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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Problem of the formation of an inclusive community and paradigm in the study of creativity 1017

Shemanov A.Yu., PhD in Philosophy, Head, the Laboratory of Problems of Social and Cultural Rehabilitation, Moscow, Russia, ajshem@mail.ru
Abstract
We discuss the problem of an inclusive community as the basis of the effectiveness of inclusion in education and aesthetic value of creative activity for the formation of such a community. The analysis of the socio-constructionist approach to inclusion shows that the understanding of an inclusive community is contradictory. We discuss the importance of aesthetic creativity to create an inclusive community and its relationship to the utilitarian material and practical activities in the context of social relations system and life-world of people (according to J. Habermas). Starting from the We-paradigm, reconsidered in compliance with L.S. Vygotsky cultural-historical theory (by V.P. Glavenu), we prove that participation in aesthetic (especially theater) activity opens the possibility of the development of student subjectivity and restores the disturbed by the alienation dialogue of social system and local communities, based on the creative reconstruction of symbolic resources of the world. We list the demands to the organization of creative aesthetic activity, based on this understanding, and affirm the need of non-formal teaching of art in school, as well as in the system of additional education.

Keywords: inclusion, education, social model of disability, socio-cultural community, aesthetic creative activity, social system, life-world, alienation, formation of subjectivity

Column: Methodology of inclusive education

For Reference

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