Proceedings of the International Scientific Conference “Digitalization of Education: History, Trends and Prospects” (DETP 2020)

Typologies of Educational Interactions: From Last Century to the Digital Age

Authors
Ye.V. Korotaeva
Corresponding Author
Ye.V. Korotaeva
Available Online 13 May 2020.
DOI
https://doi.org/10.2991/assehr.k.200509.028How to use a DOI?
Keywords
interactions, pedagogical, educational, network, digital, typologies of interactions
Abstract
It is known that the nominations of certain phenomena of socio-cultural life, as a rule, reflect the most popular or most significant approaches to the described phenomena. The purpose of this article is to analyze the transformations of positions and roles of participants in educational activities (reflected in the relevant typologies), taking into account the objective circumstances that led to a particular approach to the interpretation of interpersonal interactions in the educational sphere. In the process of analyzing pedagogical theory and practice there has been identified four stages: the stage of reconstruction of psychological and pedagogical sciences (from the sixties to eighties of the previous century), the stage of integration of pedagogy and psychology within the educational process (the eighties-nineties of the previous century), the stage associated with the onset of modernization (the first decade of the 21st century) and the stage of “anticipatory practice” (which began in the second decade of this century, continued in the “digital age”). Each of the stages has its own characteristics, reflected in the interpretation of typologies of interactions of participants in the educational process. If more than half a century ago pedagogy operated with the most general approaches introduced from other humanities (such as styles of pedagogical communication), then over time these approaches became more precise, deep and justified (subject-object interactions, relationships of mutual responsibility, consistency of assessments of participants in the educational process, etc.). The change of socio-cultural policy actualized the attitude of society to the education system as a social institution. This, in its turn, has led to the emergence of new types of interactions in the practice of the educational process: partner interaction, network interaction, digital interaction, and so on. Thus, the typologies of interactions of participants in educational relations can be considered as a kind of indicator of the changes that are occurring in the national educational system.
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This is an open access article distributed under the CC BY-NC license.

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TY  - CONF
AU  - Ye.V. Korotaeva
PY  - 2020
DA  - 2020/05/13
TI  - Typologies of Educational Interactions: From Last Century to the Digital Age
BT  - International Scientific Conference “Digitalization of Education: History, Trends and Prospects” (DETP 2020)
PB  - Atlantis Press
SP  - 153
EP  - 157
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200509.028
DO  - https://doi.org/10.2991/assehr.k.200509.028
ID  - Korotaeva2020
ER  -