South Ural State University (RUSSIAN FEDERATION)
About this paper:
Appears in: EDULEARN16 Proceedings
Publication year: 2016
Pages: 9154-9157
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0099
Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain
The authors believe that the subject of the modern education is integrated in temporal processes not only as an observer, but mainly as a participant, and, to a large extent, the course of events depends on him. People have no power over physical time, but they can manage the organization, pattern and rhythm of their own lives. This dependence is purely reflected in the concept of subjective time. Authors understand the subjective time as a metrized duration that is substantially different from the objective time and reflects the chain of past, current, and expected events, states, and relations in our mind based on the information volume of our memory. The educational process efficiency depends heavily on the fact that traces of disappeared, “gone” events and states remain in neuronal structures of the brain and can be “extracted” and activated. The process of cooperative educational activity of subjects of education when the educating subject creates conditions and possibilities for the educated subject by direct or indirect interaction forms the educational space as a special unity of people. Based on methodology of eco-psychological approach in education the paper analyzes the semantics of the concept “educational space” in articles by Russian educational researchers and suggests the authors’ understanding of its structure. The authors give the brief retrospective review of establishing of the chronotope concept in the Russian science as a factor reflecting the continuous unity of space-time dimension associated with cultural and historical sense of events. Logical analysis of the stated concepts proves that sportization of school children’s physical education should be considered as a system-forming chronotope of health-forming space of the modern school. It determines the temporal interpenetration of physical and antropo-sociogenic subspaces (structural elements) forming the humane-personal interaction saturated with values, traditions and techniques of sports activity and health formation. Eventually, the influence of this chronotope unites the subspaces in an integral, open, and mobile health-forming educational space of school connected with subjective time of participants of education who are self-reflecting and responsible for health.
Time, space, chronotope, health-forming education, comprehensive school, sportization of physical education.