CC BY
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Ibragimova Liliya Ahmatyanovna, University of Nizhnevartovsk, Professor, Doctor of Pedagogical Sciences, Department of General and Social Pedagogy,
E-mail: [email protected] Rodikov Alexander Stepanovich, University of Nizhnevartovsk, Ph. D., Associate Professor Department of General and Social Pedagogy
E-mail: [email protected]
Basic guide of modern Russian education
Abstract: This article is devoted to the study of the problems of modern Russian education in the context of globalization of the world of education. The publication addresses the main guide of the modern Russian education. It presents an analysis of contemporary processes of globalization and their impact on the international scientific community.
Keywords: trend of globalization, informatization, phenomenology of setevizm.
At the present phase of development of society content and direction of changes in the Russian system of education directly related to the new resources of society, need to cause changes in the content, structure, management activity of the head of the modern educational institution, the system requirements for the individual manager of the new type. New rapidly changing society largely complicates management activities leader, which should be formed professional qualities ofthe person oriented global trends in education and providing him professional success. It is necessary a deep awareness of the characteristics of these trends of modern civilization.
The study of management problems in education shows that today more and more difficult to talk about the education system in any particular country, because undeniable are centripetal tendencies of global educational process, called globalization — one of the main problems of the modern world (U. Beck,
A. Giddens, C. Lasch, F. Lecher, R. Robertson, L. Skler,
G. Therborn, M. Waters, M. Featherstone et al.)
Prerequisites of contemporary globalization processes were: the information revolution, increased competition in the world, the population explosion, etc. As a result, it became significant for all countries in the world such realities as the growth of international trade and multinational corporations, international organizations and communications networks, as well as multiculturalism.
Study of the characteristics of globalization and its influence on the world international scientific community began to pay special attention to the second half of the XX-th century. Meanwhile, the study of the problems associated with the process of globalization, shows that they are not new. So G. Therborn attributes
information resources, transdisciplinary knowledge,
to the top of the world becoming a global relates of the III — VII centuries AD [33], R. Robertson and M. Waters — the XV and XVI centuries [30]. The term “globalization" was first introduced to science as one of the conceptual terms J. McLean in 1981. In more detail this concept has been described by R. Robertson in 1980 [29]. It was the beginning of the emergence of fundamental research on globalization (A. Appadurai, M. Archer, G. Ianni, B. Turner, I. Wallerstein, M. Featherstone et al.)
Globalization processes associated first of all with changes in social interactions based on the dichotomy — “local/global”. So according to L. Skler, globalization creates a system of transnational practices “at this economy — multinational companies, at the policy level — the transnational capitalist class, on the level of ideology and culture — consumerism” [31]. By A. Giddens globalization is “the intensification of spreading worldwide social relations which link localities in this way that local events are formed on the many miles away and vice versa” [28], that determines the formation of new social organizations.
The main thing in this process is the transformation of the world into “a single socio-cultural place,” in which the expansion of the “universal values“ Western-style, according to the writings of R. Robertson [30].
The study M. A. Cheshkov globality is defined as a broad “a set of processes and structures, which can be termed as the process of interdependence, interpenetration and mutual of the various components of most of the international community, that is, in the modern world there is a single entity, where any local event is determined by events at other loci, and vice versa” [23]. In general these processes determine the phenomenon of globalization and globality.
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According to U. Beck globalization processes lead to the erosion of the sovereignty of nation-states, to the decisive role of transnational corporations (TNC) to the interpenetration of the local cultures. The growing trend of globalization, according to scientist, contribute to global dangers:
1) “environmental catastrophe caused by the high level of technical and economic development (greenhouse effect, industrial pollution, the ozone" hole, etc.);
2) environmental disasters caused by a low level of (lack of drinking water, deforestation, etc.);
3) disasters caused by the existence of weapons of mass destruction [27].
