Polyparadigmatic approach in teaching philological disciplines in higher education

Chemezova Ekaterina Rudol'fovna ORCID: 0000-0002-6229-2243 PhD in Philology Associate professor, Department of Foreign Philology and Teaching Technique, Academy of Pedagogy and Humanities (branch) of V. I. Vernadsky Crimean Federal University in Yalta 298600, Russia, Republic of Crimea, village. Massandra, Stakhanovskaya str., 11, Department of Philology and Teaching Methods chemezova4@gmail.com Other publications by this author

Dronyakina Nadezhda Vladimirovna PhD in Philology Associate professor, Department of Foreign Philology and Teaching Technique, Academy of Pedagogy and Humanities (branch) of V. I. Vernadsky Crimean Federal University in Yalta 298600, Russia, Republic of Crimea, Yalta, Stakhanovskaya str., 11 n-dronyakina@mail.ru

Introduction. Modern pedagogy of the late twentieth and early twenty-first centuries. It is characterized by interdisciplinary integration, conducting comprehensive research that contributes to the emergence and formation of new non-traditional fields of scientific knowledge and scientific approaches ^[11]. Interdisciplinary integration acts as a synthesis of academic disciplines, combining the conceptual representations of these academic subjects, forming the educational content of the educational process aimed at solving problems of a different nature – theoretical, practical and methodological.

Exploring interdisciplinary integration in the Russian educational space, L. A. Shestakova identifies two main problems that are typical for both Russian and foreign pedagogical schools. Thus, the researcher refers to the first problem as "the development of student competence as a process of formation and development of his professionalism and practical application of knowledge" ^[4]. The second problem directly concerns "personal development, personal self-realization and the very practical application of competencies in a specific field of activity, which inevitably and everywhere includes the entire qualitative complex of human culture. ... The student's personal development in education today is carried out precisely through interdisciplinary integration" ^[4]. Currently, the modern model of a university graduate assumes the presence of a set of competencies, including universal, general professional and professional skills aimed at the formation of high qualifications and abilities of a graduate necessary for his successful activity and personal development. In this context, interdisciplinary integration in education plays an important role in the development of personality and the formation of a future professional.

According to Federal Law No. 273-FZ of 12/29/2012 (as amended on 02/17/2023) "On Education in the Russian Federation", the purpose of higher education is to ensure the training of highly qualified personnel in all major areas of socially useful activities in accordance with the needs of society and the state, meeting the needs of the individual in intellectual, cultural and moral development, deepening and expanding education, scientific and pedagogical qualifications ^[13].

In today's difficult political, economic, cultural and other situations, constant changes in various branches of scientific knowledge, once-imposed restrictions due to coronavirus infection, and then the situation in the world and the country with postcovid syndrome led to the rejection of the traditional approach to teaching a foreign language and literature and the search for effective innovative methods to form professional the competencies of the graduate.

It follows that at present pedagogy is not just a paradigmatic science, but a field in which many paradigms coexist simultaneously, that is, it is characterized by polyparadigmality ^[1].

In addition, the creation of a unified educational space at the university, the introduction of a system of level education and the transition to federal state educational standards require a change in the traditional pedagogical process and the adoption of new approaches to the organization of the educational process in higher education ^{[6, p.150]}.

The formulation of the purpose of the article, its relevance. Due to the situation with coronavirus infection that once existed in the world, which caused strict restrictions on movement and then the sanctions imposed against our country led to the setting of two primary tasks for the university – to ensure a continuous educational process and improve the quality of educational services and products. The sudden transition of all universities of the Russian Federation to distance learning has outlined a wide range of problems. It was not possible to solve these problems simply by replacing the traditional paradigm with any other, but required an integrated approach to finding solutions. Thus, the article attempts to reveal the specifics of the polyparadigm approach in higher education in the context of the pandemic and the post-coronavirus situation, in particular in teaching philological disciplines at the Humanitarian Pedagogical Academy (branch) in Yalta.

