Being reflective about the genesis of concepts in today’s education, it is to be recognized the term “pedagogy of higher education” to be a sort of formal translation of an immanent Russian concept. But, in fact, if considering the today’s higher education like a sphere of massive school-like practices, including educational standards and processes, moral and spiritual education (which is often called “the upbringing”), stimulating activities of students and lecturers etc., we doubtless find out at universities a kind of “pedagogy for adults”. So, it seems to be necessary to proclaim, how such “pedagogy” should be constructed and substantialized.
Concentrating so many points of discussion in higher education, we may define just a few questions of great value, which may be stated as the fundamental ones, and responding them would give us a general view at the question entitled.
1. What is specific worldview towards higher education in the 21st century, given us by pedagogy; is this point of value and has it perspectives for development in the nearest future?
2. What are substantial correlates of pedagogy representations in social and humanitarian disciplines and practices? What methodology should back pedagogy ideas, rules and innovations?
3. What are main dispositions in the pedagogy knowledge, i.e., who, how, by what means and under what restrictions can develop the pedagogy representations (so-called “pedagogical sciences”) in today’s world?
To enease the discussion, let me propose to you short presentations, which were used within a context of a short course, named “Pedagogy of Higher Education”, that has been delivered at the Southern Federal University (Rostov-on-Don) in November and December of 2024.
1. The First Lecture. Presentation Лекция 1. Педагогика высшей школы как социально-гуманитарный феномен
2. The Second Lecture. Presentation Лекция 2. Категориальные основы педагогики высшей школы
3. The Third Lecture. Presentation Лекция 3. Современные принципы и парадигмы ПВШ
4. The Fourth Lecture. Presentation Лекция 4. Актуальная модель стандартизации образовательного ...
5. The Fifth Lecture. Presentation Лекция 5. Проблемы и перспективы воспитания в контексте ПВШ
6. The Sixth Lecture. Presentation Научно-методологические основы трансформации университетског...
Learning for living and working with others through adaptation
But it sounds quite universal, wether it touches school pedagogy or the pegaogy of higher education. Do we need to take into account subject peculiarities or professional standards? Specific traditions or culture inheritage? How this idea may be arranged within a context of lecturing, which is not designed for co-working?
Alexandre Bermous It can be reworded as follows: "Instruction in Higher Education;" or "Teaching in Higher Education."
@https://www.researchgate.net/profile/Zoncita-Norman Thank you, but in fact it sounds a little bit restrictive in respect to the initial idea: be it instruction or teaching, it includes only the teacher-centered processes, but not taking into account personality requirements and contexts for both teachers and students, as well as not admitting the self-processes and attributes (self-development, self-determination, self-efficacy etc.). Moreover, if including AI and digital infrastructure as a whole, we need to expand the concept of instruction, as is...
The pedagogy of higher education for the 21st century focuses on student-centered, technology-driven, and skills-oriented teaching approaches that prepare learners for a rapidly evolving world. Key elements include:
In essence, 21st-century higher education pedagogy emphasizes flexibility, engagement, and real-world readiness to empower learners in a dynamic global landscape.
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