FRACTAL PEDAGOGY: ONTOLOGICAL MEANINGS AND METHODOLOGICAL POSSIBILITIES
Anatoly G. Madzhuga1, Irina A. Sinitsyna1, Guzel G. Kagarmanova1, Zugura I. Salyakhova1, Natalya N. Malyarchuk2
1Bashkir State University, 450076, Russia, Yfa, st. Zaki Vladi, 32
2Tumen State University, 625003, Russia, Tymen, st. Volodarskogo, 6
Keywords: фрактал, фрактальный подход, фрактальная система, холономный подход, фрактальная педагогика, фрактальный принцип структурной организации мира, самосозидание, принципы фрактальной педагогики, фасилятационная модель образования, здоровьесозидающий потенциал, интеллектуально-творческий потенциал, fractal, fractal approach, fractal system, holonomic approach, fractal pedagogy, fractal principle of structural organization of the world, self-creation, principles of fractal pedagogy, facilitation model of education, health- creative potential, intellectual-creative potential
Abstract
The article presents the theoretical and methodological preconditions of formation and development of a fundamentally new integrative field of knowledge, the fractal pedagogy. The authors examine and give a scientific substantiation of the principles of fractal pedagogy, for the first time present a definition of fractal pedagogy. A special attention is paid to the characteristics of the fractal principle of structural organization of the world and the description of the modern model of education based on the conceptual ideas of holographic, holonomic and fractal approaches. Describing the regularities of organization of educational process from the positions of the fractal approach, the authors emphasize the internal mechanism of actions of the educational process participants for self-creation, reveal the essence of the mechanism of management of the subject by fractal dynamics and present the specificities of manifestation of the intentional nature of the human psyche through the integration of the health-creative and intellectual-creative potentials.
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