Diagnosis Of The Educational Space: The Problem Of Determining Criteria

Abstract

The article analyses the problem of determining invariant criteria for the diagnosis of the educational space. A complex of theoretical research methods (ontological and structural analysis, interpretation, concretizing, comparison, modelling) is essential in identifying and characterizing research trends of the space phenomenon in modern socio-humanitarian knowledge, including pedagogy (referred to as a metaphor; physicalist; transition from physicalist to non-physicalist; non-physicalist). This makes it possible to specify essential characteristics of the educational space and single out the invariants, which leads to formulating a set of invariant criteria for the diagnosis of the phenomenon under study. It is found that for the diagnosis of the educational space as a social space subtype the following criteria have to be employed: subject interaction; activity degree of these subjects (in certain cases qualitative orientation of this activity); the nature of the relationship between the interacting subjects (including the measure of referability and membership rating); the correlation between social and cultural components in the relations predominating between the subjects; interaction peculiarities (event evaluation); temporary characteristics of the activity (attitude and its stability measure); the subject's internalization of spatial influences; certain personal changes and changes of the subjects' identity.

Collaboration Of High School And School In Ensuring Socialization Of Students

“…In this situation, the study of socialization results becomes a subject of study for sociologists, and psychologists, and teachers, since the socio-humanitarian implications of the functioning of new information technologies are extremely diverse: and they change the nature human activity, its social connections, organizational forms and content of social interactions, etc. (Shakurova, Dyuzhakova, & Akulova, 2017).…”