Дипломная работа на тему "ТЮМГУ | Два взгляда на коррекционное образование: сравнение педагогического вклада Джона Дьюи и Антона Макаренко"

Работа на тему: Два взгляда на коррекционное образование: сравнение педагогического вклада Джона Дьюи и Антона Макаренко
Оценка: хорошо.
Оригинальность работы на момент публикации 50+% на антиплагиат.ру.
Ниже прилагаю все данные для покупки.
https://studentu24.ru/list/suppliers/Anastasiya1---1326

Описание работы

МИНИСТЕРСТВО НАУКИ И ВЫСШЕГО ОБРАЗОВАНИЯ РОССИЙСКОЙ ФЕДЕРАЦИИ
Федеральное государственное автономное образовательное учреждение высшего образования
«ТЮМЕНСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ» ШКОЛА ПЕРСПЕКТИВНЫХ ИССЛЕДОВАНИЙ (SAS) ТIОМГУ

РЕКОМЕНДОВАНО К ЗАЩИТЕ В ГЭК

ВЫПУСКНАЯ КВАЛИФИКАЦИОННАЯ РАБОТА
бакалаврская работа
TWO VIEWS ON CORRECTIONAL EDUCATION: А COМPARATIVE PERSPECTIVE OF ТНЕ PEDAGOGICAL WORК OF JOНN DEWEY AND ANTON МАКАRЕNКО / ДВА ВЗГЛЯДА НА КОРРЕКЦИОННОЕ ОБРАЗОВАНИЕ: СРАВНЕНИЕ ПЕДАГОГИЧЕСКОГО ВКЛАДА ДЖОНА ДЬЮИ И АНТОНА МАКАРЕНКО

46.03.01 История История

Тюмень 2023

DECLARATION OF ORIGINALITY
By submitting this research project, I hereby certify that: I am its sole author and that any ideas, techniques, quotations, or any other material from the work of other people included in my research project, published or otherwise, are fully acknowledged in accordance with the standard referencing practices of my major; and that no third-party proofreading, editing, or translating services have been used in its completion.
Evgeny Morokov

WORD COUNT: 10280
TABLE OF CONTENTS ABSTRACT 6
INTRODUCTION 7
HISTORICAL BACKGROUND 9
CHAPTER 1. HISTORIOGRAPHICAL REVIEW 13
1.1 CORRECTIONAL EDUCATION AS A REPRESENTATION OF INDIVIDUALISTIC VALUES 15
1.2 CORRECTIONAL EDUCATION AS A REPRESENTATION OF COLLECTIVISTIC VALUES 17
CHAPTER 2. METHODOLOGY 20
CHAPTER 3. INDIVIDUALISM AND COLLECTIVISM IN CORRECTIONAL EDUCATION 22
3.1 THE ROLE OF INDIVIDUALISM AND COLLECTIVISM IN CORRECTIONAL EDUCATION 22
3.2 CHALLENGES IN BALANCING INDIVIDUALISTIC AND COLLECTIVIST APPROACH TO CORRECTIONAL EDUCATION 23
CHAPTER 4. JOHN DEWEY’S PEDAGOGICAL WORK IN CORRECTIONAL EDUCATION 25
CHAPTER 5. ANTON MAKARENKO’S PEDAGOGICAL WORK IN CORRECTIONAL EDUCATION 29
CHAPTER 6. COMPARISON OF DEWEY’S AND MAKARENKO’S APPROACHES TO CORRECTIONAL EDUCATION 31
6.1 ANALYSIS OF SIMILARITIES AND DIFFERENCES BETWEEN DEWEY’S AND MAKARENKO’S VIEWS ON INDIVIDUALISM AND COLLECTIVISM IN EDUCATION 32
6.2 EVALUATION OF THE STRENGTHS AND WEAKNESSES OF THEIR APPROACHES IN CORRECTIONAL EDUCATION 33
CHAPTER 7. ANALYSIS OF THE REPRESENTATION OF INDIVIDUALISM AND COLLECTIVISM IN CORRECTIONAL EDUCATION 36
7.1 STRATEGIES FOR INCORPORATING BOTH APPROACHES IN CORRECTIONAL EDUCAITON 36
7.2 CASE STUDIES OF SUCCESSFUL CORRECTIONAL EDUCATION PROGRAMS THAT BALANCE INDIVIDUALISM AND COLLECTIVISM 38
CONCLUSION 41
BIBLIOGRAPHY 42

