Научная статья на тему 'THE PROBLEM OF VALUES AND VALUE ATTITUDE OF EDUCATION IN THE CONDITIONS OF INFORMATIZATION OF THE SOCIETY'

THE PROBLEM OF VALUES AND VALUE ATTITUDE OF EDUCATION IN THE CONDITIONS OF INFORMATIZATION OF THE SOCIETY Текст научной статьи по специальности «Науки об образовании»

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Ключевые слова
INFORMATION SOCIETY / KNOWLEDGE SOCIETY / TRADITIONAL AND NEW VALUES OF EDUCATION / FUNDAMENTALITY / PROFESSIONALISM / HUMANITARIZATION / HUMANIZATION / INFORMATIZATION / MODELING OF THE EDUCATIONAL SYSTEM

Аннотация научной статьи по наукам об образовании, автор научной работы — Shvetsova Natalia Anatol'Evna, Khorosheva Ekaterina Igorevna

The paper is concerned with the paradigm changes in modern philosophy of education. Contradictions of traditional and new values of education, generated by the conditions of becoming market economy in Russia are analyzed. The main criteria for modernization of education in Russia are fundamentality, professionalism, humanitarization, humanization, informatization. The actual problem of studying the possibilities of harmonization, unity, informatization and humanistic values of education is formulated. As practice has shown, today education is focused not as much on the transfer of knowledge as before, but on the mastering of basic competencies that allow, as appropriate, to acquire knowledge on your own. That is why such education should be linked to practice more closely than traditional. Innovative education involves learning in the process of creating new knowledge - through the integration of basic science, direct educational process and production. It should be noted that education is transformed from the act of gratuitously broadcasting the accumulated cultural experience from generation to generation of people into a retaliatory consumer service. Being thrust into the orbit of total consumption, education has to practice lopsided, particular forms of subjectivity reproduction, limited to the professional skills of the individual, being in demand in the labor market. Thus, the particularity represents one of the main objectives of the globalization of education, which is the adaptation of the latter to the demand of the major actors of the global capitalistic economy represented by transnational corporations and international banking and financial structures. Another important fact is that the modern economy requires university graduates to increasingly in-depth professional specialization, often in a fairly narrow field. Vocational training is becoming a leading focus in education, so universities pay more attention to the “useful knowledge” that the job market demands of graduates. The authors of the article note that the model of the external environment of the educational process presented in the work of scientists of Moscow universities is promising, it takes into account the conditions of the market society and the perspective development of innovative education in order to modernize the Russian society.

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Текст научной работы на тему «THE PROBLEM OF VALUES AND VALUE ATTITUDE OF EDUCATION IN THE CONDITIONS OF INFORMATIZATION OF THE SOCIETY»

УДК 37.013

Shvetsova Natalia Anatol'evna

Ph.D. (Philosophy), Senior Lecturer of the Department of Humanitarian and Sociological and Economic Disciplines, Perm Institute of the Federal Penal Service of Russia, Russia, Perm, 145a Geroyev Hasana Str., ap. 46, phone: +79504668110, e-mail: vib78@mail.ru

Khorosheva Ekaterina Igorevna

Master, Teacher of the Department of English language and Intercultural Communication, Perm State University, 614990, Perm, Bukireva street, 15, phone: +7 (342) 239 6655, e-mail: int_dpt@psu.ru

