Учебный англо-английский терминологический словарь психолого-педагогических терминов. English-english dictionary of psychological and pedagogical term
.pdfMichel Eyquem de Montaigne (1533–1592) – was one of the most influential writers of the French Renaissance, known for the essay as a literary genre and is popularly thought of as the father of Modern Skepticism. He became famous for his effortless ability to merge serious intellectual speculation with casual anecdotes and autobiography. His work «Attempts» contains some of the most widely influential essays ever written. Montaigne had a direct influence on writers over the world, including René Descartes, Blaise Pascal, Jean-Jacques Rousseau, Ralph Waldo Emerson, Friedrich Nietzsche, Stefan Zweig, Eric Hoffer and possibly on the later works of William Shakespeare. In his own time, Montaigne was admired more as a statesman than as an author. He is most famously known for his skeptical remark, «Quesçay-je?» («What do I know?» in Middle French; modern French Que sais-je?). Montaigne made an attempt to examine the world through the lens of the only thing he can depend on implicitly – his own judgment which makes him more accessible to modern readers than any other author of the Renaissance. Much of modern literary non-fiction has found inspiration in Montaigne and writers of all kinds continue to read him for his masterful balance of intellectual knowledge and personal story-telling.
Microsociety – is the community operating in a certain territory including a family, the neighbourhood, groups of contemporaries, the various public, state, religious, private and educational organizations, and also various informal groups of inhabitants.
Mode – provides a certain duration and alternation of various occupations, a dream and rest, including rest in the open air, a food intake regularity, performance of rules of personal hygiene.
Mollenhauer Klaus (1928–1998) – is one of the most important German pedagogical theorists of the post-war era. His work focused on questions of critical pedagogy and the cultural and historical nature of education and upbringing. Mollenhauer focused on the significant notion of the pedagogical relation. Mollenhauer’s Forgotten Connections: On Culture and Upbringing (1983) is internationally regarded as one of the most important German contributions to educational and curriculum theory in the 20th century. The text focuses on five principal questions, with each corresponding to one or more key terms from the text: Why do we want to have children?; What way of life do I present to children by living with them?; What way of life ought to
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be systematically represented to children?; How can I help children/young people to become self-starters and support their growth?; Who am I?; Who do I want to be, and how do I help others with their identity problems?
Monitoring in education – continuous supervision for process in education; for the purpose of detection of its compliance to desirable result or initial assumptions.
Montessori Maria (1870–1952) – Italian educator and physician. She was the originator of the Montessori method of education for young children and was the first woman to receive (1894) a medical degree in Italy. She pioneered in the instruction of retarded children, especially through the use of an environment rich in manipulative materials. The chief components of the Montessori method are self-motivation and autoeducation. Followers of the Montessori method believe that a child will learn naturally if put in an environment containing the proper materials. These materials, consisting of «learning games» suited to a child's abilities and interests, are set up by a teacher-observer who intervenes only when individual help is needed. The typical classroom in a Montessori school consists of readily available games and toys, household utensils, plants and animals that are cared for by the children, and child-sized furniture – the invention of which is generally attributed to Dr. Montessori. Montessori educators also stress physical exercise, in accordance with their belief that motor abilities should be developed along with sensory and intellectual capacities. The major outlines of the Montessori system are based on Dr. Montessori's writings: The Montessori Metho, Pedagogical Anthropology, The Advanced Montessori Method, The Secret of Childhood.
Mood – the steady, rather long emotional condition of the personal influencing on the mental processes, on all activity. Ability to supervise the mood is professionally significant ability of the teacher and represents itself as one of problems of education and self-education.
Moral – is a message conveyed or a lesson to be learned from a story or event. The moral may be left to the hearer, reader or viewer to determine for themselves, or may be explicitly encapsulated in a maxim.
Moral consciousness of the teacher – a special form of standard and estimated reflection of the moral relations of the teacher with surrounding
people during the professional activity.
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Morality (from the Latin moralitas «manner, character, proper behavior») – is the differentiation of intentions, decisions, and actions between those that are good (or right) and those that are bad (or wrong). A moral code is a system of morality (according to a particular philosophy, religion, culture, etc.) and a moral is any one practice or teaching within a moral code. The adjective moral is synonymous with «good» or «right». Immorality is the active opposition to morality (i.e. good or right), while amorality is variously defined as an unawareness of, indifference toward, or disbelief in any set of moral standards or principles.
E.g.: An example of a moral code is the Golden Rule which states that, «One should treat others as one would like others to treat oneself».