To prepare this study, methods of logical and theoretical analysis of scientific, pedagogical and methodological works, methods of systematization, generalization and interpretation of theoretical data, as well as methods of questioning and interpretation of the results of primary testing were applied. The approbation of the research results was carried out using the resources of the Humanitarian Pedagogical Academy (branch) CFU in the period from March 2020 to July 2022. 15 teachers of the Department of Foreign Philology and Teaching Methods, as well as 81 full-time students took part in the testing.

Presentation of the main material of the article. According to a paradigm that covers a certain range of problems, only a specific perception of the world and the solution of issues and problems within this circle are possible. Outside of this paradigm, proponents do not consider it. Therefore, in order to effectively solve a complex problem such as improving the quality of education, it is not enough to use only one pedagogical paradigm. Instead, it can be assumed that improving the quality of education is possible through the use of several pedagogical paradigms, each of which is focused on solving its own specific problems. In this regard, it can be argued that the use of a multi-paradigm approach can contribute to improving the quality of education in higher education. Nevertheless, it should be noted that at the moment, a multi-paradigm approach has not been sufficiently developed in the field of pedagogical research, especially in the context of the strategy for the development of higher education ^[8].

Scientific research confirms the prospects of applying a multi-paradigm approach in the context of education, in order to achieve higher results and effectiveness of pedagogical processes. These studies include the results of pedagogical experiments and observations conducted by various authors and described in various publications ^{[2; 5, etc.]}.

There are different classifications of paradigms in the theory of pedagogy. Some scientists distinguish five scientific and pedagogical paradigms (natural science, technocratic, esoteric, humanistic and polyphonic) ^[7], others – only two (traditional and humanistic) ^[12].

In the context of educational practice, humanistic pedagogy is a new pedagogical paradigm that focuses on the unique personality of the student and his self-development. This approach differs from the traditional one, which tends to pay more attention to purely educational aspects, without taking into account the needs and personality characteristics of the student. In humanistic pedagogy, the student is perceived as the central figure of the educational process, and his uniqueness and individuality are considered as an absolute value ^{[1, p.5]}.

According to O.G. Starikova's research, the humanistic paradigm is more appropriate to the civilizational needs and the general cultural picture of the world, reflecting the biological, social and humanistic essence of man ^[8]. Nevertheless, the analysis of higher education shows that almost all modern paradigms aimed at human self-worth have a humanistic approach. Consequently, the term "humanistic approach" requires scientific revision, since in its context a number of paradigms developing within its framework can be combined. Some educational paradigms, such as cultural, classical (traditional), personality-oriented (anthropological) and synergetic, are integrated into the humanistic paradigm in conceptual, methodological and structural-instrumental terms. The humanistic orientation cannot be the prerogative of any one paradigm. Previously, the humanistic paradigm was developed as an opposition to the technocratic paradigm, the inconsistency of which is now recognized by everyone. The humanistic paradigm has gone beyond a separate approach and has grown to a universal, general humanistic basis of modern education in accordance with civilizational progress, according to O.G. Starikova ^[8].

The results of the paradigm analysis performed by O. G. Starikova indicate that none of the accepted educational paradigms can be recognized as a reference or self-sufficient if it does not use the methods of other paradigms in its system. In addition, such an educational paradigm cannot be adapted to the needs of an innovative globalized society in education. To carry out an effective study of the strategic development of education, it is necessary to use a multi-paradigm approach that will allow you to outpace the development of educational activities. This approach promotes the use of different views on the problem through the method of comparative analysis of paradigms and allows you to identify and evaluate the potential of each of them for the development of an innovative strategy of higher education. He also defines priority relationships in the paradigm system as commonality of attitudes and consistency for the genesis of design rules and standards. The multi-paradigm approach opens up prospects for the scientific study of educational technologies, methods and solutions arising from the methodological requirements of the new strategy ^[8].

