{"id":78123,"date":"2011-05-05T14:08:09","date_gmt":"2011-05-05T11:08:09","guid":{"rendered":"https:\/\/azbuki.bg\/?p=78123"},"modified":"2025-09-05T15:31:17","modified_gmt":"2025-09-05T12:31:17","slug":"sp-pedagogika-knizhka-5-2011-godina-xxi","status":"publish","type":"post","link":"https:\/\/foreignlanguages.azbuki.bg\/en\/pedagogics\/sadarzhanie-na-sp-pedagogika-2011\/sp-pedagogika-knizhka-5-2011-godina-xxi\/","title":{"rendered":"Pedagogy, Number 5\/2011, Volume 21"},"content":{"rendered":"

Southwestern University \u201eNeophyte Rilski\u201c \u2013 Current Challenges and Vision for the Future<\/h3>\n

Ivan Mirchev<\/strong>
\nRector of the Southwestern University \"Neophyte Rilski\"<\/em><\/p>\n

Prof. dr. Ivan Mirchev was born in Blagoevgrad and received a gold medal from the National High School for Humanities \"Sv. sv. Kiril i Metodiy\". He has a Master's degree in mathematics from Sofia University. His scientific interests lie in the fields of discrete mathematics, graph theory, discrete optimization and new educational technologies. He has been a part of the Southwestern University for 28 years now, following him qualifying for the position of assistant. He defended his doctorate in the field of separable sets. He became an associate professor in 1995 and then a professor in 2007. He has over 100 publications in specialized scientific journals in Bulgaria and abroad. He has written 12 textbooks on higher mathematics, several monographs and problem solving guides; he has been the scientific supervisor and compiler of four collections. He has specialized in Maastricht, Belgium, St. Petersburg and twice in London. He has served two consecutive terms as Vice Rector for Accreditation, Information Infrastructure and Publishing. He heads the Department of Informatics and is the Director of the Neophyte Rilski University Publishing House.<\/p>\nLog in to read the full text<\/a>\n

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From National Identity as Ambitious Goals<\/h3>\n

\u041cargarita \u041a\u043eleva<\/strong>
\nHead of the Faculty of Education<\/em>
\nSouth-West University \u201cNeofit Rilski\u201d \u2013 Blagoevgrad (Bulgaria)<\/em><\/p>\n

It is 1975. In Blagoevgrad a Pedagogical Branch of Sofia University has just been opened with two majors \u2013 \"Preschool Pedagogy\" and \"Primary School Pedagogy\". The preparation of students for the roles of preschool and primary teachers with the aim to receive a pedagogical higher education is about to commence.<\/p>\nLog in to read the full text<\/a>\n

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Neofit Rilski \u2013 Patriarch of Bulgarian Teachers and Writers<\/h3>\n

N. Filipova<\/strong>
\nSouth-West University \u201cNeofit Rilski\u201d \u2013 Blagoevgrad (Bulgaria)<\/em><\/p>\n

More than once in its 13-century history has the Bulgarian people faced events of key importance for its establishment.
\nOf vital importance for the people's spiritual development is the emergence of the new type of Bulgarian school during the Revival period. The spiritual processes of this period in our country are distinguished by an exceptionally national charge, which is connected to the overall spiritual appearance of Bulgarian society. The emerging Bulgarian Revival intelligentsia is distinguished by its complex and diverse ideological characteristics. \u201cAs a whole, it reflects the transitional nature of the processes and is the result of a very complex interaction of many objective and subjective, basic and superstructural factors.<\/p>\nLog in to read the full text<\/a>\n

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Principles of Interaction in Educational Environment (Historical and Pedagogical Synthesis)<\/h3>\n

Jordan Kolev<\/strong><\/p>\n

Historical and pedagogical analysis of classical ideas on the principles of interactions in educational environment shows that the conceptual pedagogical heritage dominates the perception of the child and teacher (adult) as equal entities that need to cooperate together in learning and self-development.<\/p>\nLog in to read the full text<\/a>\n

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Education in Postmodernity<\/h3>\n

Trayan Popkochev<\/strong><\/p>\n

The presented paper treats some questions appearing when we attempt to analyze the education in the light of the postmodern ideas and perceptions. The complicated ways of interaction between the modernity and the post modernity on the one hand, and the education content and technologies on the other, has been proved so far. This interaction, reflecting on these two educational system key components \u2013 content and technologies, is based not only on the influence of some modern concepts, but it is also a result of the educational specifics. For the moment the solutions have been seen only as separate units of aims and means.<\/p>\nLog in to read the full text<\/a>\n

