А. А. Малишева


У статті проводиться огляд закордонних досліджень освітніх концепцій з навчання дорослих, які можна використовувати у методології філософії освіти під час професійної підготовки молоді. Стисло описуються методологія феноменологічного та трансформативного навчання й наводиться досвід Азіатсько-Тихоокеанського регіону з опанування трансверсальних компетенцій.

Ключові слова: транскультурність, методологія освіти, трансформативне навчання, феноменологічна методологія, людиноцентричність, трансверсальні компетенції.


В статье рассматриваются зарубежные исследования образовательных концепций по обучению взрослых, которые могут быть использоваными в методологии философии образования во время профессиональной подготовки молодежи. Кратко описываюся методология феноменологического и трансформативного обучения, а также опыт Азиатско-Тихоокеанского региона по обучению трансверсальным компетенциям. Ключевые слова: транскультурность, методология образования, трансформативное обучение, феноменологическая методология, человекоцентричночть, трансверсальные компетенции.


Article reviewed conception in other country’s in the field of adult education as a powerful image for understanding how adults learn. It has attracted researchers and practitioners: by C. Rodgers, A. Maslow, R. Mey phenomenology methodology in the field of education (a human centered theory) the intent of this research is to come into a deeper understanding of the role that the phenomenology can play in transformative learning at young people profession preparing; «A Rational Transformation» by J. Mezirow and «Transformationas Individuation» by R. Boyd, that contribute to our understanding of transformative pedagogy. And a review of the empirical literature, also reveals a dearth of studies in this area in our country, based on UNESCO reporting’s about «Integrating transversal competencies in education policy and practice: How are teachers prepared/supported to facilitate acquisition of transversal competencies». It is reflect particular vision for education and a conceptual framework for understanding how they learn. Both the vision – the overall aims and values which guide our practices – and the conceptual framework represent sharp departures from what many practitioners have traditionally held to be the aims and processes of adult learning. When we seek transversal skills learning as the aim of what we do, we attend to processes of change already at work within persons and communities. If we are invited into these lives and enter into these processes, we may have some influence on what and how one learns, but it is important to remember that being invited does not insure adult learning. What adults learning means and how it is best fostered within formal learning settings varies considerably, depending on one’s theoretical perspective. My purpose here is to explore an abroad adult educational conception and provide a better understanding of how we can use them at young people profession preparing in methodology of philosophy of education.

Key words: transcultural, education methodology, transformative learning, phenomenology methodology, human centered, transversal skills.

Повний текст:



Вельш Вольфганг. Наш постмодерний модерн. Пер. з нiм. А. Л. Богачова, М.Д. Култаєвої, Л. А. Ситніченко. – Київ: Альтерпрес, 2004. – 328с.

Горбунова Л.С. «Філософія освіти для дорослих: університетські стратегії і практики». – Суми: Університетська книга, 2015. – 710 с.

Schгag, C.O. Rationality between modernity and postmodernity // S.K. White (ed). Life-World and Politiks: between modernity and postmodernity: Essays in Honor of Fred R. Dallmayr. – Notre Dame, Indiana, 1989. – P. 81-106.

Mezirow &Associates. (2000). Learning as transformation. San Francisco: Jossey-Bass.

Boyd, R. (1991). Personal transformation in small groups: A Jungian perspective. London: Routledge.

Boyd, R. & Myers, J.G. (1998). Transformative education. International Journal on Lifelong Education, 7(4), 261-284.


Preparing and Supporting Teachers in the Asia-Pacific to Meet the Challenges of Twentyfirst Century Learning. Regional Synthesis Report. 2016 by the United Nations Educational, Scientific and Cultural Organization, 7, place fe Fontenoy, Paris07SP, France and UNESCO Bangkok Office.(http://creativecommons.org/licenses/by-sa/3.0/igo/)

Yamagachi, S.Y., Yamamoto, Y., Ueno, A. and Enomoto, N. 2015. Integrating transversal competencies in education policy and practice: How are teachers prepared/supported to facilitate acquisition of transversal competencies? Country Case Study: Japan (Phase III). Prepared by the Tokyo Institute of Technology, for the Inclusive Quality Education Unit of UNESCO Bangkok. Unpublished.

Cepic, R. Considering Transversal Competences, Personality and Reputation in the Context of the Teachers’ Professional Development. International Education Studies; Vol.8, No. 2; 2015. Published by Canadian Center of Science and Education.

DOI: https://doi.org/10.5281/zenodo.842707


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