CITISE
ISSN 2409-7616
CITISE 2023;3(37)
Pedagogical sciences
Downloads

Volkhin S.N., Nikitina N.I., Vasilyeva T.V.

AN ANTHROPOLOGICAL APPROACH TO THE FORMATION OF THE EPISTEMIC CULTURE OF EDUCATIONAL PSYCHOLOGISTS IN SYSTEM OF CONTINUOUS PROFESSIONAL EDUCATION

UDC 37.013

DOI: http://doi.org/10.15350/2409-7616.2023.3.35

Volkhin S.N.1 (Moscow, Russian Federation) – volhin_inupb@mail.ru, Nikitina N.I.1 (Moscow, Russian Federation) – nn00803@mail.ru, Vasilyeva T.V.2 (Moscow, Russian Federation) – tvvasilyeva87@gmail.com

1Russian State Social University

2Moscow City Pedagogical University

Abstract. The anthropological approach to the continuous professional training of educational psychologists is one of the basic methodological approaches to the process of professional development of a socionomic (helping) specialist. This approach has a fairly rich history of its theoretical (scientific and conceptual) justification. The article discusses the reasons that actualize the objective need for the implementation of the anthropological approach in the system of continuous professional education of educational psychologists, and also determine the demand for these specialists to develop an epistemic culture. The authors state that the professional culture of a teacher-psychologist must be multidimensional, broad and deep enough to successfully cope with complex professional tasks, new challenges in the educational environment, social sphere, and psychological and pedagogical practice. In the structure of the professional culture of a teacher-psychologist, a special place is occupied by such a component (professional subculture) as epistemic culture. The article reveals the substantive essence of this culture, which is necessary for a modern educational psychologist to effectively solve professional problems. The article examines the features of the implementation of the anthropological approach in the system of continuous professional education of educational psychologists with the aim of forming and developing their epistemic culture. An important component of the epistemic culture of an educational psychologist is epistemic responsibility. The article discusses some difficulties that arise (may arise) in the process of implementing the anthropological approach in the system of continuous professional education “university – postgraduate education” of specialists in psychological and pedagogical profiles.

Keywords: anthropological approach, continuing professional education, educational psychologist, epistemic culture, epistemic responsibility.

References:

