{"title":"活动-交际范式作为分析教育过程的方法论基础","authors":"Сергій Возняк","doi":"10.24919/2522-4727.39.139572","DOIUrl":null,"url":null,"abstract":". The purpose of the paper is to implement a concrete synthesis of the activity and communicative paradigm. It has a parti-cular importance for philosophical and educational discourse. How to differentiate activities and communication basing on their ground in the educational sphere?","PeriodicalId":325161,"journal":{"name":"Problems of Humanities. Philosophy","volume":"19 2 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2018-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"ACTIVITY-COMMUNICATIVE PARADIGM AS A METHODOLOGICAL BASIS FOR THE ANALYSIS OF THE EDUCATIONAL PROCESS\",\"authors\":\"Сергій Возняк\",\"doi\":\"10.24919/2522-4727.39.139572\",\"DOIUrl\":null,\"url\":null,\"abstract\":\". The purpose of the paper is to implement a concrete synthesis of the activity and communicative paradigm. It has a parti-cular importance for philosophical and educational discourse. How to differentiate activities and communication basing on their ground in the educational sphere?\",\"PeriodicalId\":325161,\"journal\":{\"name\":\"Problems of Humanities. Philosophy\",\"volume\":\"19 2 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2018-08-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Problems of Humanities. Philosophy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.24919/2522-4727.39.139572\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Problems of Humanities. Philosophy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.24919/2522-4727.39.139572","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
ACTIVITY-COMMUNICATIVE PARADIGM AS A METHODOLOGICAL BASIS FOR THE ANALYSIS OF THE EDUCATIONAL PROCESS
. The purpose of the paper is to implement a concrete synthesis of the activity and communicative paradigm. It has a parti-cular importance for philosophical and educational discourse. How to differentiate activities and communication basing on their ground in the educational sphere?
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