The strategic design of education uses an approach based on the post-non-classical methodology of science. This approach makes it possible to use the principles of multidimensionality, multivariance, irreversibility, processality and nonlinearity in the educational process ^[8]. The methodological foundations proposed by O. G. Starikova can be used to develop strategic forecasts and design the development of higher education. These foundations are based on a general humanistic basis and correspond to the main strategic goal of higher education, which is to ensure the multidimensional personal identity of students ^[8].

According to well-known scientific research, the innovative strategy of the university is inextricably linked with the socio-cultural educational environment, which promotes the stimulation of self-identification and self-development of creative personalities of students. At the same time, the polyparadigmatic approach allows us to consider a person in the socio-cultural environment of the university as an integral whole, which includes many factors, including external and internal, objective and subjective, socio-typical and individual. Creative potential is a defining quality of such a personality, which is formed as a result of the interaction of natural and social factors.

The university faces a new very difficult task – to ensure the functioning of the socio-cultural environment of the university in a pandemic with the use of remote technologies. Currently, there is an active transformation of educational technologies aimed at updating and searching for new methods that can lead to significant changes in the educational environment of a modern university. As part of this transformation, one of the main goals is to ensure the individualization of learning and a high level of information, educational, scientific and methodological support for the educational process, as well as its integrated informatization. In this regard, we carried out an analytical review of scientific works on the study of the potential of various educational technologies, which were subsequently introduced into the educational process in 2019-2020 (spring semester), 2020-2021, 2021-2022 and 2022-2023 academic years in teaching a block of philological disciplines on the basis of the Humanitarian Pedagogical Academy (branch) in Yalta.

The polyparadigmatic approach, studied and tested during the teaching of philological disciplines in the context of the pandemic and the updated Federal State Educational Standards, marked a new trajectory in considering various forms of interdisciplinary interaction during the activation of students' research activities as one of the forms of teacher and student work.

Based on the process of applying the polyparadigm approach, several dynamic paradigms should be identified:

1) Concentration;

2) Synthetic (ring);

3) Presaintive (centrifugal and diagonal type).

Fig. 1 Concentration paradigm

The concentration scheme of interaction is the borrowing of various approaches and knowledge about the subject of research from an interdisciplinary field in order to correlate information and analyze it.

Figure 2. The synthetic paradigm

The synthetic (ring) paradigm provides for the transition from basic knowledge about the subject of research to knowledge of an interdisciplinary field. Thus, the application of basic knowledge of philology with other scientific directions is carried out, the processing of material, the return and adaptation to the philological field of knowledge.

Fig. 3. Presaintive centrifugal and diagonal paradigms

In presaintive paradigms, a hypothetical product of pedagogical activity is formulated. The centrifugal paradigm assumes a movement away from the initially familiar philological scientific data, taking into account the further expansion of the field of knowledge. The diagonal presaintive paradigm presupposes a movement from initially familiar philological data to other radically opposite sciences in order to fix the sought-after meanings and further comparisons.

The analysis of the components and characteristics of educational technologies has shown the lack of a unified classification of both traditional and innovative technologies in the field of higher education. This creates obstacles for their targeted use in accordance with theoretical and practical needs. Problems also arise with the assessment of the innovativeness of individual technologies, as well as with the distinction between methods and technologies. The results of practical research have shown that technologies that promote the development of students' creative abilities and thinking and reflexive mechanisms provide the greatest innovative advantage.

In this regard, three main innovative technologies have been identified to optimize the educational process and ensure its high quality. This is the technology of concentrated learning, technologies for organizing teacher-student interaction, as well as modern information and communication technologies. Their use can significantly increase the effectiveness of the educational process and ensure its high quality.

1. In the context of concentrated learning, a specially organized learning process is assumed, which allows students to assimilate a large amount of educational information in a shorter period of time. To do this, the mechanisms of assimilation of information, the structure of its presentation, forms and time regime of classes are changing. In the proposed approach to concentrated learning, the school day is structured into 4 blocks of classes, in each of which the teacher conducts two pairs of one discipline, which contributes to a deeper study of the material and avoiding multi-subject in one school day.