The appearance of the risk society as a global phenomenon leads to a “second modernity”, which, according to G. Toborn, is “a flight of modernity in space” [33].
Suchwise it can be argued that at the current phase globalization becomes a key concept that characterizes global development processes. It is characterized by complexity and expansion interdependent relations as between people as states. It manifests in the formation of the global information environment, capital markets, international conflicts and security, internalization of environmental problems, etc. Therefore the process of globalization begins to cover most of the life of society, including politics, ideology, culture, conditions and lifestyle, education. “It is a process of global economic, political and cultural integration and unification. The main consequence of this is the global division of labor, migration across the planet capital, human resources and production, standardization of legislation, economic and technological processes, as well as convergence of different cultures. It is an objective, natural historical process that has systemic nature, namely covers all aspects of society. “ [22].
According to Indura M. Goklani thanks to globalization the modern world community says about such categories as “indicator of human well-being”, which includes the per capita consumption of food, infant mortality, child labor, life expectancy and “human development index” (HDI), which the researcher pays special attention. He includes in HDI so options such: “life expectancy, level of education and the logarithm of per capita income.” Quality education is “fundamentally necessary for the preservation and creation of new human capital” [9].
In general the impact of globalization on human society can be defined as positive. The process has
a planetary character. The involved in globalization countries acquire certain benefits through increased production scale, cost reduction, quality improvement and opportunities to expand the range of products on the market. It is evidenced by data analysis of studies conducted by the World Bank [20].
With globalization are related not only positive trends in the world, but also the complexity, non-linearity and extreme mobility of modern society, which gives it a number of specific features. So certain events in one country can lead to unintended consequences worldwide. It takes place “not only the universalization of certain scientific, technological, information models, but the universalization of the problems associated with the same achievements of science and technology” [5]. It reinforces the responsibility of society as a whole and for each country separately to humanity for the world processes.
However the findings of a study by scientists at the phenomenon prevail the predominance of culture in society over the economy and politics. Support of this opinion we find in the writings of M. Waters [34].
On this basis we believe that the role of education as an important part of the culture of society can be seen as leading in a global society. It promotes the formation of identity in the new spatial dimension: the global space, which may differ significantly from the cultural values of any particular country, nationality, social group, etc. For example, in America Association of control and the development of education as a global education sees in the study of beyond national borders, it focuses on awareness training, people’s perception of other cultures and helps to see the world through the eyes of others.
Investigation of the processes associated with the development of the education system and changes in the global society show that the modern education system linked to new social realities and primarily with the global market of educational services.
If we talk about the trends of globalization and their relationship with the educational system in the Russian Federation, it should be noted that these processes today are irreversible and objective. The new federal law “On Education in the Russian Federation” (from 29.12.2012) emphasizes, that “... the content of education should promote mutual understanding and cooperation between people, nations regardless of racial, national, ethnic, religious or social affiliation, address the diversity of worldviews approaches ... “ [17]. According to Russian liberal ideologues the goals of globalization in education is possible only in market relations. Under these conditions significantly reduced the state’s role in
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the management of the education sector, which in our view helps educational institutions more responsive to react on changes taking place in modern society.
Limiting the role of the state in managing the education sector is observed in the foreign experience. The study notes that “.. .in many countries today a centralized state control over educational institutions, especially school, replaced the supervision of the local authorities and non-governmental organizations, which are a kind of boards of trustees, which along with representatives of local government and parents include the business community. Reducing the financial participation of the state in the development of education, the introduction of market-based management of educational institutions, promoting competition between schools lead to the commercialization of education. Market (as an institution) begins to define the ultimate goals, objectives and organization of education, displacing the state in this sphere. Students are increasingly seen not as citizens with the right to education, as well as consumers of educational services and on the basis of such an approach built their relationships with educational institutions. Actively go in life so concepts such as “market education”, “educational enterprise”, “business of education”, etc. “ [1, p. 45].
