PEDAGOGICAL EDUCATION AND SELF-DETERMINATION: REDEFINITION OF BOUNDARIES

نویسندگان

چکیده

The initial thesis of this article is to consider the contemporary cultural situation as hyperdynamic, transterritorial, and formed by a multiplicity mutually disproportionate worlds specifying person’s position in them, together with totality their inherent meanings, visions, relations, behavioral patterns possibilities self-determination. Such situational definition challenge established educational practice, prompting it dynamize diversify connections relationships at work within reorganize forms semiosis sign-symbolic mediators that support including texts specifically designed orient students. After critical evaluation mapping constructive basis for formation students’ orientation competence (leading discursive unification homogenization practices), authors attempt develop an instrument mediation highlights multidimensionality pedagogical positions subject several key requirements. These are follows: Orientation qualitative differences relations processes self-organization; abandonment absolute ability perceive environment panoptically; incorporation student’s self-organization techniques allow him/her build moving transforming coordinate systems actions relevant them process. semiotic construction mediator, ensure variability configurations reality, aims analytically, above all, explain differentiate political images production subjects minds Therefore, each these policies considered aimed establishing reproducing model certain anthropological type environment. This means area symbolic struggle different forms, which necessarily involve consciousness self-consciousness bearers structure. Thus, self-reference or self-referentiality becomes basic condition constructing reorganizing systems. form proposed uses fundamental distinction between humanistic (pedagogical, anti-pedagogical) posthumanistic genealogy subjects, emphasizing ontological specificity epistemological incommensurability. design text based on posthumanist (postmodernist) concepts search positive project “creates new development” rather than engagement dominant discourses education. authors’ textual experiment raises number research practice questions, those exposition ontologically heterogeneous education, overcoming effects reification statements due reproduction, clarifying self-referential psychological conditions self-determination subject.

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ژورنال

عنوان ژورنال: Education & pedagogy journal

سال: 2022

ISSN: ['2782-2575']

DOI: https://doi.org/10.23951/2782-2575-2022-2-15-41