Educational Milieu Formation: Social and Cultural Aspects
Author(s)
Eugenia V. Listvina*
ABSTRACT
This paper presents the interrelationship between the concepts of educational milieu and educational area, characterized by systematic, internal integrity. The attempt is also undertaken to specify the relationship of the educational milieu with the determination of the culture role in the education itself. The author notes the fundamental role of cultural and mental components inscribed in the very structure of the educational milieu in the process of getting education. In the context of educational process elements unification educational milieu contributes to the preservation of the socio-cultural persistent forms developed on the basis of cultural traditions.
This paper presents the interrelationship between the concepts of educational milieu and educational area, characterized by systematic, internal integrity. The attempt is also undertaken to specify the relationship of the educational milieu with the determination of the culture role in the education itself. The author notes the fundamental role of cultural and mental components inscribed in the very structure of the educational milieu in the process of getting education. In the context of educational process elements unification educational milieu contributes to the preservation of the socio-cultural persistent forms developed on the basis of cultural traditions.
Cite this paper
Listvina, E. (2014) Educational Milieu Formation: Social and Cultural Aspects. Open Journal of Social Sciences, 2, 56-58. doi: 10.4236/jss.2014.25012.
Listvina, E. (2014) Educational Milieu Formation: Social and Cultural Aspects. Open Journal of Social Sciences, 2, 56-58. doi: 10.4236/jss.2014.25012.
References
[1] Leonova, O.A. (2008) The Concept “Educational Area” and Its Regional Interpretation. Pedagogika, 6, 37. [2] Bekker, I.L. and Zhuravchik, V.N. (2009) The Educational Area as a Social and Pedagogical Category. Proceedings of the Penza State Pedagogical University Social Sciences, 12, 136-138. [3] Stepin, V.S. (2011) Civilization and Culture. SPGUP, St. Petersburg. [4] Bondarevskaya, E.V. (2000) Theory and Practice Person-Oriented Education. Rostov-on-Don. [5] Halbwachs, M. (2005) Collective and Historical Memory. Emergency Reserves, 2-3, 40-41. http://magazines.russ.ru/nz/2005/2/ha2.html [6] Podzorova, S.V. (2011) The Educational Milieu Is the Important Notion of Reality. Newsletter of the Classical Scientific Education, 1, 41-47. [7] Pirozhkov, V.V. (2014) Discussion of the Academy Fellow Stepin V.V. Book “Civilization and Culture” (the Materials of the Roundtable Discussion). Philosophy Issues, 1. http://vphil.ru/index.php?option=com_content&task=view&id=877&Itemid=52
[1] Leonova, O.A. (2008) The Concept “Educational Area” and Its Regional Interpretation. Pedagogika, 6, 37. [2] Bekker, I.L. and Zhuravchik, V.N. (2009) The Educational Area as a Social and Pedagogical Category. Proceedings of the Penza State Pedagogical University Social Sciences, 12, 136-138. [3] Stepin, V.S. (2011) Civilization and Culture. SPGUP, St. Petersburg. [4] Bondarevskaya, E.V. (2000) Theory and Practice Person-Oriented Education. Rostov-on-Don. [5] Halbwachs, M. (2005) Collective and Historical Memory. Emergency Reserves, 2-3, 40-41. http://magazines.russ.ru/nz/2005/2/ha2.html [6] Podzorova, S.V. (2011) The Educational Milieu Is the Important Notion of Reality. Newsletter of the Classical Scientific Education, 1, 41-47. [7] Pirozhkov, V.V. (2014) Discussion of the Academy Fellow Stepin V.V. Book “Civilization and Culture” (the Materials of the Roundtable Discussion). Philosophy Issues, 1. http://vphil.ru/index.php?option=com_content&task=view&id=877&Itemid=52