2. Currently, radical changes are taking place in the technologies of organizing interaction between a teacher and a student in the educational process. These changes are associated with the development of innovative approaches in education and the transformation of the socio-cultural environment of universities. In this context, the effective organization of teacher-student interaction is based on the synthesis of institutional and multi-paradigm approaches. The institutional approach allows us to consider innovative technologies in education depending on the educational strategy of the university, and the multi-paradigm approach creates a problematic field for the study of educational activities through the synthesis of methods and technologies. The humanistic vector of innovative education sets the task for the teacher to change the attitude towards the student, who is now considered as an equal and active participant in the educational process and an expert in assessing the quality of education.

To achieve this goal, the technology of interaction organization is used, which is based on the individuality of the subjects of education and involves purposeful joint creative activity of the teacher and the student in designing and conducting the educational process in a sequence of several stages. Each stage involves solving a specific task using a number of precisely designated techniques and assumes a specific result that can be quickly identified. It is emphasized that the technology of interaction organization based on institutional and multi-paradigm approaches corresponds to the highest level of coordination of activities. Various aspects of educational interaction and types of interpersonal communication are used for its implementation.

Starting from the second half of the 2020-2021 academic year, the Humanitarian Pedagogical Academy (branch) inYalta switched to a mixed form of education: contact work in practical classes and distance learning in lecture classes, when performing independent work and current control tasks.

Let's consider some aspects of classroom and distance learning based on the practical experience of teachers of the Department of Foreign Philology and Teaching Methods. Thus, interactive and active methods of teaching philological disciplines are involved in contact (classroom) work in practical classes.

Interactive methods:

– an innovative method of foresight sessions in teaching foreign literature. The use of this method in classes in the disciplines of the literary block involves a discussion between the teacher and students about promising areas, trends in the further development of a trend in world literature, using the example of a review of a number of modern works of fiction by a particular writer, within national literature or in comparison with texts of literature from foreign countries.

– the innovative trend session method used in teaching foreign literature is aimed at identifying the problem field and helps to find a multi-level solution to the designated problem, which is formed by a trend in world literature.

– case method: practical case (modeling of a speech situation, game method, discussion); research case (project method, "anti-conference" method, or BarCamp (involves students making presentations on a specific problem and its further joint (group) discussion. In foreign language classes, the use of such case forms as a printed case and a video case is practiced.

Active methods in teaching philological disciplines are represented in the use of video, multimedia presentations, and the basket method (imitation of the situation).

3. Modern information and communication technologies on moodle and skype platforms. Note that many universities organize distance learning on the moodle platform ^[9].

In the distance learning form, in which lectures and independent work are conducted on the moodle, skype platforms, problem lecture, online testing, online survey, etc. are practiced.

In theoretical studies, distance learning is described as a special form of education characterized by interactive interaction of students with a dedicated educational system. In this process, students independently study materials with minimal intervention from the teacher, or without his presence at all. ^{[10, p.105]}.

In fact, the moodle platform became the information educational environment of the university, where forums were organized, educational video materials were studied, listening skills were monitored, tests were performed, and material was selected for messages on the topic accompanied by a presentation. The skype platform provided the opportunity to conduct online business games in foreign languages (English, French, German, Chinese), video conferences, webinars with native Chinese speakers, discussions on literature problems in foreign countries and the East.

Conclusions. This article outlines the main provisions that indicate that modern education recognizes the synthesis of various paradigms in the educational space of the early 21st century. The methodological principle of polyparadigmality does not deny the various pedagogical systems and indicates the natural changeability of educational paradigms. The polyparadigmatic nature of modern education does not act as a counterweight to a specific scientific and pedagogical paradigm, but reflects modern educational practice that meets the needs of modern society.