated by social, cultural and philosophical discourses in the process of a thorough rethinking of the theory of “information society”. Gaining increasing popularity in connection with the problematization of the cognitive dimensions of education, economics and technology, this concept gains a modern definition: it is a society whose development is based on internal polyphony and the individual abilities of each of its representatives. Thus, in modern society, not only “information”, but also “knowledge” plays a special role. The separation and differentiation of these two concepts are of fundamental importance. The modern era (having reached the definition of the "era of knowledge") brings a new understanding of "knowledge".

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Shelyapina, Irina I. "Text-momentum in modern text-oriented educational paradigm." Science and School, no. 3, 2020 (2020): 148–55. http://dx.doi.org/10.31862/1819-463x-2020-3-148-155.

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The article substantiates the concept of “text momentum” and the need for its introduction into practice of modern methods of teaching Russian language; the possibilities of using text as an impulse in the process of creating and solving educational situations as well as the motivational role of the journalistic text in the lesson with linguistic and cultural characteristics of the text; gives an example of working with such a journalistic text.

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Verbitsky, A. A. "Developing the New Educational Paradigm in Russian Education." Education and science journal, no. 6 (February 5, 2015): 5. http://dx.doi.org/10.17853/1994-5639-2012-6-5-18.

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Grant, James. "A new educational paradigm for the new millennium." Futures 30, no. 7 (September 1998): 717–24. http://dx.doi.org/10.1016/s0016-3287(98)00078-0.

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SCARAMUZZO, GILBERTO. "Aristotle'shomo mimeticusas an Educational Paradigm for Human Coexistence." Journal of Philosophy of Education 50, no. 2 (May 2016): 246–60. http://dx.doi.org/10.1111/1467-9752.12204.

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Spallek, H. "Adaptive Hypermedia: A New Paradigm for Educational Software." Advances in Dental Research 17, no. 1 (December 2003): 38–42. http://dx.doi.org/10.1177/154407370301700110.

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Traditional online dental education courses follow the broadcast paradigm which centers on the teacher, not the student. This one-size-fits-all approach resembles a mass-production idea which cannot take individual learner characteristics into account. Most online course designs do not address the issue that users with different goals and knowledge may be interested in different pieces of information about a topic. Adaptive hypermedia (AH) is an emerging field in education research which investigates how computer systems can overcome this problem. AH can be applied to any course content. This learner-centered approach first considers the learning goal(s), then evaluates the user’s abilities and determines the individual learning style, to structure and tailor the curriculum most efficiently. The presented AH environment exploits various concepts of AH. The system collects data to create a model of the individual user, which is continuously refined based on test results throughout the course. The system then adapts the learning material dynamically, using active and passive curriculum sequencing and adaptive presentation.

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Cunningham, Ian. "A new educational paradigm for the 21st century." Development and Learning in Organizations: An International Journal 34, no. 2 (December 20, 2019): 5–7. http://dx.doi.org/10.1108/dlo-10-2019-0253.

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Purpose This paper calls for a New Educational Paradigm in which young people are supported through an educational process that assists them to take charge of their own learning. A process in which they choose what they want to learn and how rather than the current system that requires them to regurgitate facts in order to pass tests/exams. Design/methodology/approach A viewpoint based on the author's experience of running the Self Managed Learning College in the UK for the past 20 years and his forthcoming book detailing the research evidence that highlights the need for change. Findings Businesses complain that the education system does not currently equip young people with the skills they need to thrive in the ever-changing world of work. The system needs to change and business leaders need to get involved. The College is one example of many around the world where people are deciding to get away from the rigidities, inappropriateness and waste of the current system. Originality/value The College is a unique environment which has been successfully operating for 20 years. The operating processes of the College match the outcomes needed in the working world and wider society. It provides an exemplar of how to help young people take responsibility for their own learning in order for them to lead a good life in the future.

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Bhattacharya, Suman, and Sayan Nath. "Intelligent e-Learning Systems: An Educational Paradigm Shift." International Journal of Interactive Multimedia and Artificial Intelligence 4, no. 2 (2016): 83. http://dx.doi.org/10.9781/ijimai.2016.4212.

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Golub, Tetiana Petrovna. "SCIENTIFIC AND EDUCATIONAL PARADIGM OF UNIVERSITY INTEGRATIVE POTENTIAL." Theoretical & Applied Science 11, no. 03 (March 30, 2014): 131–33. http://dx.doi.org/10.15863/tas.2014.03.11.22.

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von Dietze, Erich. "HANS KÜNG'S PARADIGM THEOLOGY AND SOME EDUCATIONAL IMPLICATIONS." Religious Education 93, no. 1 (January 1998): 65–80. http://dx.doi.org/10.1080/0034408980930105.

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