More Thomas (1478–1535) – known by Catholics as Saint Thomas More since 1935, was an English lawyer, social philosopher, author, statesman, and noted Renaissance humanist. He was an important councilor to Henry VIII of England and was Lord Chancellor. He is commemorated by the Church of England as a «Reformation martyr». He was an opponent of the Protestant Reformation and in particular of Martin Luther and William Tyndale. More coined the word «utopia» – a name he gave to the ideal and imaginary island nation, the political system of which he described in Utopia published in 1516. He opposed the King's separation from the Catholic Church and refused to accept the King as Supreme Head of the Church of England, a title which had been given by parliament through the Act of Supremacy of 1534. Intellectuals and statesmen across Europe were stunned by More's execution. Erasmus saluted him as one «whose soul was more pure than any snow, whose genius was such that England never had and never again will have its like». Two centuries later Jonathan Swift said he was «the person of the greatest virtue this kingdom ever produced», a sentiment with which Samuel Johnson agreed.
Morris Massey (born 1939) – is a sociologist, and producer of training videos. Morris Massey has described three major periods during which values are developed: 1. Imprint Period. Up to the age of seven, we are like sponges, absorbing everything around us and accepting much of it as true, especially when it comes from our parents. The confusion and blind belief of this period can also lead to the early formation of trauma and other deep problems. The critical thing here is to learn a sense of right and wrong, good and bad. This is a human construction which we nevertheless often assume would exist even if
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we were not here (which is an indication of how deeply imprinted it has become); 2. Modeling Period. Between the ages of eight and thirteen, we copy people, often our parents, but also other people. Rather than blind acceptance, we are trying on things like suit of clothes, to see how they feel. We may be much impressed with religion or our teachers. You may remember being particularly influenced by junior school teachers who seemed so knowledgeable – maybe even more so than your parents; 3. The Socialization Period. Between 13 and 21, we are very largely influenced by our peers. As we develop as individuals and look for ways to get away from the earlier programming, we naturally turn to people who seem more like us. Other influences at these ages include the media, especially those parts which seem to resonate with our the values of our peer groups.
Motivation – is a term that refers to a process that elicits, controls, and sustains certain behaviors. Motivation is a group of phenomena which affect the nature of an individual's behavior, the strength of the behavior, and the persistence of the behavior. For instance: An individual has not eaten, he or she feels hungry, as a response he or she eats and diminishes feelings of hunger. There are many approaches to motivation: physiological, behavioural, cognitive, and social. According to various theories, motivation may be rooted in a basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting, or a desired object, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as altruism, selfishness, morality, or avoiding mortality.
Myers-Briggs Type Indicator assessment (MBTI) – is a psychometric questionnaire designed to measure psychological preferences in how people perceive the world and make decisions. These preferences were extrapolated from the typological theories proposed by Carl Gustav Jung and first published in his book «Psychological Types».
N
National Minimum Standards – these describe the absolute minimum standard of service expected by the government, which fostering services must provide. They are used during inspections to check the regulations are being met. You can read the National Minimum Standards for Foster Care in England on the Department for Education website.
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Nonverbal communication – describes the process of conveying meaning in the form of non-word messages. Research shows that the majority of our communication is non verbal, also known as body language. Some of non verbal communication includes chronemics, haptics, gesture, body language or posture; facial expression and eye contact, object communication such as clothing, hairstyles, architecture, symbols infographics, and tone of voice as well as through an aggregate of the above.
O
Observation – ability of the person to concentrate attention on this or that object to notice and perceive essential, characteristic, and also hardly noticeable properties of the phenomena and subjects.
Ofsted – the Office for Standards in Education, Children’s Services and Skills (Ofsted) is the government body responsible for inspecting fostering services in the England. All independent fostering providers have to be registered with Ofsted.
One-child policy – (literally «policy of birth planning») – is the one-child limitation in the population control policy of the People's Republic of China (PRC). The Chinese government refers to it under the official translation of family planning policy. It officially restricts married, urban couples to having only one child, while allowing exemptions for several cases, including rural couples, ethnic minorities, and parents without any siblings themselves.
Oral communication – while primarily referring to spoken verbal communication, can also employ visual aids and non-verbal elements to support the conveyance of meaning. Oral communication includes speeches, presentations, discussions, and aspects of interpersonal communication. As a type of face-to-face communication, body language and choice tonality play a significant role, and may have a greater impact upon the listener than informational content. This type of communication also garners immediate feedback.
Orphan – child under the age of 16, whose parents have died or disappeared, who has been abandoned or otherwise separated from both parents, whose sole surviving parent is impoverished by local standards and incapable of providing that child with proper care and who has, in writing, irrevocably released the child for emigration and adoption.