THE PROBLEM OF VALUES AND VALUE ATTITUDE OF EDUCATION IN THE CONDITIONS OF INFORMATIZATION OF THE SOCIETY

The paper is concerned with the paradigm changes in modern philosophy of education. Contradictions of traditional and new values of education, generated by the conditions of becoming market economy in Russia are analyzed. The main criteria for modernization of education in Russia are fundamentality, professionalism, humanitarization, humanization, informatization. The actual problem of studying the possibilities of harmonization, unity, informatization and humanistic values of education is formulated. As practice has shown, today education is focused not as much on the transfer of knowledge as before, but on the mastering of basic competencies that allow, as appropriate, to acquire knowledge on your own. That is why such education should be linked to practice more closely than traditional. Innovative education involves learning in the process of creating new knowledge - through the integration of basic science, direct educational process and production. It should be noted that education is transformed from the act of gratuitously broadcasting the accumulated cultural experience from generation to generation of people into a retaliatory consumer service. Being thrust into the orbit of total consumption, education has to practice lopsided, particular forms of subjectivity reproduction, limited to the professional skills of the individual, being in demand in the labor market. Thus, the particularity represents one of the main objectives of the globalization of education, which is the adaptation of the latter to the demand of the major actors of the global capitalistic economy represented by transnational corporations and international banking and financial structures. Another important fact is that the modern economy requires university graduates to increasingly in-depth professional specialization, often in a fairly narrow field. Vocational training is becoming a leading focus in education, so universities pay more attention to the "useful knowledge" that the job market demands of graduates. The authors of the article note that the model of the external environment of the educational process presented in the work of scientists of Moscow universities is promising, it takes

into account the conditions of the market society and the perspective development of innovative education in order to modernize the Russian society.

Keywords: information society, knowledge society, traditional and new values of education, fundamentality, professionalism, humanitarization, humanization, informatization, modeling of the educational system.

Introduction

The modern period of development in Russia is characterized by the transition from industrial society to post-industrial informational society, based on information, knowledge and innovative technologies as basic social and cultural values. Information volume growth, introduction of information technologies in different spheres of public life entail a rapid increase in informatization of education, which changes the environment of education, methods, a specialist models, socialization of personality [Gritsenko, 2005].

Modernization is the major guideline of development of Russian education, the process of synthesis of traditions and innovations. Under the conditions of development of the information society, people must quickly adapt to the new conditions and reflect them in their activities: the change rate is such that every so often systemacity gives way to asystemacity, through which new systemic characteristics are formed. It means that it is impossible to prepare a person for self-realization in all forms of its manifestation in the system of education. Therefore, it is necessary to bring students to such values that allow to adapt quickly to changes of forms, technologies, strategies, priorities in achieving success, including the ongoing radical changes in the world economy and labor market. In the information society there is a need for an "advanced" format of training of modern specialists.

The information revolution brings about to unprecedented speeds and deadlines of information accumulation. Information becomes the most important social and cultural value, and this requires the solution of a number of problems, in particular, the correlation of knowledge and information, knowledge and competencies, the development of networks and virtual directions of formation of profile communication and efficiency of its search, the need for new technologies [Zhuk, 2010].

Knowledge becomes a sphere of society's existence, serves as the basis for the creation of new technologies and new knowledge, the network model of information transfer contributes to their rapid advancement [Жигалов, 2017]. New areas for scientific research are emerging, focused on the use of modern technologies in human activities. The development of technologies and their application leads to the emergence of new knowledge that did not exist before, the emergence of new technologies for scientific research [Zhilkin, 2011].

Currently, education is focused not so much on the transfer of knowledge as before, but rather on the acquisition of basic competencies, allowing then, as necessary, to gain knowledge oneself. That is why such education should be more closely connected with practice than traditional ones. Innovative education involves studying in the process of creating new knowledge - through the integration of fundamental science, directly the learning process and production [Kruglov, 2008].

Fundamentally is a basis for the use of innovations, without which Russian education can lose its identity. The forthcoming reform of the "high school" with the planned number of hours for education by reducing general education disciplines raises doubts about its effectiveness and expediency. Upbringing and training is an inseparable process.

Any school discipline, especially humanitarian and social, teacher-pupil relationship is the basis of educational potential. To update it, to create necessary conditions for cooperation, moral atmosphere of school - this moral and spiritual partial should be the basis of reforming of modern school, disorientated commercialization of social relations and the pragmatism of market relations.

There is no doubt that high qualification (professionalism) is the main requirement for an employee in modern economy, which becomes "at the top of the mind" of the theory of human capital. Education takes a leading role in the formation of the qualification of employee (general and special abilities to work). In the information society there is a paradigm shift in the field of education, knowledge paradigm and commitment to in-depth professionalization of education are gaining strength.

