HUMANITARIAN FOUNDATIONS OF THE CONTENT OF EDUCATION AT RIGA CLASSICAL GYMNASIUM IN THE CONTEXT OF THE “EUROPEAN DIMENSION IN EDUCATION”

Authors

  • Roman Aliyev Riga State Classical Gymnasium
  • Zoja Chehlova University of Latvia
  • Mikhail Chehlov Riga Social Service
  • Ingrīda Keviša Latvian Academy of Culture

DOI:

https://doi.org/10.17770/sie2023vol1.7060

Keywords:

democratization, humanitarian approach, humanitarian model, humanization

Abstract

 

In the 21st century, humankind has realised that the future of civilization is related to the development of education. A person capable of acquiring knowledge and applying it creatively, as well as being able to participate in the process of creating and using new knowledge, can only be prepared by an effective future-oriented system of education.  Novelty of the research refers to the development of the structure of the content of education in the gymnasium as the relationship between didactics (knowledge and skills) and culture.  Culture is viewed as the interconnection of three cultures: social experience (universal human values), the culture of a student, and the culture of a teacher.  Research problem is the determination of the essence and structure of the content of education in the gymnasium in accordance with the new humanitarian paradigm of education as the relationship between didactics and culture, the basis for the development of student’s personality. The aim of the research is to analyse the humanitarian foundations of the content of education in the gymnasium in the context of the “European dimension in education”. The research method is theoretical analysis. The results of the research are as follows: the humanitarian foundations of the content of education in the gymnasium have been determined; the essence and structure of the content of education have been elaborated. On this basis, an effective system of profile education has been created for the development of student’s personality as a future professional and a European citizen having moral values.  The present study leads to the conclusion that the humanitarian foundations in the content of education correspond to the “European dimension in education”.  

 

Author Biographies

  • Roman Aliyev, Riga State Classical Gymnasium
    Riga State Classical Gymnasium, Headmaster, dr. paed.
  • Zoja Chehlova, University of Latvia
    University of Latvia, professor emerita, dr. paed.
  • Mikhail Chehlov, Riga Social Service
    Riga Social Srvice, social worker, dr. paed.
  • Ingrīda Keviša, Latvian Academy of Culture
    Latvian Academy of Culture; Department of Intercultural Communication and Modern Languages, docent; Dr. philol.

References

Alijevs, R. (2005). Izglītības filosofija 21. Gadsimts [Philosophy of education in the 21stcentury]. Rīga: Retorika A.

Alijevs, R. (2021). No zināšanām uz radošu domāšanu [From knowledge to creative thinking]. Mūsdienu izglītības pamatprincipi [Fundamental principles of contemporary education]. Tagad [Today], 12, 116-121. Rīga: Latviešu valodas aģentūra.

Chehlova, Z. (2006). The development of citizenship for Senior Form Students in the Schools of National Minorities. Citizenship Education: Europe and the World. London: CiCe.

Council of Europe. (1996). European Social Charter (revised). Retrieved from: https://www.coe.int/en/web/conventions/full-list?module=treaty-detail&treatynum=163

Čehlova, Z. (2002). Izziņas aktivitāte mācībās [Cognitive activity in learning]. Rīga: RAKA.

Čehlovs, M. (2011). Vidusskolēnu pašnoteikšanās attīstības humanitārie aspekti [The humanitarian aspects of the self-determination of secondary school students]. Rīga: RAKA.

European Union (2002). The treaty Establishing the European Community (consolidated version). Retrieved from: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A12002E%2FTXT

Matsumoto, D. (2007). Culture and Psychology. Wadsworth Publishing Company.

McCorkindale, A. S. (2018). Moments of Humanitarian Learning in Secondary School Students and their Educators [Doctoral dissertation, The University of Manchester]. Retrieved from: https://pure.manchester.ac.uk/ws/portalfiles/portal/85711881/FULL_TEXT.PDF

Ross, A. (2003). Introduction: Cultures, identity and education in Europe. London: CiCe.

Ross, A. (2006). Citizenship Education: Europe and the World. London: CiCe.

UNESCO. (1998). Education for the twenty-first century: issues and prospects. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000114766

Komenskij, J., Lokk, D., Russo, Zh., Zh., & Pestolocci, I. (1988). Pedagogicheskie nasledija [Pedagogical legacies]. Moskva: Pedagogika.

Neimatov, Y. (2002). Obrazovanie v XXI veke [Education in the 21st century]. Moskva: Algoritm.

Senko, Y. (1998). Gumanitarizacija - strategija razvitija pedagogicheskogo obrazonvanija v AGU [Humanitarian approach – a strategy for the development of pedagogical education in AGU]. Moskva: AGU.

Senko, Y. (2000). Gumanitarnie osnovi pedagogicheskogo obrazovanija [Humanitarian foundations for pegagogical education]. Moskva: Akademija.

Downloads

Published

2023-07-03