| Annotation |
The article actualizes the need to prepare future teachers as a super-technological, creative avantgarde
with a new consciousness and thinking, able to overcome the general degradation trend. In this
context, the main positions of mental-active pedagogy are summarized, continuing the traditions of the
cultural-historical approach to the development of human behaviour and the psyche and developing
educational technologies for working with the active content of education on the basis of Fichtean-
Platonic ideas of philosophy, the theory of developing learning of V. V. Davydov and systematic mentalactive
approach of G. P. Schedrovitsky. The author substantiates the possibilities of mental-active
pedagogy in the formation of an innovative type of a teacher’s personality based on work with the activity
content of education, the organization of collective thinking and the formation of mental-activity abilities
(thinking, communication and acting, understanding and reflection), understood not as something given
to a person by nature, but as cultural ways mastered by a person. The features of pedagogical work
organization with students in the pattern of mental activity are shown on the example of the “problem”
organization on the basis of the pedagogical history using the “rediscovering discoveries” principle
and the achievement of the seminar’s objectives – the formation of the student’s personal knowledge,
development of his own position in relation to the problem issue.
|
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