However, the knowledge paradigm of education contradicts some value system generated by the society of the market economy. Pragmatic values are becoming a priority in society and in educational sphere. The determining tendency in the development of education is becoming its consumer orientation. Education is formed from an act of free transmission of accumulated cultural experience from generation to generation of people into a paid consumer service. Being involved into the orbit of total consumption, education needs to practice one-sided, unofficial forms of reproduction of subjectivity, limited the professional skills of the individual, in-demand in the labor market. It is unofficiality that represents one of the main goals of the globalization of education, which is the adaptation of the latter to the request of the main subjects of the global capitalist economy via the national corporations and international banking and financial structures. This is a request for a partial individual - a qualified worker and performer, a narrow specialist, a functionary.

On the contrary, the cultural role of education as a mechanism for becoming an integral human is lost. The most important component - general education - appears from its content. Namely, it - general education - develops human abilities, demanded in any activity, translates basic values of being, contributes to the entrenchment of man in the world.

Modern economy requires from graduates of higher education institutions more and more in-depth professional specialization, oftentimes in a rather narrow field. Vocational training becomes a leading direction in education, so universities pay more attention to the "useful knowledge" that is required from graduates by the labor market. However, we should not forget in the fascination of narrow focus specialized technologies in educational affairs about the tradition of fundamentality and the broad humanitarian field of the Russian educational system, which provided high rating of Russian education and success in international competitions of pupils of Russian schools in the recent past.

Therefore, many scientists share one view that the traditions of humanitarization, fundamentalization and new orientation - informatization of training, should remain the

fundamental features of the new educational system. Informatization, being a new quality of the education system, new social and cultural value, contributes to the synthesis of humanities and natural sciences, overcoming their social distance from each other.

Researchers argue that the informatization of society is a process in which social, technological, economic, political, educational and cultural mechanisms are fused together, and the content is represented by a qualitative transformation of the entire information environment of society in order to optimize the results of any kind of activity [Raetskaya, 2017].

The main purpose of education in the modern humanitarian paradigm is in understanding by a person his place in the world - in contrast to technocratic thinking, narrow pragmatic orientation, which led to impoverishment of the emotional world of man. So, humanitarization is aimed at laying the foundations of a broad worldview, not limited by the natural science picture of the world, to form innovative thinking.

Humanitarization of higher education implies that under the conditions of changing society the higher education institution of any profile prepares not just a specialist who has mastered a certain amount of scientific and technical knowledge and mind but the carrier of humanitarian culture. It is about a person who is able to take a realised position within his profession, who is able to work professionally with information using humanitarian methods of obtaining and interpreting it. Thus, the humanitarization of education has two main and interrelated objectives: firstly, it can overcome excessively narrow specialization; secondly, with the help of humanitarization it is possible to form the basis of humanistic worldview in young specialists. Humanitarization of education is considered as a way of familiarizing young men with the spiritual values of the civilized world [Kruglov, 2008].

Modern research focuses on two interrelated problems: education as a value and values in education, which form the core of axiological problems of philosophy of education and require methodological substantiation of the theory and practice of the education system. Education as a value and a social institution performs a number of necessary social functions. The most important function of education is socialization of individual in a developing society, which is connected with formation of social structure of the society (with social mobility, prestige, etc.). For example, today the role of education as a factor of social mobility and promotion of social prestige of a person has increased, as education has become simultaneously the foundation and means of promoting on social stairs. In developed countries, the level and quality of education are among the most essential criteria for determining the social status of individual.

The instrumental value of education is of great importance: raise in salaries, higher positions and greater opportunities in the choice of types and fields of professional activity. Status and prestige value of education is today the most attractive and significant in our country [Raetskaya, 2017].

Value aspects of education connected with cultural and worldview function, represent moral and ethical value of education, fixing the need for formation of a free and responsible person. Today they are extremely depreciate. The moral component characterizes and defines the goals, meaning and essence of education. Conflict, corruption, decline in the prestige of the profession of the

teacher and other negative manifestations show that education in our country is increasingly losing spiritual and moral values and traditions.

