DOI: 
http://dx.doi.org/10.15293/1813-4718.2502.10
UDC: 
37
Wiegel Narine L.
Доктор философских наук, Dr. Sci. (Philosophy), Assoc. Professor, Head of the Department of Philosophy with a Course in Bioethics and Spiritual Foundations, Medical Activity Rostov State Medical University of the Ministry of Healthcare of the Russian Federation, 22nara@mail.ru, Rostov on Don
Mettini Emiliano
Кандидат педагогических наук, Cand. Sci. (Pedagogy), Head of the Department of Humanities of Institute of World Medicine, Pirogov Russian National Research Medical University of the Ministry of Healthcare of the Russian Federation, emiliano@inbox.ru, Moscow

The Educational Space of the University as a way of Transmitting Socio-Cultural Dominants in Teacher-Student Relations

Abstract: 
The article actualizes the question of socio-cultural dominants in the relationship between teacher and student in the educational space of a modern university. It is important to realize that these dominants can significantly differ from region, country and even from a particular educational institution because they determine the way of interaction between all participants of the educational process influence the teaching style, assessment methods and on the teaching style, assessment methods and the curriculum. Purpose of the article. The aim of the article is to analyze the socio-cultural dominants in the educational space, which are a set of values, norms and traditions, formed under the influence of the social and cultural context and in turn influence the process of education and upbringing. Methodology and methods of research.The article uses analytical method of inquiring key factors defining dynamics of these relations: cultural traditions, norms and traditions, norms and values typical for university. As well social and psychological aspects of the interaction applying to them the various models and approaches often used in the educational process are inquired, including authoritarian and partnership teaching styles, underscoring their impact on the learning process and learning outcomes. Results of the study. The authors concluded that being aware of and taking into account sociocultural dominants allows educational institutions to develop more adapted and relevant approaches to teaching, which contribute to preparing students for successful integration into society. Conclusion. The article conclude that the most effective individualized approach in the pedagogical process and the introduction of flexible adaptive forms in the educational system.
Keywords: 
socio-cultural dominants; teacher-student relations; educational environment; pedagogy; communication; academic culture; educational values; gender aspects; teacher authority; student autonomy
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References: 

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