Analysis of the results of scientific research has allowed us to identify the main problems the solution of which a region of co-existence of globalization and education:
• strategic direction of internationalization of education;
• increasing assertion of transnational education;
• ensuring compliance with international quality;
• effective cooperation at the regional and interregional levels;
• the emergence ofvirtual universities:
• implementation in the educational system communication and information technologies;
• problems of access and equityin education [16].
Globalization begins to show more demanding
to educational systems around the world. Degree of social responsibility in the context of globalization is greatly increased, as otherwise the regulator relations are only market mechanisms leading to economic dominance in education. The phenomenon of globalization in the education system should be considered when we are talking about the structural organization of the educational space.
The main problems of modern Russian education include:
— new societal needs and challenges ofdemography;
— a fundamental contradiction between education and situational needs of the market.
It should highlight features of today’s education process:
• applied knowledge of the nature of the production process;
• the emergence of transdisciplinary knowledge;
• emergence of complex and nonlinear social and technical knowledge by create relationships between participants;
• high social responsibility for the results produced by training and knowledge;
• expansion of the base control and quality monitoring.
In search of solutions to the problems explored prospects of a new civilization as reflected in studies Z. Bzezinski, P. Byukenen, I. Wallerstein, E. Giddens,
J. Galbraith, P. Drucker, E. Luttwak, M. Castells, Henry Kissinger,J. Nesbit, Alvin Toffler, A. Touraine, L. Thurow, Francis Fukuyama, Samuel Huntington, A. Etzioni, etc. Among the controversial issues we have identified such as: new world order, the transformation of its economy, the rapid the emergence of the information economy.
Consideration of social change, including in the education system, in the format of globalization has allowed us to note the actual phenomenology of social reality, such as: information, society “knowledge”, a network organization of society. It is revealed that a decisive influence on the processes of globalization and the education system today has informatization.
Information of the society began in the 70s of XX century and revamped its vital functions. Assess its value and actually manages to scale only in the context of globalization. For example the process of transformation of educational institutions in the agencies working on the basis of integrated information networks (which involves education globalization) includes the addition of new technologies and the inevitable changes in mentality.
Today we can talk about becoming a fundamentally “new environment — automated infosphere. Dominant trend of further development of modern civilization is the transition from an industrial to an information society in which the objects and results of the overwhelming majority of the labor will be employed population information resources and scientific knowledge “ [11]. The education system in these processes has confirmed acceptance of the Concept ofeducation informatization. It emphasizes that the computerization ofeducation — is “the process ofpreparing a person for a full life in the information society” [11].
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In the process of informatization the human resource becomes important organization’s ability for competition. Increased competition in the business world is the need to intervene more in the educational process and new demands to the education system. An important task of education is continuous training of “human resources" to work in a rapidly changing society.
However problems arise insistently talking about the crisis of education worldwide. Informatization has made mostly superficial changes in educational process. Today the traditional education system is not able to form a new power of creation. It confirms the results of studies conducted by the American scientist F. G. Coombs, on which analysis was made of difficulties in education. The researcher concluded that the crisis phenomena in it, noting that “depending on the conditions prevailing in different countries, the crisis is manifested in different forms, stronger or weaker. But his inner springs equally exude in all countries — developed and developing, rich and poor, have long been famous for its educational institutions or with great difficulty creating them now “...” [13].
Informatization product becomes so-called “knowledge society.” It replaced the accumulation of capital in the form of things and money comes development and accumulation of information, lending and investment contribution in creative activities. New features information networks to transfer information, processing done many conventional procedures that were impossible 30 years ago. Changes in daily life confirm the trends ofour society in transition “knowledge society.” In studies of P. Drucker it says: “knowledge is relatively detached from its carrier-man quickly began to emerge as one of the independent factors of production adding to capital and labor” [7].
Under a society based on knowledge (Knowledge society) it means “a society, where knowledge permeate all spheres, they are not only created inside it, but also efficiently and effectively used. Economics of such a society creates, distributes and uses its knowledge to ensure its growth and competitiveness” [25]. In the social environment such paramount importance is the availability of the latest information, knowledge and skills.