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Polyfunctional Identification of Physical Education (Education)<\/h3>\n

K. Kostov<\/strong><\/p>\n

Introduction<\/strong>
\nNature has set motor activity to be a major constructive factor in the model of human development and improvement. In modern living conditions, however, this evolutionary model begins to change dramatically. Hypokinesia, which has permanently settled in the lives of people of all ages, leads to negative consequences for their health. The impact of immobility on the growing child's organism is of particularly negative consequence. In this regard, hopes for positive change from the earliest school age are understandably associated with physical education as a specific biosocial phenomenon, a sports-pedagogical process and an activity with a multifunctional and integrative essence.<\/p>\nLog in to read the full text<\/a>\n

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The Child in the Social World: Socio-Cultural Highlights and Decisions<\/h3>\n

\u041cargarita \u041a\u043eleva<\/strong><\/p>\n

The challenges of the child in a preschool in the contemporary public space alter the specifics of its childhood, creates needs and problems that have no analogue in the childhood of the past generations. In this sense, the successful place of the child\u2019s social world is associated with the humanization of the \u201cspace of childhood,\u201d the messages from the social environment, the formal and informal communication, the consumed social learning, the paradigm, oriented to the process of achieving these goals and not to the purposes of these.<\/p>\nLog in to read the full text<\/a>\n

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Concept for Creating a Technological Model of Building Competence for Identification of Gifted Children in Future Teachers<\/h3>\n

Dobrinka Todorina<\/strong><\/p>\n

Amongst the priorities of the 21st century is the turning of Europe into \u2018the most competitive and dynamic economic knowledge-based space in the world.\u2019 Thus, the contemporary educators need to be equipped with a wide range of competences among, including the competence of identifying gifted children.
\nTherefore on the basis of the studying of both theory and practice, an adequate technological model will be developed and applied in university teaching. The model consists of 2 modules for training, which include variants and varying characteristics.<\/p>\nLog in to read the full text<\/a>\n

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Interactive Teaching Methods in the Management of Mathematical Knowledge in the Primary Grades<\/h3>\n

A. Manova<\/strong><\/p>\n

In the last few years interactive teaching methods take up a wider and wider space both in the teaching process itself and in the scientific publications of pedagogues (didactics and methodologists). Some of them discuss questions of practical and applied nature [2; 4; 5], while with others [1; 6] the focus falls on revealing the essence, specifics and organisation of these methods. different classifications are applied as well.<\/p>\nLog in to read the full text<\/a>\n

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Aesthetical Education of Children from Preschool<\/h3>\n

E. Yanakieva<\/strong><\/p>\n

Organizing the subject-spatial environment surrounding the child is one of the most modern problems in the theory and practice of preschool education. It is solved from generally accepted positions because during this period of a person\u2019s life there are special tasks which we cannot approach with assessments and goals typical for later periods of personality development.
\nTherefore, psychological design in the theory of aesthetic education should develop ideas that can most fully meet the psychological needs of children of this age in particular. We believe that the psychological design of the object-spatial environment should be analyzed as one of the factors contributing to the overall development of the personality with its subjective world and subjective characteristics.<\/p>\nLog in to read the full text<\/a>","protected":false},"excerpt":{"rendered":"

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[…]<\/p>","protected":false},"author":124332423427287,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jnews-multi-image_gallery":[],"jnews_single_post":{"subtitle":"","format":"standard","video":"","gallery":"","source_name":"","source_url":"","via_name":"","via_url":"","override_template":"0","override":[{"single_blog_custom":"","parallax":"0","fullscreen":"0","sidebar":"","second_sidebar":"","sticky_sidebar":"0","share_position":"","share_float_style":"","show_share_counter":"0","show_view_counter":"0","show_featured":"0","show_post_meta":"0","show_post_author":"0","show_post_author_image":"0","show_post_date":"0","post_date_format":"","post_date_format_custom":"","show_post_category":"0","show_post_reading_time":"0","post_reading_time_wpm":"","show_post_tag":"0","show_prev_next_post":"0","show_popup_post":"0","number_popup_post":"1","show_author_box":"0","show_post_related":"0","show_inline_post_related":"0"}],"override_image_size":"0","image_override":[{"single_post_thumbnail_size":"","single_post_gallery_size":""}],"trending_post":"0","trending_post_position":"","trending_post_label":""},"jnews_primary_category":{"id":""}},"categories":[4204],"tags":[],"yoast_head":"\n\u0421\u043f. 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