The development of the education system is impossible without relying on the positive traditions and cultural achievements already existing in the system of national education. A conscious focus on universal human values, world and national culture, humanitarization and humanization of education, creation of a cultural environment for self-development of the individual are necessary. For conscious and free self - determination of a person in the modern world, education must attach national and universal human values to the world. Mental values of society (including such notions as good, beauty, benefit, justice, freedom, social equality) play an important role in the socialization of the individual. These values are the basis of axiological support of educational system, where the main issues should be the formation of a person as a harmonious personality [Gusev, 2010].

It should be noted that today there is an acute question: how compatible and jointly achievable two objectives in the reform of modern national education: moral and spiritual development of the individual, on the one hand; ensuring competitiveness in the labor market and socialization in the modern world moving to the market. In the modern educational space the goals of higher education are divided. As in the Senior School, the functional approach to the educational process prevails, because students are taught so that they can take a place after the university in some segment of the labor market. This determines the attitude of students to education as an information process, which is now more and more formalized, controlled by tests, solving problems.

This approach is not in line with the innovative strategy of development of the education system and modernization of society. Graduates simply learn to be performers, but not initiators, hardly adapt to scientific, theoretical, technological, structural changes, without which the modern economy and the whole public life are inconceivable. The situation is aggravated by the lack of development of the Russian market. Specialists often do not find themselves a worthy application, do not get settled by specialty, many leave the country.

According to statistics, highly qualified specialists, scientists and academics leave Russia. According to some estimates, for the period from 1999 to 2004 Russia has been left 25 000 by scientists, and 30 000 annually work under the system of contracts abroad, which is about 5-6 % of the total scientific potential of the country [Nalivayko, 2008].

Traditionally, in Russia, higher education elevates a person, raises him not only to a certain level of professional readiness, but attaches him to cultural creativity. The young specialist must have an awareness of his involvement in culture, he must have a sense of inseparability from the spiritual life of society. Today in Russia the value-orientation situation has changed dramatically. Life ideals have become qualitatively different: economic individualism has come to the fore. Its main component is the desire of a person to enterprising. In people's activities, everything is often measured by market criteria [Gusev, 2010].

New values of education, in particular, informatization are assuming global character in the modern world. However, the informatization of education, the information richness of the subject -subject relations in the educational space significantly update and enrich the value world of man.

The most important mechanism of introduction to cultural values, which became available due to the introduction of information technologies in the educational process, is the motivational sphere of the individual. Development of motivation of personal choice is the most important task of pedagogical influence on personality.

Education as a value of culture in modern Russia cannot fully adapt to the market in virtue of the specifics of its nature and social purpose. By its nature, it is the creative side of spiritual production, not only transmitting knowledge, but developing and preserving the intellectual, cultural potential of the society. Of course, education depends on market relations, and its final product is specialists who are subjects of market economy and other spheres of post-industrial society, dependent on the labor market and participating in its dynamics.

Many products of their labour are included in the market. However, the products of spiritual production, in particular of the education system, are not fully covered by market relations, as they cannot be assessed in economic categories (price, cost, profit, etc.). For example, talent of a teacher, moral stability, humanism, humanitarian environment, national shrines, ingenious thinkers as philosophers, scientists, teachers.

In the process of reforming education it is important to update the mechanism of inheritance of its value meaning for the individual and society, to preserve the high scientific and humanistic potential of the Russian education, has been built up by tradition for several centuries. In this case, the possibility of subjectivism manifestation should be considered in the formation of disciplines programs and their teaching, especially characteristic of training courses and interpretations of the content of humanitarian disciplines, value meaning, the worldview potential of which has changed essentailly over the last 20 years. An example of this are new mythologemes of history, tendencies to "curtailment" of humanitarian disciplines in technological, technical universities, accentuation of priorities of formalized control methods of students' knowledge, etc.