Analysis of the results of research on this problem it is possible to identify the main features of a society based on knowledge. All societies evolutionarily come to replace each other accompanied by the creation and implementation of new knowledge for its development. From the 1980-1990’s marked certain qualitative changes in the process:
1. Informatization of society led to the creation of huge databases and knowledge bases.
2. Technologies of information on distance has been developed and implemented
3. the World Wide Web has been created.
It has led to a completely new interaction between people. Gradually information becomes a commodity that can be bought or sold. Society became known information. Main dimension of this society — technology. It is characterized by the generation of information on a massive scale. It is important knowledge of “how to act” implemented within the “knowledge economy”.
The knowledge society is becoming a guarantor of high economic development of individual countries and TNC, but does not provide the quality and safety of their members’ lives. “Some countries and big multinationals have adopted more powerful productive forces, what was the information and knowledge of the” how to act “with the purpose of their further enrichment. So according to the World Bank in 1973 the income gap between the richest and poorest countries are determined by the ratio 44:1 and at the beginning of the XXI century this figure increased to 72:1 “ [19].
Strategic perspective trends of modern social development becomes that in the near future a certain group of countries significantly increase its role in global processes by priority production and use of new knowledge, thereby improving the quality of life and safety of its citizens. The rest of the country not mastered this knowledge and tools to become more dependent on the first group and will be settled with her for the blessings of civilization cheap labor, natural resources, environmental quotas and other components of its national security [8].
In the context of a knowledge society change its characteristics:
— the pace of innovation is accelerated;
— product development cycles is reduced;
— the share of services in the economy is increased;
— the power and speed ofcomputers simultaneously with the falling prices of hardware are increased;
— negated by the physical distance as a communication barrier and as a factor of economic competitiveness through the development of telecommunications and satellite technologies to transmit data at high speed and at low cost;
— technology is pervasived communications through the dissemination of the Internet and mobile telephony.
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So today only those who have the knowledge and technology of its use and processing can dramatically improve their economic performance. Evaluation of“eight”, “society’s ability to form, disseminate and apply knowledge is crucial for sustainable economic growth and improve living standards" [15].
The general trend is that the current stage of development of the world economy is defined knowledge in the form ofideas and technologies. Modern production is largely dependent on the availability of highly qualified specialists in the field of digital design, information technology and communications and computerized robots equipped with control systems, rather than from physical and manual labor. All these new technologies are developing rapidly and require complex knowledge, skills and competencies that must be constantly updated. Specialist's image has been changed. It is required from him high professionalism usually narrow profile and knowledge must be “brought to the ability to transform into a source of profit information and technical resources” [24].
It forms a new educational paradigm and quality standards appropriate requirements of the modern era. Not only the content of the training is changed, but first of all there are new forms of teaching and management methods. So-called “education through life” becomes not a declaration, but a way of life. Information is updated rapidly that in some foreign universities for their diplomas is introduced “shelf life”.
Benefits that provides a global economy based on knowledge may be obtained by the condition of constant attention to the training of state citizens. World Bank Country Director for Russia D. Schweitzer notes in the report that “the dizzying speed of the global economy shows that governments must constantly promote the renewal of education systems so that they remain relevant to children and young people who ultimately will have to work in the market determined by the level of technology and rewarding them for their ability to think independently and openness to new ideas...” [20].
Recently based on the concept ofa knowledge society the type of knowledge “how to act” are replaced by the type of knowledge “how to coexist.” They coordinate both internal and external social contradictions. Thus knowledge-based society allows a person to move to a wide production of new knowledge using information technology and computer. One of the main parameters of the society is “to produce high quality human capital, which provides education, the creation of additional resources and the formation of the knowledge economy
on this basis vector integral development of society, oriented to improve the quality of life and security of all its members” [8].
