Volume 5, Number 3, 2020, P. 341–352
[ PEDAGOGICAL SCIENCES ]
Article (file: pdf, size: 565 KB, downloads: 236)
The article considers the challenges caused by COVID-19 in the sphere of practical pedagogics and philosophy of education. The virus has highlighted inequality and injustice in many areas of cultural, social, economic and political life of the developed countries. Challenges facing health care caused by spread of a novel coronavirus have resulted in severe disruptions and problems in school training in different countries of the world, including the United States of America. Coronavirus has become an incredible test of digital readiness of educational institutions: the educational process has been disrupted for more than a billion students and schoolchildren from 160 countries. Within the framework of «Help to Study at Home» program, the Russian Ministry of Education provided almost half a million Russian students with computers for distance learning in connection with the transition of schools to home education with elements of distance education, and supplied the necessary equipment for children and teachers who were not able to purchase gadgets. The crisis solutions in education require a radical change of the viewpoint on the prevailing attitudes in pedagogics and philosophy of education. It is necessary to find out the importance: a) knowledge online, face-to-face, or hybrid training; b) the feature of cognitive, social and emotional transitions of students to new learning platforms. This is how an interest in educational technologies, support for teachers and substantiation of innovations in the philosophy of education is initiated. Opponents of a distant form of education speak of failure in children’s socialization, in education, in organization of scientific societies and creative groups. In turn, the philosophy of education should offer a flexible and concrete solution to problems.
СOVID-19, health care, education, distance education, online learning issues, educational technologies, history of philosophy of education
Anatoly S. Kolesnikov, Dr. Sci. (Philosophy), Professor of History of Philosophy Department, St. Petersburg State University, Institute of philosophy, St. Petersburg, Russia
The study has been implemented with the support of the fund RSF No17-18-01440–Anthropological dimension of the history of philosophy.
Kolesnikov A.S. (2020) Covid-19, practical pedagogy and philosophy of education. Sotsial’naya kompetentnost’ = Social Competence. T. 5. No. 3. С. 341–352. (In Russ.)
- Arias M.B. (2020) Internet disparity challenges schooling for all. Center for Applied Linguistics (CAL) Commentary. Available from: http://www.cal.org/news-and-events/in-thenews/internet-disparity-challenges-6_1_2020 (Accessed 28th May 2020).
- Blake N., Smeyers P., Smith R., and Standish, P., (eds.) (2003). The Blackwell Guide to the Philosophy of Education, Oxford: Blackwell.
- Beregovaya O.A. (2019) Chinese philosophy of education: between tradition and modernization. Obshchestvo: filosofiya, istoriya, kul’tura = Society: philosophy, history, culture. No. 5. P. 36–40. (In Russ.)
- Beregovaya O.A., Palisheva N.V. (2020) At the crossroads of the west and the east: a philosophical understanding of education in colonial India. Vestnik Tomskogo gosudarstvennogo universiteta = Tomsk State University Journal. No. 455. P. 157–162. (In Russ.)
- Brown A.M. (2017). Emergent strategy: Shape change, changing worlds. AK Press.
- Cochran-Smith M., Ell F., Ludlow L., Grundof ff L., Aitken G. (2014) The challenge and promise of complexity theory for teacher education research. Teachers College Record. Vol. 116. No. 5. P. 1–38.
- Freire P. (2000). Pedagogy of the oppressed (30th anniversary ed.). Continuum. (Original work published 1970).
- Kay Jilly Boyce, Wood Helen. (2020) Cultural commons: Critical responses to COVID-19. Part 2. European Journal of Cultural Studies. Aug. 30. | Online First.
- Methods in philosophy of education (2001), edited by Frieda Heyting, Dieter Lenzen, and John White. London; New York: Routledge.
- O’Connor J. (2020) Art and culture after Covid-19. Available from: https://wakeinalarm.blog/2020/04/09/art-andculture-after-covid-19 (Accessed 15 th May 2020).
- Operating schools during COVID-19: CDC’s Considerations (2020). Available from: https://www.cdc.gov/coronavirus/2019-ncov/community/schoolschildcare/schools.html (Accessed 17 th May 2020).
- Page S. (2020) Back to school? 1 in 5 teachers are unlikely to return to reopened classrooms this fall, poll says. USA Today. Available from: https://docs.google.com/document/d/10RBEPf8Swm43Jtl7uz3GN2w40czC_0J7LZCsFrINkMc/edit (Accessed 26 th May 2020).
- Palmer A. (2003) Advisery Editors Liora Bresler and David E. Cooper. Routledge. London and New York.
- Patel L. (2016). Decolonizing education research: From ownership to answerability. Routledge.
- Phelps G. (2009). Just knowing how to read isn’t enough! Assessing knowledge for teaching reading. Educational Assessment, Evaluation and Accountability 21. No. 22. P. 137–154.
- Rauf D.S. (2020) Rapid deployment of remote learning: Lessons from 4 districts. Education Week. Available from: https://www.edweek.org/ew/articles/2020/03/19/rapiddeployment-of-remote-learning-lessons-from.html (Accessed 04 th June 2020).
- Richmond G., Bartell T., Cho C., Gallagher H.A., He Y., Petchauer E., Cardenas-Curie, L. (2020) Home/School: Research imperatives, learning settings, and the COVID19 pandemic. Ed Prep Matters. Available from: https://edprepmatters.net/2020/05/home-school-researchimperatives-learning-settings-and-the-covid-19-pandemic/ (Accessed 15 th May 2020).
- Shulman, L.S. (1986) Those who understand: Knowledge growth in teaching. Educational Researcher. Vol. 15. No. 2. P. 4–14.
- Snowden D., Boone M. (2007). A leader’s framework for decision making. Harvard Business Review. Available from: https://hbr.org/2007/11/a-leaders-framework-fordecision-making (Accessed 20 th May 2020).
- Trevors Greg, Duffy Melissa C. (2020) Correcting COVID19 Misconceptions Requires Caution. Educational Researcher. September 8.
- Tuck E. (2016) Foreword. In Patel L. (ed.), Decolonizing education research: From ownership to answerability (pp. xii-xv). Routledge.
- United Nations. (2020) The impact of COVID-19 on children [Policy brief]. Available from: https://unsdg.un.org/sites/default/files/2020-04/160420_Covid_Children_Policy_Brief.pdf (Accessed 13 th May 2020).
- Van Lancker W., Parolin Z. (2020) COVID-19, school closures, and child poverty: A social crisis in the making. The Lancet. Vol. 5. No. 5. P. 243–244.
- Zapp Mike, Lerch Julia C. Imagining the World: Conceptions and Determinants of Internationalization in Higher Education Curricula Worldwide Sociology of Education. Journals.sagepub. P. 1–21.