Eclectic Organization of School Educational Environment as a Factor of its Instability

Polivanova N.I.; Rivina I.V.

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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: https://doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Psychological Science and Education
2009. Vol. 14, no. 2, 52–61
ISSN: 1814-2052 / 2311-7273 (online)

Eclectic Organization of School Educational Environment as a Factor of its Instability ⁹⁶⁵

Polivanova N.I.
PhD in Psychology, Leading Researcher at Psychological Institute of Russian Academy of Education, Moscow, Russia

Rivina I.V.
PhD in Psychology, Senior Researcher at Psychiological Institute of Russian Academy of Education, Moscow, Russia
e-mail: irinarivina@mail.ru

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The article presents resume of a five-year study of educational environment in a private residential school with a religious orientation where an attempt was made to administratively merge humanistic and authoritarian paradigm of teaching. Features of the orthodox educational environmental functioning, children emotional attitude to the teaching and their cognitive activity in the classroom were studied. Results indicate that eclectic combination of contrary directed paradigms of education leads to a conflict between main subjects of educational environment, and as a result to negative experiences for children in the classroom and to decrease of their cognitive motivation.

Column: Risks in Education

For Reference

Polivanova N.I., Rivina I.V. Eclectic Organization of School Educational Environment as a Factor of its Instability . Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2009. Vol. 14, no. 2, pp. 52–61. (In Russ., аbstr. in Engl.)

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