Преживяването като възпитателен медиатор: емпирични очертания на отношението към различието в педагогически организирана ситуация
Experience as an Educational Mediator: Empirical Outlines of an Attitude Towards Difference in a Pedagogically Organised Situation

Summary/Abstract: The study explores the role of pedagogically organised experience in the formation and expression of an attitude towards difference. Experience is examined as an educational mediator when it is included in a process of reflection, expression of attitude and participation in togetherness. The empirical basis includes a selected segment of a broader study on a pedagogical model for social-emotional development and inclusion. Three individual cases, designated as U1, U2 and U3, are analysed through the categories of participation, emotional experience, reflection, attitude and togetherness. The pedagogically organised sequence includes a theatrical presentation of fairy-tale plots created by students and adapted for work with children, a subsequent discussion and group work with Propp cards. The analysis outlines three different trajectories: restrained but engaged participation; a gradual transition from observation to supportive involvement; and tension between strong individual activity and the requirements of shared action. The conclusion is that the educational value of experience lies in creating conditions for difference to be recognised as a human situation, and for the attitude towards the other to unfold as a process between emotional experience, reflection and the possibility of togetherness.

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