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10Педагогика. Социология
DOI: 10.47581/2021/PS-3/IE.7.57.21 PERSONAL MOBILITY AS A UNIQUE ELEMENT
OF THE CONCEPTUAL SPHERE OF CONTINUING EDUCATION Krotenko Tatyana Yurievna, cand. of Philosophical Sciences, associate professor, State University of management, Moscow, Russia (e-mail: krotenkotatiana@rambler.ru)
Kanunikova Margarita Igorevna, cand. of Sciences in Economics, associate professor, Moscow State Linguistic University Moscow, Russia
(e-mail: m.kameneva72@mail.ru) Lesnikova Olga Valentinovna, cand. of Sciences in Economics,
associate professor, (e-mail: lesnikovamslu@gmail.com) Moscow State Linguistic University Moscow, Russia
Such well-established concepts as "learning society", "knowledge society", "educational capital" reflect views free from national traits on the purpose of education and knowledge in the life of a modern person operating in the information society. The article attempts to consider the concept of "personal mobility" as a significant concept of "lifelong education". The emphasis is placed on the importance of the development of this concept, especially in the situation of digitalization of education and society as a whole.
Keywords: education, significant concepts of continuing education, knowledge society, educational capital, learning society, personal mobility.
"For our developing mind, the laboratory is the whole world."
(Martin Fischer)
Today's subject of activity is a person who is forced not only to adapt quickly and qualitatively to exponential transformations, but also to change the world in an innovative way, which neither the cognitive paradigm of pedagogy of the 20th century nor the level of world scientific and technological progress of the last century assumed. The education given and received "once and for all" did not require personal mobility, it honestly provided an opportunity to perform professional functions at the required level.
Now, when talking about mobility, they most often mean two aspects of this phenomenon in psychology and pedagogy - mobility as a process, and mobility as a special quality of personality.
Considering mobility as a process in education, they usually mean the means and conditions of education that make it possible to form important social qualities at different age stages. Speaking about mobility as an integrative quality of personality, thus they designate the ultimate goal, the result of educational and educational activities. In both cases, signs of mobility are identified: high activi-
ty, rapid adaptability, personal interest in each action performed by the subject, enchanting creativity, boundless openness, meaningful orientation in the information space, etc.
American sociologist and cultural critic, a native of Russia Pitirim Sorokin, proposing the term "mobility" in the first third of the 20th century, spoke about moving from one social position to another [1-3]. The division into horizontal and vertical mobility was significant. It was meant primarily to change the status (both individual and group). Subsequent, already European sociological studies touched on the mobility of citizens and students, discussed the rapid personal growth of a moving subject, strengthening of human potential, guaranteed employment as a result of the emergence of a powerful intercultural experience in the exchange of knowledge, enrichment of the inner world, the development of language skills, individual cultural progress.
In the Soviet years, the term "mobility", understood most often as geographical displacement, was avoided and condemned the phenomenon behind it, while practically not affecting the personal structure of a mobile person, his positive traits, development processes. The weakening of the ideological spring, the explosion of interest in the topic of "displacement" led to the active scientific development of the mobility problem. In most cases, the researchers considered the youth contingent, seeing in it the embodiment of the idea of speed, the courage to search and discover, the desire for novelty, the craving for travel and road adventures. Mobility channels have become another focus of scientists' attention. Downward social mobility was studied in conjunction with social inequality in post-Soviet societies.
For pedagogical science, studies at the beginning of the 21st century have become landmark. The terms "professional mobility" and "academic mobility" appear. The interest in this issue was influenced by integration processes in education, in particular, the adoption of the Bologna Declaration in 1999. Parallel study in another, usually foreign university (as a sign of academic mobility), according to this document, is an essential part of the educational process. And university teachers are subjects of professional mobility. Mobility is seen as one of the forms of training planning, which assumes unhindered education, conducting high-quality scientific research [4, 5]. Anyway, mobility is still moving, according to P. Sorokin, from one social position to another, even if the physical position of the subject remains the same.
Further, there are studies that emphasize the possibility of influencing mobility in order to activate other processes in the life and activity of the subject. In particular, the impact of mobility on the quality of education is considered.
Mobility as an integrative property of personality is actively being developed by sociologists, psychologists, and economists. The terms "cognitive mobility", "communicative mobility", "information mobility", "innovative mobility", "cultural mobility" appear. The reason for the surge of interest in this topic is in the processes of the world order, in the steady development of scientific and techno-
logical progress, in the transition from the knowledge paradigm in education to the developing one.
