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- Systemogenesis of values of pedagogic activity within digitalisation of society
- Khodyrev A.M., Danilova L.N., Ledovskaya T.V., Solynin N.E. Systemogenesis of values of pedagogic activity within digitalisation of society. Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, 2020, vol. 26, № 4, pp. 5-13 (In Russ.). DOI https://doi.org/10.34216/2073-1426-2020-26-4-5-13
- DOI: https://doi.org/10.34216/2073-1426-2020-26-4-5-13
- УДК: 371:004
- Publish date: 2020-09-22
- Annotation: In a view of implementation of the concept of scientific and technological development in the Russian Federation, the problem of systemogenesis of pedagogue’s work and training is topical for modernisation of pedagogic education as an institution. Issues about origin and specifics of such values are still not quite clear in science, although they make the basis of goal-setting and updating of curriculums in pedagogic education. The digital transformation of the Russian society has generated new, "digital values" of pedagogic activities and has led to modification of traditional values in this area. Values as separate characteristics of pedagogic activities significant for a person are objective and do not depend on the person; instead, they influence people’s attitudes and actions. The values appearing and transforming due to digitalisation of the society and education require a revision of the theory and practice of organising educational activities. So it is of great importance, to identify traditional and post-traditional, the so-called "digital values" of pedagogic activities as well as mechanisms of formation and influence on the pedagogues’ training. These tasks are supposed to be solved by the scientific theory about transformation of the value content of pedagogic activities under digital modernisation of the society.
- Keywords: values, value orientations, digitalisation, „digital values” of pedagogic activity, axiology, education digitalisation axiology, pedagogic education, systemogenesis, “value gap”, post-traditional values of pedagogic activity, value risks of digital interaction.
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