Scholarly record

STUDENTSВ’ SELF-DEVELOPMENT: THE SOCIO-PEDAGOGICAL CONCEPT

M. I. Rojkov, L. V. Bayborodova, V. V. Belkina, A. P. Chernyavskaya, L. N. Serebrennikov

Abstract

The article presents the conceptualization of the process of pedagogical influence on the student’s self-development, the existential approach as the basis of this influence, the essence of self-development, the criteria of readiness for self-development and classification of needs in self-development. The essential spheres of the human being – intellectual, emotional, motivational, spheres of self-correction, volition, self-realization, existential - are discussed. The content of socio-pedagogical support of self-development, and the principles of this process and the conditions for its effectiveness are conceived. Among principles are: principle of subjectivity, principle of the personaly-centered support, principle of conventiallity, principle of optimistic support strategy. Authors suggest a number of pedagogical techniques that lead to pedagogical influence on the students’ personal development such as encouragement, praise, approval, request, promotion to the activity; confidence, “trust in advance” of the individual; encouragement, not to mention mistakes; demonstrating empathy, sympathy, grief; an expectation of better results; involvement in activities according to students’ interests: the techniques of ‘hidden’ pedagogical support.

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DOI resolver: doi.org/10.5593/sgemsocial2018/3.4/S13.088

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