  1. Avtionova N.V., Nikitina N.I., Grebennikova V.M. Educational anthropology. Moscow, Perspective Publ., 2021. 194 p. (In Russian).
  2. Vidgof V.M. On the cultural and anthropological dimension of continuous education.Psychological, anthropological and cultural approaches to the system of continuous education. Tomsk, Tomsk State University, 1997. pp. 7-11. (In Russian).
  3. Vorobyova K.N. Anthropological approach to education. Pedagogy, 2007, no. 5, pp. 55-58. (In Russian).  URL: https://www.elibrary.ru/item.asp?id=15533832
  4. Galukhin A.V. Epistemological analysis of modes of authenticity in conditions of privileged access. Context and reflection: philosophy about the world and man, 2022, vol. 11, no. 1A. pp. 5-23. (In Russian). EDN: JAYDRN, DOI: 10.34670/AR.2022.92.82.001
  5. Grebennikova V.M., Nikitina N.I. Social-pedagogical, integrative-anthropological and technological aspects of the formation of an inclusive educational environment. Historical and social-educational thought, 2016, vol. 8, no. 4-2, pp. 119-126. (In Russian). EDN: XUWKJP, DOI: 10.17748/2075-9908-2016-8-4/2-119-126
  6. Ilgov V.I., Grebennikova V.M., Nikitina N.I. Deontological component in the social and pedagogical training of specialists in “helping” (socionomic) professions in the system of improving their qualification.  Pedagogical Journal, 2020, vol. 10, no. 3-1, pp. 305-313. (In Russian). EDN: AQKGHW, DOI: 10.34670/AR.2020.53.92.080
  7. Clifford W.K. Ethics of persuasion / trans. from English and note. Yu.V. Gorbatova, B.V. Faula. Philosophy. Journal of the Higher School of Economics, 2019, vol. III, no. 3, pp. 37-53. (In Russian). EDN: XBOSZJ, DOI: 10.17323/2587-8719-2019-3-15-36
  8. Kondakov A.M., Sergeev I.S. Education in a convergent environment: problem statement. Pedagogy, 2020, no. 12, pp. 5-22. (In Russian).  URL: https://elibrary.ru/item.asp?id=45694959
  9. Maksakova V.I. Educational anthropology. Moscow, Academy Publ., 2004. 208 p. (In Russian).
  10. Maslennikov E.V. Expert knowledge: Integration approach and its application in sociological research. Moscow, Nauka Publ., 2001. 203 p. (In Russian).
  11. Novikov V.K. Methodology and methods of scientific research. Moscow, Altair, MGAVT Publ., 2015. 211 p. (In Russian).
  12. Perkins D. How to become a genius, or the art of explosive thinking. Moscow, AST Publ., 2003. 320 p. (In Russian).
  13. Piaget J. Genetic epistemology. St. Petersburg: Peter Publ., 2004. 326 p. (In Russian).
  14. Pivoev V.M. Philosophy and methodology of science. Moscow, Direct-Media Publ., 2014. 321 p. (In Russian).
  15. Rakhlevskaya L.K. Pedagogical anthropology (human studies) in the system of continuing education: (History, theory, practice). Tomsk, TPGU Publ., 1997. 159 p. (In Russian).
  16. Rean A.A., Demyanchuk R.V. Methodological foundations of psychological support for a teacher at different stages of his professional and personal development. Russian psychological journal, 2016, vol. 13, no. 1, pp. 85-96. (In Russian). URL:  https://elibrary.ru/item.asp?id=26002165
  17. Ruzavin G.I. Methodology of scientific knowledge. Moscow, Unity-Dana Publ., 2015. 287 p. (In Russian).
  18. Simonova Zh.G. The essence of the epistemic approach as the basis for the development of cognitive activity of cultural studies students in the process of learning a foreign language. Bulletin of the Kostroma State University, 2009, vol. 15, no. 3, pp. 459-463.  (In Russian). URL: https://elibrary.ru/item.asp?id=15141545
  19. Slobodchikov V.I. Anthropological meaning of professional education (expert opinion). Organizational psycholinguistics, 2020, no. 4 (12), pp. 91-98. (In Russian). URL: https://elibrary.ru/item.asp?id=44876418
  20. Antoniades A. Epistemic communities, epistemes and the construction of wor1d. G1obal Society, 2003, vol. 17(1),  pp. 21-38.
  21. Coe R. What makes great teaching? Review of Underpinning Research. London, The Sutton Trust Publ., 2014. 57 p.
  22. Danielson Ch. The Framework for Teaching Evaluation Instrument. Princeton, NJ, The Danielson Group Publ., 2011. 104 p.
  23. Mihaly K., McCaffrey D.F., Staiger D.O. A Composite Estimator of Effective Teaching.  Seattle, WA, Bill & Melinda Gates Foundation RAND Corporation Publ., 2013. 51 p.
  24. Nikitina N.I., Galkina T.E., Agronina N.I. Personalized approach to professional development of “helping” professions specialists. Mediterranean Journal of Social Sciences, 2015, vol. 6, no. 5, S4,  pp. 437-445. DOI:10.5901/mjss.2015.v6n5s4p437

For citation: Volkhin S.N., Nikitina N.I., Vasilyeva T.V. An anthropological approach to the formation of the epistemic culture of educational psychologists in system of continuous professional education. CITISE, 2023, no. 3, pp. 424-434. DOI: http://doi.org/10.15350/2409-7616.2023.3.35

ЦИТИСЭ © 2024
ЭЛ № ФС 77 - 59069 / ISSN 2409-7616