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psychological-developing interaction
style of educational interactions
developmental learning system with modules
educational cycle
developmental learneducational cycleing system with modules
-psychological impact

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The article substantiates theoretically and methodologically the conceptual foundations of psychological developing interactions between participants of the educational process at higher school. The authors, within the life-cultural paradigm characterizing the normative worldview and socio-psychological contexts of specific-research work organization, reveal the main issues of psychological-developing interactions at education with the following structurally logical sequence: “a modularly developing learning system as an innovative psychological-social technology for national education humanization - developing interactions as a parity educational activity - classes of socio-psychological impact (cognitive-subjective influence, normative-personal mutual influence, value-individual self-influence, spiritual-universal self-creation) - varieties of the developing interaction content (psychological-pedagogical, educational- subject, methodological, instrumental, managerial- technological) - styles of educational interactions (facilitation, moderation, inhibition) – psychological didactical tools for educational interactions - psychological-art techniques for interpersonal interactions”.

The authors defend the thesis that the most promising technology for national education humanization is a developing learning system with modules, based conceptually on the problem-dialogic form of equal relationship between lecturers and their students. In these circumstances, the central link of the innovative educational process is not so much the training content but continuous developing interactions between lecturers and their students and the new educational ethics - parity educational co-activities. Thus, the professional work of all educational participants is provided by taking into account the psychological-pedagogical content of the various stages of a holistic modular development cycle; relevant interpersonal relationships are filled with life-cultural content; and learning stipulates creative searches, rule-making, mental modeling of life situations, moral choice strategies, reasoned defended of one’s own position, one’s own ideals and values. These developing interactions is oriented towards the parity cultural-creative work of lecturers and their students, when subjective, personal, individualistic and universal activities prevail alternately to establish equal partnership relations with open developmental dialogues as their essential characteristic. Such  dialogues play an important role for the formation of educational multi-motivation, thus students’ desires and motivational aspects are regulated and their internal desire to acquire, rethink, enrich and disseminate the best ethnic-national experience, to self-improvement and positive self-concept development  is awakened.


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