Sense-didactics as a system implementation of the general theory of sense in the practice of the educational process

Abstract

The authors proceed from the assumption that, according to modern psychology and some other humanities, senses are the main unit of the person’s consciousness; they are the highest level of his/her life activity self-regulation. Hence it follows that sense-creation of learners must be a dominant orientation of the educational process and especially learning as the main mechanism of education. This circumstance requires solving of a number of practical problems in passing to a sense paradigm of the educational process. The teacher’s (lecture’s) acquisition of an inherently new didactic thesaurus within which he/she reinterprets classical concepts of the content, methods, technologies, and goal-setting of education is one of such problems. This involves the necessity of a corresponding transformation of traditional, cognitive competences of learners to sense-activity, sense-creative ones. Communication of the teacher and the pupil, the lecturer and the student changes considerably, becoming a sense resonance. The authors solve these and other problems systemically and completely connected with reconsideration of pedagogical practices on the basis of sense-creative activity of the educational process participants.