Personal mobility in the educational context is interpreted as the ability to realize the goals of an action, calculate the probability of achieving them under certain conditions and techniques, the mindset to "mobilize" diverse external capabilities, individual abilities and internal resources, the ability to analyze results, formed and maintained at the working level of educational motivation, plasticity, flexibility, energy, high speed of decision-making, efficiency of actions, boundless openness to new experience. These qualities are an attribute of a mobile personality, they are part of a person and manifest themselves constantly, and not only in certain situations.
Mobility within the framework of continuing education is developing and forming, and the cultivation of mobility is possible in all age categories. However, each age is sensitive for a certain type of mobility. Adults, despite the established mental stereotypes, models of social and professional behavior, are uncomfortable with the feeling of their incompetence, worry about their authority. The mobility of people in adulthood is poorly studied, but there are plenty of examples of the education of older people. The accumulated life experience and wisdom do not leave them and give them the strength to improve their educational level, the courage to learn from talented young people. Mobility is essential for them to feel needed, in demand, useful. In order to navigate the world around them, people of the third age master information and communication technologies, applied sciences, and learn foreign languages.
In conclusion, I would like to emphasize that the social values accompanying the development of society in the historical and cultural context are constantly experiencing transformational processes, which, although slow, are quite tangible. The dynamics of these changes is determined by the course of socio-cultural development.
The educational space of a person is also being transformed, and clearly in the direction of increasing the mobility of the individual. Personal mobility provides a person with the opportunity to quickly change their status or position in the socio-cultural environment. The formation and development of this personal quality is a reflection of the requirements of the development of society and the individual. The pace, speed, efficiency, intensity, efficiency are changing.
In the modern information and innovative society, we see signs of the embodiment of K.D. Ushinsky's idea that the main goal of human education should be only the person himself, and not the state, people, culture, humanity - they should exist primarily for a person [6-8].
Education, understood as an institution of socialization, can ensure the continuity of positive experience, creative growth of the individual. The formation of mobility is one of the serious tasks of continuing education, which is responsible for the development of personality throughout life [9-14].
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Кротенко Татьяна Юрьевна, к.т.н., к.филос.н., доцент Государственный университет управления, Москва, Россия (e-mail: krotenkotatiana@rambler.ru) КануниковаМаргарита Игоревна, к.т. н, к.э.н., доцент
Московский государственный лингвистический университет, Москва, Россия (e-mail: m.kameneva72@mail.ru)
Лесникова Ольга Валентиновна, к.т.н.. к.э.н., доцент (e-mail: lesnikovamslu@gmail.com)
Московский государственный лингвистический университет Москва, Россия ЛИЧНОСТНАЯ МОБИЛЬНОСТЬ КАК УНИКАЛЬНЫЙ ЭЛЕМЕНТ КОНЦЕПТУАЛЬНОЙ СФЕРЫ НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ
Такие устоявшиеся концепты, как «обучающееся общество», «общество знаний», «образовательный капитал», отражают свободные от национальных черт взгляды на предназначение образования и знаний в жизни современного человека, действующего в информационном обществе. В статье делается попытка рассмотреть понятие «мобильность личности» как значимый концепт «образования на протяжении жизни». Делается акцент на важности развития этого понятия, особенно в ситуации цифро-визации образования и общества в целом.
Ключевые слова: образование, значимые концепты непрерывного образования, общество знаний, образовательный капитал, обучающееся общество, мобильность личности.
DOI: 10.47581/2021/PS-3/IE.7.57.22 ФОРМИРОВАНИЕ ЭКОЛОГИЧЕСКОЙ КУЛЬТУРЫ У МЛАДШИХ ШКОЛЬНИКОВ ВО ВНЕУРОЧНОЙ ДЕЯТЕЛЬНОСТИ Подовинникова Эльвира Александровна, учитель, Муниципальное бюджетное общеобразовательное учреждение «Школа № 110», г. Нижний Новгород, Россия (e-mail: e.podovinnikova@mail.ru) Гуцу Елена Геннадьевна, канд.психол.н., доцент (e-mail: elenagytcy@mail.ru) Нижегородский государственный педагогический университет имени Козьмы Минина, г.Н.Новгород, Россия
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Ключевые слова: экологическая культура, компоненты экологической культуры, формирование экологической культуры, младший школьный возраст, внеурочная деятельность