A. N. Dobrynin and S. A. Dyatlov give in their study the following definition of the concept of “human capital” — “ it is formed as a result of investments and gained a man certain stock health, knowledge, skills, abilities, motivations, which are expedient used in the labor process, promoting the growth of productivity and earnings. At an individual level, human capital stock includes health, abilities, knowledge and skills “ [6].
Meanwhile the results of Russian and international studies show that in Russia there is a loss of human capital. This is due to demographic and migration processes in our country, reducing the quality and level of education, general culture, health, the slow pace of innovation processes, etc.
In this regard the recent documents of the Russian Federation an increasingly prominent is given the place issues related to the “investment in man” ensuring economic growth, care “from the resource and industrial economy to a knowledge economy” [14]. The attention is paid to the need to develop the capacity of the individual through affordable and quality education. Stresses the increasing role of human capital “as a key factor in economic development” [10], the importance of quality professional staff to ensure the country’s competitiveness in the global market, the strategic orientation of public policy objectives in the field of education “requirements of innovative economic development needs of modern society and every citizen” [10].
To achieve this goal it is assumed the following priorities:
— providing innovative nature of basic education;
— modernization of the education system institutions as instruments of social development;
— establishment of a modern system of continuous education, training and retraining of professional staff;
— formation evaluation mechanisms of quality and relevance of educational services involving consumers, participation in international comparative studies “ [12].
Thus today we can speak about a new society, in which along with matter and energy productive factors are important information and scientific knowledge. Vector of social development is formed aimed at ensuring a high level of quality of human life and in the national and global levels. And this is an important role for the education system is assigned the education system to meet modern demands of society.
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Globalization and information of society marked another important vector ofdevelopment and organization, including the education system namely the setevizm phenomenon that affects not only today questions the dissemination of information, but also on social processes. Study of the phenomenon of the information society are updated by categories such as “Network”, “Network Organization”, “Network structure.”
At the present stage of the international community in general and Russia in particular are experiencing very significant changes of social structure, which consist of the continued establishment of direct and equal relations with all. “Internet technologies have made it possible to create such links public and free of spatio-temporal constraints are the real foundation of a new” network “social order. [18].
The research we have done a few conclusions about what leads to knowledge society or information society:
1. The Information Society is more ruthless, rational.
2. In this society also it is dominated power hierarchy.
3. Most valuable asset of networking is reputation or trust capital.
4. The priority value of the information society is not the information itself, but its sorting and manipulating it.
Thus, on the one hand, society has given rise to a new phenomenon — the phenomenon of network organization, as the next stage of development of the system organization and, on the other hand, the information society enables new methods of selfexploration. Networking phenomena occur in the evolutionary philosophy of Henri Bergson, T. Chardin, V. I. Vernadsky. In particular V. I. Vernadsky wrote: “Under the influence of scientific thought the Biosphere of human labor to a new state — the noosphere. Progress ... of scientific thought, for example, in the creation of machines, as has long been noted, quite similar to the course of reproduction of organisms “ [2].
Meanwhile the term “network” is still treated differently. However all definitions are similar in one network: the network is not rigidly organized structure. It is characterized by a common vision, values that unite the different members of the network. And the essence of it is:
— Activities of its members for systematic collection and dissemination of information;
— In the sharing of information resources primarily;
— In the perception of each other all the network members as equal partners;
— Available in the network management structures, which mean “coordination” rather than dictate.
For education is important the fact that the emergence of network organizations and their growing role — determining the trend of today. The basis of traditional interactions and Institute of formal relationships, in the case of network organization — is an individual activity. Before the organization of production relations ofparticipants lined up on the basis of formal hierarchy, staffing, and other post functions. “Network is an organization based on the conceptual unity, unfixed leadership, autonomy parts outsourcing, maximum, personal, risk-sharing, pronounced creativity. Underlying is polyphonic, sometimes a cacophony of individual projects and group coalitions. Their essence and value is in synergy in mission and personality. At the same time such an organization is not so much concerned about the formal statements as conceptual leadership “ [3].
