stryzhak oleksandr

8/12/2019 Stryzhak Oleksandr

1/27


2/27

The situation is reminds the biblical story ofthe mixing of the languages starting from thelevel of scientific disciplinary knowledge,and old approaches in education rather

aggravate the situation.

Modern civilization crisis is characterized by the growth of information in theaggravation regime and, as a consequence,

creates fragmented perception of theworld, the crisis of self-determination of both the individual and social groups,tensions in interethnic and interfaithrelations, in the relationship between manand nature, culture of science and cultureof humanities.


3/27

Quantity of academic disciplinesdata from the National Science Foundation

2000 - 8 000 disciplines(8 000 ways to search for reality)

XIII century 7disciplines,

(trivium and quadrivium)

1950 - 54 disciplines


4/27

To withstand the chaos, to develop strategies of behavior in it new prevention strategies of

education and new transdisciplinary meta-languageof horizontal connections are needed.

The integrity of

knowledge, as a priorityof new educationalapproaches have tosolve the problem oftwo cultures, to restorethe harmony of man andnature, to reduce social

alienation.


5/27

Charter of transdisciplinarity (Adopted at the First World Congress of Transdisciplinarity, Convento da

Arrabida, Portugal, 2-7 November 1994)

modern multiplication of academic and non-academicdisciplines leads to an exponential growth of knowledge,making global view of human existence impossible

current gap between the increasing quantitativeknowledge and the increasing impoverishment of the inneridentity leads to the birth of new forms of obscurantismwith incalculable social and personal consequences

historically unprecedented growth of knowledge increasesthe inequality between those who have and do not havethis knowledge, thereby creating growing inequalitywithin and between the peoples of our planet;


6/27

Charter of transdisciplinarity Authentic education can not put an abstraction above

other forms of knowledge. It should teach contextual,concrete and global approaches. Transdisciplinaryeducation revives the role of intuition, imagination,sensuality and the body in the transmission of theknowledge.

The cornerstone of transdisciplinarity - semantic andpractical unification of the meanings that are in the areaof intersection and are beyond different disciplines. Thisassumes the rationality of open thinking, reinterprets theconcept of "definition" and "objectivity." Extremeformalism and severity of definitions and proof of absoluteobjectivity, entailing the exclusion of the subject may onlyhave a life-denying consequences.


7/27

Three methodological principle oftransdisciplinarity:

1) The existence of levels of reality,2) The logic of the included middle,3) The understanding of reality, which is

expressed in the interpenetration of its variouslevels in each other

(Director of CIRET Basarab Nicolescu)


8/27

Transdisciplinarity provides network communication ofdisciplinary metasystems (self-organizing communication of theeducational environment)


9/27

Transdisciplinary education today is just beginning its way, to its field can beincluded many interdisciplinarysubjects: cybernetics, systems analysis,

anthropology, ecology, culture, conceptsof modern science, the theory of publicadministration ..........


10/27

United informationaleducational environment

(distr ibuted inf ormation resources )


11/27

META OBJECTS OFTRANSDISCIPLINARITY

PROPERTY

INTERACTION INTERPRETATION


12/27

TODOS T ransdisciplinary O ntology Dialog of O bject-oriented Systems

GENERAL THEORETICAL BASIS

Transdisciplinarity - performs classification andsystematization of formal understandings of the relationshipof individual disciplinary knowledge. Disciplinary knowledge

becomes fully prepared for its share in solving educational,research and practical problems of any difficulty andcomplexity.Ontology is explicit, clear, coherent specification ofconceptualization, where conceptualization acts as descriptionof the set of objects and relationships between them.Dialog is a form of socialization organization,communication, exchange of remarks (replicas) between twoor more people.


13/27

GENERAL THEORETICAL BASIS

Object-oriented approach - a special way of organizing

sets, objects of which may be members of different classes,that express common properties of objects.Systems - support interaction with the human culture thatserves to storage, structure and present information that is the

content of accumulated knowledge, and for its transmission, processing and mastering.

TODOS T ransdisciplinary O ntology Dialog of O bject-oriented Systems


14/27

TECHNOLOGICAL BASIS

KONSPEKT SYSTEM construction of terminological treesbased on the analysis of natural language text;

CONF OR SYSTEM generation of taxonomy of domain;

EDI TOR SYSTEM f ormation of ontological models;

ALTERNATIVE SYSTEM ontology of solving selectionproblems;

SEARCH ENGINE Search of lexical structures based onlinguistic processing of large amounts of text arrays;

L I NGUI STI C CORPS Electronic L ibrary with semantic relatedinf ormation arr ays associative search faci l i ties


15/27

A u

d i o , v i

d e o ,

m u

l t i m e d i a f i l e s

>1000000documents

Internetresorces

AchievedocumentsMass

Media

CLASSIFICATION

STRUCTURIZATION

SEMANTICALLY LINKEDINFORMATION ENVIROMENT

Libraries


16/27

STAGES OF FORMATION OFTRANSDICIPLINARITY SCIENCE AND

EDUCATION ONTOLOGIES

unstructured text; glossary; taxonomy; thesaurus;

ontology; transdisciplinary electronic libraries


17/27

Books Monographs Articles Manuals,Tutorials

Dictionaries

TaxonomiesThesaurus

EUCATIONALSTANDARTS

ONTOLOGIESNational Qualification

FrameworkEducational Qualification

CharacteristicsEducational Professional

ProgramsCurricula

Credit Modules

WORLD INFORMATION RESOURCES

TECHNOLOGICAL NQF FORMATION CYCLEBASED ON ONTOLOGIES


18/27

LIBRARY TRAINING MATERIALS


19/27

THE CREDIT MODULE TAXONOMY


20/27

LIST OF TRAINING PROFESSIONAL

SUBJECTS


21/27

EDUCATIONAL QUALIFICATIONCHARACTERISTIC TAXONOMY


22/27

SPECIALIZATION KNOWLEDGEINFORMATIVE CONTENT


23/27

FORMATION OF COMPETENCEDESCRIPTIONS


24/27

DESCRIPTORS TAXONOMY


25/27

T h l i l Ad f Th O l i U i h


26/27

Technological Advantages of The Ontologies Usage in theDevelopment of Educational Standards

Objectivity in the creation and context development of the unifiedaccumulation and transfer system between the levels of the NationalQualifications Framework curricula and credits;

Objective definition contexts of formation and development of thenational education system throughout working life;

Objective description of requirements to the practical competences(knowledge) from a unified standpoint;

Unification of quality assurance, assessment and recognition of learningoutcomes;

Objective assistance to educational institutions, professional trainingsystem, post-graduate, doctorate in planning and development of new

educational programs, consistent with the requirements of the nationallabor market; Ensuring the optimum context connectedness available national

developments in the educational (sectoral educational qualificationstandards) and professional (Reference professional qualification

characteristics and sectoral editions to it) classification spheres


27/27

Thank you for attention!

stryzhak oleksandr

Documents