Didactogenias and stresses of innovations in higher education

M. ­R. Arpentieva; A. I. Tashcheva; S. V. Gridneva

doi:10.15372/PEMW20200323

Didactogenias and stresses of innovations in higher education

M. R. Arpentieva, A. I. Tashcheva, S. V. Gridneva

https://doi.org/10.15372/PEMW20200323

Full Text:

Abstract

The article is devoted to the stress of innovations, which is one of the main difficulties in the life of students and teachers in modern education. In addition to educational and professional stress, it is important to take into account the stresses of personal development and interpersonal relationships that are associated with «personal» or «intimate personal», as well as social aspects and levels of relationships in human life. The authors reveal the concept of the stress of innovations occurred and developed both in the process and as a result of introducing innovations. For students and teachers, innovations are both a situation generating stresses and crises at the personal, interpersonal and organizational levels, and a way to overcome such stresses, problems, and development crises. The study focuses on the prevention and correction of didactogenias (pediogenias and matetogenias in students and teachers). Various didactogenias are involved in the formation and development of personality, interpersonal and organizational stress disorders and crises, including innovation stresses. Stresses are a serious problem in the life of a modern person. They affect the physical, mental, social and spiritual and moral health of people. The work main objective is to study the extent of the stresses of innovations in universities and schools affected the academic and professional success of students, the activity of teachers, as well as their personal, interpersonal and organizational health. It is important to note the relationships of causes and consequences, as well as manifestations of the stresses of innovations arising in teachers and students at the personal, interactive, educational and organizational levels. It is significant as well to emphasize the need for systematic work to prevent, correct and overcome the stress of innovations. The authors consider the moral, social, physiological and psychological techniques to overcome stresses. They outline and propose various methods to control stress (prevent and overcome it). It is necessary to practice effective and productive methods of stress management both during the training process, and frameworks of special events.

Keywords

stress, innovation, pediogenia, matetogenia, didactogenia, eductogenia, stress coping, stress of innovations, students, teachers, crisis management, psychological assistance,

About the Authors

M. R. Arpentieva

Center for Psychological, Pedagogical, Medical and Social Assistance «Assistance»
Russian Federation

Mariyam R. Arpentieva – doctor of psychological sciences, associate professor, Academician of the International Academy of Education, teacher-psychologist of the State Treasury Institution of Kaluga Region

44, Dostoevskiy str., Kaluga, 248000

A. I. Tashcheva

South Federal University
Russian Federation

Anna I. Tashcheva – candidate of psychological sciences, associate professor of the Department of Personality Psychology and Consultative Psychology, head of the Psychological Service of the Academy of Psychology and Pedagogy

105/42, Bolshaya Sadovaya str., Rostov-on-Don, 344 006

S. V. Gridneva

South Federal University
Russian Federation

Svetlana V.Gridneva– candidate of psychological sciences, associate professor of the Department of General and Pedagogical Psychology of the Academy of Psychology and Pedagogy

105/42, Bolshaya Sadovaya str., Rostov-on-Don, 344006

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For citation: Arpentieva M.., Tashcheva A.I., Gridneva S.V. Didactogenias and stresses of innovations in higher education. Professional education in the modern world. 2020;10(3):4130-4145. https://doi.org/10.15372/PEMW20200323

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