METHODOLOGICAL MODEL OF PSYCHOLOGICAL COGNITION IN MODULAR-DEVELOPMENTAL EDUCATIONAL INTERACTION
Andriy Hirnyak
West Ukrainian National University
https://orcid.org/0000-0003-3854-4866
Halyna Hirnyak
West Ukrainian National University
https://orcid.org/0000-0002-6985-3306
PDF 49-60 (Українська)

Keywords

modular and developmental system of learning
educational interaction
vita-cultural methodology
type of developmental exchange
style of developmental interaction
image of subjective reality
psychological mechanism

How to Cite

Hirnyak, A., & Hirnyak, H. (2022). METHODOLOGICAL MODEL OF PSYCHOLOGICAL COGNITION IN MODULAR-DEVELOPMENTAL EDUCATIONAL INTERACTION. PSYCHOLOGICAL JOURNAL, 8(1), 49-60. https://doi.org/10.31108/1.2022.8.1.4

Abstract

The study concerns a systematic methodological substantiation of a fundamentally new psychological solution to the scientific problem of the step-by-step deployment of modular-developmental educational interaction in the space of modern higher education institutions. It was stated that a higher school has a multi-parameter structure, multi-level organization and functionally optimizes personal growth and professional development of participants in the educational process. The strategic direction of a successful solution to this problem was the expansion of the object-subject format of scientific research. On the one hand, the understanding of the educational process is a psychologically based system of goals, tasks, forms, content, technologies, methods and tools of professionally organized education, on the other hand, the determination of psychological characteristics in a modular manner means a developmental interaction of participants in the educational process of higher education as a sequence of four periods of its innovative psycho-content support.

Methodologically, it is argued that modular-developmental interaction in the conditions of higher education activates the sequence of four types of exchange (informational-knowledge, normative-volitional, cyclical-meaningful, spiritual-meaningful) and their corresponding styles of developmental interaction (inhibitory, facilitative, moderating, spontaneous) of training participants as carriers of subjective reality in the ontological hypostases of the subject, personality, individuality, universe, forms of their mental activity (behavior, activity, learning, self-creation), psychological mechanisms of deployment of polydialogic interaction (activation, intensification, actualization, self-actualization), which are grounded in the epistemic framework of principles modular-developmental interaction (mentality, modularity, development, spirituality) and the psychological content of periods of a complete educational cycle and stages of the act of psychological cognition (informational-cognitive – situation, normative-regulatory – motivation, value-reflective – action, spiritual-creative – after-action).

Thus, the modular development system is based on an innovative scientific paradigm, which comes from a deep (purely psychological) and most progressive awareness of the process of socialization as a vita-cultural phenomenon. The subject of scientific knowledge here is the whole world of the psychocultural experience of mankind, in which numerous national traditions are related to the universal stereotypes, the essential characteristics of the spiritual life of society are diversified by abstract and logical forms of native culture, and scientific rationalism (laws, axioms, etc.) is organically combined with vitacultural taxa, aesthetic images and multivariate material meanings.

 

PDF 49-60 (Українська)

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