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Orthodox pedagogics – the pedagogics developing points of education and training of younger generation in traditions of orthodox Christianity. Education through this context is considered more important, than pure education: education prepares soul for eternal life; education is necessary for the child’s adaptation to temporary life, to life on the earth. The important place in orthodox education is occupied byfamily. Orthodox pedagogics studies ways and methods of the prevention of social deviations among teenagers and youth.
Outlook – volume of interests, knowledge of the person.
Out-of-home care – child care, foster care or residential care provided by persons, organizations and institutions to children who are placed outside their families, usually under the jurisdiction of juvenile or family court.
Owen Robert (1771–1858) – is a Welsh social reformer and one of the founders of utopian socialism and the cooperative movement. Owen's philosophy was based on three intellectual pillars: 1) no one was responsible for his will and his own actions because his whole character is formed independently of himself; people are products of their heredity and environment, hence his support for education and labour reform, rendering him a pioneer in human capital investment; 2) all religions are based on the same ridiculous imagination, that make man a weak, imbecile animal; a furious bigot and fanatic; or a miserable hypocrite; (though in his later years he embraced Spiritualism); 3) support for the putting-out system instead of the factory system. His greatest success was in the support of the young, to which he devoted special attention. He was the founder of infant childcare in Great Britain, especially in Scotland. Owen first authored several essays in which he expounded on the principles which underlay his education philosophy.
P
Parent or caretaker – person responsible for the care of child.
Parental responsibility – all the rights, duties, responsibilities and powers which the law gives a parent in relation to their child. Mothers automatically have parental responsibility as do fathers if married to the mother when or after the child was born or by other legal agreements. Parental responsibility can also be given by the courts to others under orders such as special guardianship or adoption.
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Parochial school – school supported by a religious body. In the United States such schools are maintained by a number of religious groups, including Lutherans, Seventh-day Adventists, Orthodox Jews, Muslims, and evangelical Protestant churches. The Catholic parochial school system developed in the 19th cent. as a response to what was then seen as Protestant domination of the public school system in the United States. A group of American bishops met in the Third Plenary Council of Baltimore (1884) to plan for the establishment of a comprehensive parochial school system. Local churches were directed to establish elementary schools for the education of the parish children. In time a number of secondary, or high, schools, supported by a diocese and encompassing a number of parish schools, were also established. Both the elementary and secondary schools developed a religious curriculum emphasizing Catholic doctrine along with a secular curriculum very similar to that of the public schools. During the middle of the 20th cent., much of parochial education's traditional structure began to change. Beginning in the mid-1960s, Roman Catholic schools began to encounter severe financial problems; many parish schools were closed and the Catholic school population dropped sharply. Although parochial schools still account for the bulk of the attendance at private schools in the United States, their loss of students and their financial difficulties have forced them to seek aid from public sources, most often in the form of tax subsidies or credits for the parents of parochial school children. Under the «child-benefit theory,» government aid has been provided to the students of parochial schools, rather than to the schools themselves; by means of this compromise, the constitutional provision against aid to religious institutions is circumvented. In a number of cases, however, the U.S. Supreme Court has decided against state laws providing such aid to parochial schools, claiming that they violate the principle of separation between church and state.
Parsons Talcott – is an American theoretical sociologist; one of the major representatives of the structural-functional school of sociology. Parsons has drawn upon the work of M. Weber, E. Durkheim, A. Marshall, and V. Pareto, as well as upon modern systems analysis, cybernetics, and the semiotics of symbols. He supports the construction of a general analytic, deductive theory of human action as the basis for solving particular empirical problems. According to Parsons, human action is a self-organizing system. Parsons has constructed an abstract formalized model of a system of action that places the
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cultural, social, personality, and organism subsystems in relationships of mutual exchange. One of Parsons’ main ideas is the invariability of the set of functional problems, which always involves adaptation, goal attainment, integration, pattern-maintenance, and tension-management. The solutions to these functional problems is provided by specialized subsystems. Parsonian concepts have significantly influenced American sociology, including empirical research. His major works: Family Socialization and Interaction Process, Toward a General Theory of Action, The Social System, The Structure of Social Action, Economy and Society, Social Structure and Personality, Societies: Evolutionary and Comparative Perspectives, Sociological Theory and Modern Society.
Pathway plan – the pathway plan is completed as part of the leaving care process for each young person and includes any actions that have to be carried out by the responsible authority, foster carer, the young person themselves and any others involved.