The presence of equal relations gives all participating increase capacity. This is due to the fact that “a network organization of interaction generates the following circumstances:
• first it is dramatically reduced the need for built on rankhaving of management structures;
• secondly, the social status of participating in any case cease to be the dominating fact determining their behavior;
• thirdly it is clear that the network organization of interaction dramatically increases the speed of virtually any issues “ [4].
Network is different of independent personality. Therefore the human activity on the network becomes controlled by states, as it is not visible. It causes a certain direction position change state to claims arising in the network community [4].
Thus the information revolution giving the XXI-th century more rapid scientific and technological progress forming a new structure of both vertical and horizontal communication. In the works of Habermas, Maslow, C. Popper and Talcott Parsons it is talking about the importance of network culture in solving communication problems.
The Communicative Philosophy poses the question in a way that the plane of technical setevizm phenomenon as the plane goes into communication. Network thus regarded are as the basis of communication and primordial activity. In particular Yu.Habermas writes that the network has a real incarnation of communication open solutions. As the works of L. Barabash shows, is network structures around us and in many phenomena we can see Network [21].
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Thus it is possible to identify the main guiding the development of modern education: globalization trends; computerization; establishment of a society based on knowledge; setevizm phenomenology. These
areas require transforming the public consciousness and actualization needs in the definition of modern approaches to the reform of the educational system and its management in the new environment.
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Lokteva Ruzaliya Shaychullovna, University of Nizhnevartovsk, graduate student, Department of General and Social Pedagogy,
E-mail: [email protected]
Moral education and tolerance in lessons of a foreign language in professional college
Abstract: The article highlights the issue of moral and tolerant education college students in lessons of a foreign language. Educational potential occupations are represented in different aspects (paths, methods, forms). It is impotent the interaction of the teacher and the student.
Keywords: foreign language, morality, tolerance, student of college, educational potential
One of the urgent problems of modern education is to find ways of effective pedagogical interaction on students’ education system of values that reflect the overall personality and moral culture [1].
The main task of a teacher is the human form of the carrier of culture, having quite broad-minded. Consequently a teacher of foreign languages should largely present in his lessons lingualand, sociocultural and linguacultural facts.
Among the professional college students are those who will be involved in the competition in the European labor market. Naturally they have a high motivation to learn the language of international communication. But this is not enough studying individual linguistic facts (lexical, phonetic, grammatical, etc.). Indeed the most highly sought after those experts who not only know the language, but can find a “common language" But it is possible only with the knowledge and sociocultural and linguacultural facts. The preparation of such students is the realization of practical purposes discipline “foreign language.”
An important aspect of the nature of language is that, it serves as a means ofnational and socio-cultural identity. The language helps to distinguish between different social groups, so there are so many linguistic differences. But these differences do not become an obstacle, if
people really want to communicate. In the context of the dialogue of cultures learning a foreign language should be based on an intercultural comparative approach. For better understand it is necessary to try to find commonalities. College students learn to see the world through the eyes of others, given that the other person can perceive and evaluate the same facts, actions, events quite differently. We need to teach adolescents to tolerate other cultures that the language will be indeed a means of communication and understanding between people, because it is on the ability to communicate effectively depends largely on our lives. Tolerance will help students find a common language as with friends, parents, peers, teachers and representatives of other cultures.
In modern society the problem of tolerance manifestation is becoming increasingly important. It is due to many objective reasons. The need for a more thorough study of the problem of tolerance arose in connection with the adoption of the Declaration of Principles on Tolerance, adopted Resolution 5.61 of the General Conference of UNESCO on 16 November 1995. Declaration proclaimed November 16 as the International Day for Tolerance.
According to the Declaration of Principles on Tolerance the concept of tolerance is nothing like
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