WERNER LOH's BIOGRAPHICAL THEORY OF UPBRINGING

G.Ye. Soloviyev
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Abstract

The article is devoted to the biographical theory of upbringing developed by the German educator W. Loh in the 70-s of the twentieth century. Upbringing is analyzed by the author in the context of a person's life experience as the main anthropological concept of pedagogy. A person's life experience is considered as a certain scheme of education. Human upbringing is the assistance that helps the growing generation to overcome the biographical situations during the course of life. The article provides a description of the stages of a person's biographical development and the necessary competencies that allow him/her to overcome life and learning situations. The main role of an educator is to help a student in his or her idea of self-actualization and successful self-realization in life. An important condition of education is pedagogical conception that allows one to take a child in the context of his/her life experience and development tasks defined by the life age. An educator is seen as a significant Other that has the strongest influence on a student and becomes a symbolic figure in the long-life formation of a person.
陆维纳的成长传记理论
本文主要研究20世纪70年代德国教育家w.l h提出的成长传记理论。作为教育学的主要人类学概念,作者在一个人的生活经历的背景下分析了教养。一个人的生活经历被认为是一种特定的教育方案。人的教养是帮助成长中的一代克服人生过程中所遇到的种种困难的一种帮助。这篇文章描述了一个人的人生发展阶段,以及使他/她能够克服生活和学习困境的必要能力。教育工作者的主要作用是帮助学生认识到自我实现的概念,并在生活中成功地实现自我。教育的一个重要条件是教学观念,它允许人们把孩子放在他/她的生活经历和由生活年龄定义的发展任务的背景下。教育工作者被视为对学生影响最大的一个重要的他者,在一个人漫长的生命形成过程中成为一个象征性的人物。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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