Alma Mater
ISSN 1026-955X
Vestnik Vysshey Shkoly (Higher School Herald)
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Subjective learning as a deep postulate of the modern concept of higher (university) education

A.V. Kupavtsev
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UDC 37.01

DOI 10.20339/AM.02-24.076

 

Anatoly V. Kupavtsev, Cand. Sci. (Pedagogy), Docent, Associate Professor of Departments of Physics, Bauman Moscow State Technical University (BMSTY), e-mail: avkup@bk.ru

 

The phenomenon of subjective learning, discovered by Russian psychology and pedagogy as a higher educational technology of universities, has not, however, been actively developed and introduced into the system of higher professional education. The instinctive (instrumental) acquisition of types of activity experience is similar to the results of animal training. But a person masters all the wealth of socio-historical experience of the activities of previous generations of people, clothed in a word, thought, image. The appropriation of functional and operational mechanisms of a lifetime kind of socio-historical experience of human activity by an individual can be realized only in subjective learning in the form of individual self-study teaching actions and activities in general and cognitive self-assimilation of the conceptual provisions of science. Subjective learning will not take place in full without the student’s self-study in a scientific discipline and the active participation of the teacher as a mentor and supervisor. In the conducted exclusive pedagogical experiment, the search was carried out for the forms of the fundamentally new initiative type of educational practice being discussed — the subject-activity personalized self-learning of students to the conceptual appropriation of knowledge in dialogue with the teacher.

Keywords: subject of activity, subject learning of students, self-learning and self-study, mentoring in higher education with the guidance and control of subject learning

 

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