Paul Gerhard Natorp (1854–1924) – a German philosopher and educationalist, considered one of the co-founders of the Marburg school of neo-Kantianism. He was known as an authority on Plato. In 1893 he became ordinary professor in philosophy and pedagogics at Marburg University. Natorp was as well an ambitious composer, who wrote chiefly chamber music (including a cello sonata, a violin sonata, and a piano trio). He also wrote some 100 songs and two choral works. He conducted a correspondence with Johannes Brahms, who dissuaded him from becoming a professional composer. His students included the philosopher and historian Ernst Cassirer, and the author of Doctor Zhivago, Boris Pasternak.
Pedagogical diagnosis – determination of the temper and quality of students’ abilities, the difficulties tested by them in study, deviations in behavior. It is based on the data of students’ development according to academic programs, supervision over their training, activity, studying of its results, etc.
Pedagogical innovation – the purposeful change in educational environment new elements (innovations), improving characteristics of separate parts, components of the educational system as a whole. All kinds of activity areclassified into pedagogical, providing pedagogical process, administrative; radical (based on essentially new ideas and approaches), combinatory (a new combination of known elements) and modifying (improving and
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supplementing existing samples and forms); local (changes of separate sites independent from each other or components), modular (the interconnected groups of several local), system (full reconstruction of system as whole); individual; external (outside of educational system), internal (are developed in educational system); process of development of an innovation (new means, method, technique, technology, program, etc.); search of ideal techniques and programs, their introduction into educational process and their creative reconsideration.
Pedagogical interaction – personal contact of the tutor and the student, casual or deliberate, private or public, long or short-term, verbal or nonverbal, having a consequence mutual changes of their behavior, activity, the relations, installations. Accusative can be shown in the form of cooperation when both parties reach a mutual consent and solidarity in understanding of the purposes of joint activity and ways of its achievement.
Pedagogical paradigm (from Greek «paradeigma» – an example, a sample) – a set of the theoretical, methodological and other installations accepted scientifically by community at each stage of pedagogics development, which are guided as an example (models, a standard) at the decision of pedagogical problems; certain set of instructions.
Pedagogical relation – refers to special kind of personal relationship between adult and child or adult or student that is different from other personal relationships. The pedagogical relation is marked by a number of characteristics: in the pedagogical relation the adult is directed toward the child; the relation is asymmetrical, unlike many other personal relationships (e.g. friendship); the adult is «there» for the child in a way that the child is not «there» for the adult; in the pedagogical relation the adult wants or intends what is good for the child's future. This relationship is oriented to what the child may become, but without being determined by adult plans or goals. The pedagogical relation comes to an end. The child grows up and the asymmetry of the relation (if it is still maintained) dissolves. As Klaus Mollenhauer explains, «upbringing comes to an end when the child no longer needs to be “called” to self-activity, but instead has the wherewithal to educate himself». In the pedagogical relation the adult is tactful. As Max van Manen and Jakob Muth explain, tact in this context often consists of holding back and waiting or maintaining a certain distance so that the child may act for him – or herself.
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Pedagogy – the profession of teaching. The activities of educating, teaching or instructing. Pedagogy is the art or science of being a teacher, generally refers to strategies of instruction, or a style of instruction. The word comes from the Ancient Greek.
Perception – is the organization, identification, and interpretation of sensory information in order to fabricate a mental representation through the process of transduction, which sensors in the body transform signals from the environment into encoded neural signals. All perception involves signals in the nervous system, which in turn result from physical stimulation of the sense organs. For example, vision involves light striking the retinas of the eyes, smell is mediated by odor molecules and hearing involves pressure waves. Perception is not the passive receipt of these signals, but can be shaped by learning, memory and expectation. Perception depends on complex functions of the nervous system, but subjectively seems mostly effortless because this processing happens outside conscious awareness.
Personal Education Plan (PEP) – the PEP is part of the child’s care plan and gives information about the arrangements that have been made for their educational and/or training needs by the responsible authority.
Personality – can be defined as a dynamic and organized set of characteristics possessed by a person that uniquely influences his or her cognitions, emotions, motivations, and behaviors in various situations. The word «personality» originates from the Latin «persona», which means mask. Significantly, in the theatre of the ancient Latin-speaking world, the mask was not used as a plot device to disguise the identity of a character, but rather was a convention employed to represent or typify that character. Personality may also refer to the patterns of thoughts, feelings and behaviors consistently exhibited by an individual over time that strongly influence our expectations, self-perceptions, values and attitudes, and predicts our reactions to people, problems and stress.
Personality psychology – is a branch of psychology that studies personality and individual differences. Its areas of focus include: constructing a coherent picture of the individual and the major psychological processes; investigating individual differences – how people are unique; investigating human nature – how people are alike.
Personality type – refers to the psychological classification of different types of individuals. Personality types are sometimes distinguished from personality
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