TEXT 2. Etimology of the word pedagogy

The word comes from the Greek means "child" and "lead"; so it literally means "to lead the child". In Ancient Greece pedagog was (usually) a slave who supervised the instruction of his master’s son (girls were not publicly taught). This involved taking him to school or a gym, looking after him and carrying his equipment (e.g. music instruments).

The Latin-derived word for pedagogy: child-instruction, is in modern use in English to refer to the whole context of instruction, learning, and the actual operation involved therein, although both words have roughly the same original meaning. In English the term pedagogy is used to refer to instructive theory; trainee teachers learn their subject and also the pedagogy appropriate for teaching that subject. The introduction of information technology into schools has necessitated changes in pedagogy; teachers are adopting new methods of teaching facilitated by the new technology. The late Malcolm Knowles reasoned that the term andragogy is more pertinent when discussing adult learning and teaching. He referred to andragogy as the art and science of teaching adults.

Vocabulary

 

Ancient

his equipment

 The Latin-derived word

appropriate for

adopting

pertinent

referred to

 

Древний

его оборудование

 Латинское производное слово

адекватный

принятие

подходящий

 TEXT 3.Academic degree

An academic degree, Ped. D., Doctor of Pedagogy, is awarded honorarily by some U.S. universities to distinguished teachers (in the U.S. and U.K. earned degrees within the instructive field are classified as an Ed. D., Doctor of Education or a Ph.D. Doctor of Philosophy). The term is also used to denote an emphasis in education as a specialty in a field (for instance, a Doctor of Music degree in piano pedagogy).

An academic degree is a position and title within a college or university that is usually awarded in recognition of the recipient having either satisfactorily completed a prescribed course of study or having conducted a scholarly endeavour deemed worthy of his or her admission to the degree. Academic degrees were first introduced during the Middle Ages and there was little differentiation between them. Scholarly training could be viewed as analogous to apprenticeship to a guild. The term of study before new teachers were admitted to the 'guild' of "Master of Arts", was the same as the term of apprenticeship for other occupations. Originally the terms "master" and "doctor" were synonymous, but eventually the doctorate came to be regarded as a higher qualification than the master degree.

The naming of degrees eventually became linked with the subjects read. Scholars in the faculties of arts or grammar became known as "master", but those in theology, medicine, and law were known as "doctor". As study in the arts or in grammar was a necessary prerequisite to study in subjects such as theology, medicine and law, the degree of doctor assumed a higher status than that of master. This led to the modern hierarchy in which the Doctor of Philosophy (Ph.D.), which in its present form as a degree based on research and dissertation is a development from 18th and 19th Century German universities, is a more advanced degree than the Master of Arts (M.A.). The practice of 'doctor' being the highest degree in virtually all faculties developed within German universities and spread across the academic world.

 

Vocabulary

 

An academic degree

instructive field

to denote

specialty

recognition

recipient

her admission

differentiation

analogous

admit

apprenticeship

doctorate

occupation

Ученая степень

поучительная область

обозначить

специальность

узнавание

реципиент

ее входная плата

дифференцирование

аналогичный

признать

ученичество

докторская степень

занятие

 

TEXT 4. Concept learning

Concept learning also known as category learning and concept attainment, is largely based on the works of the cognitive psychologist Jerome Bruner. Bruner, Goodnow, & Austin (1967) defined concept attainment (or concept learning) as "the search for and listing of attributes that can be used to distinguish exemplars from non exemplars of various categories." More simply put, concepts are the mental categories that help us classify objects, events, or ideas and each object, event, or idea has a set of common relevant features. Thus, concept learning is a strategy which requires a learner to compare and contrast groups or categories that contain concept-relevant features with groups or categories that do not contain concept-relevant features.

Concept learning also refers to a learning task in which a human or machine learner is trained to classify objects by being shown a set of example objects along with their class labels. The learner will simplify what has been observed in an example. This simplified version of what has been learned will then be applied to future examples. Concept learning ranges in simplicity and complexity because learning takes place over many areas. When a concept is more difficult, it will be less likely that the learner will be able to simplify, and therefore they will be less likely to learn. Colloquially, task is known as learning from examples. Most theories of concept learning are based on the storage of exemplars and avoid summarization or overt abstraction of any kind.

Vocabulary

Concept learning

concept attainment

defined concept attainment

to distinguish

various categories

concept-relevant features

observe

simplicity

avoid summarization

 

достижение понятия

определенное достижение понятия

различать

различные категории

особенности, важные для понятия,

наблюдать

простота

избегать резюмирования

 

TEXT 5. Creative Pedagogy

Creative Pedagogy is the science and art of creative teaching. It is a sub-field of Pedagogy, opposed to Critical pedagogy (just as creative thinking for example in Torrance Tests of Creative Thinking is opposed to critical thinking). Creative Pedagogy teaches learners how to learn creatively, become creators of themselves and creators of their future.

     Disambiguation

Creative Pedagogy should be differentiated (disambiguated) from Creative Education that is usually associated with teaching creativity as a subject (see Creative Education Foundation). Creative Pedagogy, on the contrary, can be applied to ANY subject, whether it is Math, Science, Language, or Economics and Finance. To some extent, one can state that subject does not matter, methodology (type of pedagogy) does: that’s why the introduction of creative methodologies changes the process of teaching/learning.

     Definition

The founder of Creative Pedagogy, Dr. Andrei Aleinikov, defined it in the form of formula of invention – a strict word pattern used to describe inventions for patenting in technology:

“Creative pedagogy that includes educational influence on the learner for acquisition of certain study material (subject) [as pedagogy in general] and differing from the above by the fact that in order to achieve higher efficiency of learning, the pedagogical influence is provided on the background of centrifugal above-the-criticism mutual activity in which the learner is raised from the object of [pedagogical] influence to the rank of a creative person, while the traditional (basic) study material is transformed from the subject to learn into the means of achieving some creative goal, and the extra study material includes the description and demonstration of the heuristic methods and techniques.”

The concept of Creative Pedagogy got noticed and cited by numerous educators - see external links below. The authors of Encyclopedic Dictionary not only included an article on Creative Pedagogy, but also commented on its unusual form – the formula of invention.

Creative Pedagogy

sub-field

critical thinking

creators

associate

be applied

methodology

a strict word pattern

provide

rank of a creative person

Encyclopedic Dictionary

 

Творческая Педагогика

подполе

критическое мышление

создатели

партнер

быть примененным

методология

строгая структура слова

обеспечить

разряд творческого человека

Энциклопедический Словарь

 

TEXT 6.Critical pedagogy

Critical pedagogy is a philosophy of education described by Henry Giroux as an "educational movement, guided by passion and principle, to help students develop consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action."

Based in Marxist theory, critical pedagogy draws on radical democracy, anarchism, feminism, and other movements that strive for what they describe as social justice. Critical pedagogue Ira Shor defines critical pedagogy as:

"Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse." (Empowering Education, 129)

Critical pedagogy includes relationships between teaching and learning. This proponents claim that it is a continuous process of what they call "unlearning," "learning" and "relearning," "reflection," "evaluation," and the impact that these actions have on the students, in particular students whom they believe have been historically and continue to be disenfranchised by what they call "traditional schooling."

Philosopher John Searle suggests that, despite the "opaque prose" and lofty claims of proponents, the true goal of critical pedagogy is "to create political radicals".  

Critical pedagogy

philosophy of education

recognize

authoritarian tendencies

connect knowledge 

the ability to take constructive

Habits of thought, reading, writing