ABSTRACT
John Dewey and Anton Makarenko are two influential educators who have made significant contributions to the field of correctional education. Dewey's progressive educational philosophy emphasizes experiential learning, personal growth, and community involvement, while Makarenko's approach emphasizes collectivism, discipline, and self-governance. The purpose of this thesis is to compare and analyze the educational philosophies of John Dewey and Anton Makarenko in the context of correctional education. The study explores the strengths and weaknesses of each approach and evaluates the potential for a synthesis of both individualism and collectivism. By analyzing the literature on correctional education and drawing on case studies of successful programs, the study highlights the importance of personalized learning opportunities that emphasize both personal growth and community building. The findings suggest that successful correctional education programs can balance individualism and collectivism by providing incarcerated individuals with the opportunity to develop both individual skills and a sense of collective responsibility.

BIBLIOGRAPHY
1. Bowen, James. Soviet Education: Anton Makarenko and the Years of Experiment. Reprint., 1962. 232 c.
2. Dohn, Nina, Stig Hansen, and Soren Klausen. On the Concept of Context
// Education Sciences 8, no. 3, August 2, 2018. С. 111.
3. DeSipio, Louis, and Rodolfo O. De la Garza. Making Americans, Remaking America: Immigration and Immigrant Policy. Dilemmas in American Politics. Boulder, Colo: Westview Press, 1998. 156 c.
4. Dewey, John. Democracy and Education: An Introduction to the Philosophy of Education. Hollywood, CA: Simon & Brown, 2011. 457 c.
5. Dewey, John. Democracy in Education // The Elementary School Teacher 4, no. 4, 1903. C. 193–204.
6. Dewey, John. Impressions of Soviet Russia and the Revolutionary World: Mexico, China, Turkey, 1929. Edited by William W. Brickman. Comparative Education Studies. New York: Bureau of Publications, Teachers College, Columbia University, 1964. 282 с.
7. Forster, E. M. Aspects of the Novel. San Diego: Harcourt Brace Jovanovich, 1985. 176 с.
8. Freire, Paulo, and Paulo Freire. Pedagogy of the Oppressed. New rev. ed. Penguin Education. London: Penguin Books, 1996. 181 c.
9. Glasser, William. Reality Therapy: A New Approach to Psychiatry. 1. Harper Colophon ed. Harper Colophon Books 414. New York: Harper Colophon Books, 1975. 166 c.
10. Goodlad, John I. A Place Called School. Special 20th anniversary ed. New York: McGraw-Hill, 2004. 420 c.
11. Hirsch, E. D., Joseph F. Kett, James Trefil. Cultural Literacy: What Every American Needs to Know. 1st Vintage Books ed. New York: Vintage Books, 1988. 276 c.
12. Hofstadter, Richard. Anti-Intellectualism in American Life. Nachdr. Vintage Books. New York: Random House, 1963. 473 c.
13. Kohlberg, Lawrence, and Lawrence Kohlberg. The Psychology of Moral Development: The Nature and Validity of Moral Stages. 1st ed. Essays on Moral Development, v. 2. San Francisco: Harper & Row, 1984. 729 c.
14. Labaree, David F. Public Goods, Private Goods: The American Struggle Over Educational Goals // American Educational Research Journal 34, no. 1 January 1997. С. 39–81.
15. Makarenko, Anton Semenovich. The Collective Family: A Handbook for Russian Parents. [1st ed. in the U.S.]. Garden City, N.Y: Anchor Books, 1967. 368 с.
16. Makarenko, Anton Semenovich. Problems of Soviet School Education. University Press of the Pacific, 2005. 153 с.
17. Makarenko, Anton Semenovich. The Road to Life: An Epic of Education. Moscow: Progress Publishers, 1951. 261 с.
18. Noddings, Nel. Philosophy of Education. Fourth edition. Boulder, CO: Westview Press, 2016. 244 с.
19. Robinson, Ken, and Lou Aronica. The Element: How Finding Your Passion Changes Everything. New York: Viking, 2009. 274 с.
20. University of Pennsylvania. Inside-Out Center: Programs.
21. Vygotskij, Lev Semenovic, and Michael Cole. Mind in Society: The Development of Higher Psychological Processes. Nachdr. Cambridge, Mass.: Harvard Univ. Press, 1981. 180 с.
22. Westheimer, Joel, and Joseph Kahne. What Kind of Citizen? The Politics of Educating for Democracy. American Educational Research Journal 41, no. 2,