ANALYSIS OF SOCIO-CULTURAL DEVELOPMENT: ASSESSMENT SYSTEMS
УДК 159.9
Abstract
The paper is devoted to the problem of assessing socio-cultural competencies in modern education. A theoretical and experimental analysis of age-related risks of sociocultural transitivity in the adolescent subculture is presented. The analysis is carried out in the paradigm of transitivity psychology as a modern methodology of cultural psychology and developmental psychology. The issues of the relationship of value-semantic and socio-cultural development of schoolchildren are discussed. The hypothesis of the cultural rather than age nature of transitive relations in the value system is investigated. The study was carried out on the basis of longitudinal monitoring in the municipal system of general education. The results show a mismatch of social and cultural means of mastering experience.
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References
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Early P.C.& Ang, S. Cultural Intelligence: Individual interactions across cultures. Stanford, CA: Stanford University Press, 2003. P. 12–18
Kitayama S. & Cohen, D. Handbook of Cultural Psychology. Guilford, 2010. 930 p.
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Matsumoto D (Ed). The Handbook of Culture & Psychology. New York : Oxford University Press, 2001. P. 880.
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Shweder R. A. & Levine R. A. Culture theory: Essays on mind, self, and emotion. Cambridge : Cambridge University Press, 1984. 376 p.
Schwartz S. H., Bilsky W. Toward a theory of the universal content and structure of values: Extensions and cross-cultural replications // Journal of Personality and Social Psychology, 1990. No. 58, P. 878–891.
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Zimnyaya I.A. Key Competencies - A New Paradigm Of Education Result Text // Higher Education, 2003. No. 5. P. 34–42.
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