However, there is an opposite trend - an active movement of philosophers to involve schoolchildren to study Philosophy, training school teachers to work with children in developing interest in philosophical knowledge and philosophical culture. A children's organization "Philosophers to Children" has been created, and centers with their own directions, programs and practices have been established in big cities of Russia. So the mechanism of inheritance is renewed by the introduction into culture and the capture of educational values by new generations.

The mechanism of socialization, in which the creativity and capture of education values by new generations are coming, is quite complex in the modern crisis period. The complexity is in its uncertainty and unformedness of the ideals of democracy, insufficient awareness of its part of the State and society, the status and values of the institution of education in the information society, aggressive offensive of "mass culture" and the blocking by it and the "market" of universal values.

What mechanisms can withstand destructive trends? In our opinion, these are social and psychological mechanisms as powerful determinants of the value plan of a person. It is known from Psychology that life achievements of a person by 70-80% are achieved due to motives that induce a person to certain actions. Therefore, the motivational sphere is the most important problem of

education. Motivation focuses on the quality of professional activity, attitude to work, people around the world, family, Homeland, etc.

Therefore, pedagogical attention today in all educational institutions must be focused on the use of motivational mechanisms for the development of personality, mobilization of her abilities, desire for active activity. Of the traditional mechanisms, habit is known for its effectiveness. But to form a habit to independent work with the book in the age of computer technology is very difficult. And the costs at a loss overlap the achievements of technology - the language of students (and alas! teachers), substitution of knowledge with information, inability to communicate "live".

In the education system, new technologies should be an auxiliary tool in the subject-subject dialogue teacher-pupil and not to substitute the live transfer of knowledge from teacher to pupil. It requires great efforts to develop an ethical motivation in the society with a sharp drop in morals, family crisis, intervention of vulgarity in the everyday world of a man. Undeveloped moral motivation is suppressed by corporate, directive, economic, pragmatic, entrepreneurial and other motivations.

Without moral criteria, these motivations can only meet the "wild" market, the manifestations of which are visible to all. However, entrepreneurial motivation is necessary for civilized market relations. Students' interest in special courses of "Philosophy and Ethics of Business" and "Corporate Culture" is not accidental. Sociological researches reveal the growing aspiration of some part of students of the cratic motivation - aspiration for power, participation in it - economic, political, social ones. An example of the effectiveness of the youth parliament, the revival of student construction teams, in which professional, organizational experience is gaining, socialization is accelerating.

There are successful beginnings of entrepreneurial activity in student years. Dominance of the cratic motivation leads graduates in a fairly short period of professional activity to administrative power. Young scientists become leading administrators in universities, successfully combining administrative and scientific and pedagogical work. The combination of entrepreneurial and cratic motivation leads in a number of cases to successful entrepreneurial activity, participation in "big politics". It is important to support creative beginnings in motivation for success, for example, organization of socialized business focused on support of education, culture, family, socially unprotected citizens.

However, humanistic motives for creative activity are opposed by the commercialization of education, which focuses on a narrow and pragmatic approach to education. Narrow and pragmatic motivation is enhanced by the cratic one, in which it is often a diploma, a degree are a sign of prestige and imitation of creativity.

The selfish, personified cratic motivation is not so obvious in the process of education becomes a serious barrier on the way of society to humanistic goals and values. Nevertheless, the activity of subjects of higher education should be implemented in the whole chain of educational process: goals - means - result. If the first and second links are more or less aware in the system of subjective relations, the result is where to get a job graduate, what is the labor market, what are the

relations of the producer (university, training specialists) and the consumer (enterprises, organizations, institutions) - there are more questions than answers here.

The analysis shows that systemic interaction in this sphere has not yet been created, there are fragmented, incomplete, contradictory relations. The existing contractual practice of "university -enterprise" gives positive results. Enterprises interested in the appropriate personnel, provide practice and further employment of graduates, support university science, allocate funds for reparation, equipment, increase of the assimilation of teaching staff, training of young specialists, ensure the introduction of scientific results into production.

There are many examples of close cooperation among large branches of material production and universities (oil production, gas, etc.). This experience needs scientific and philosophical comprehension. However, in the relations of the university - production at the present stage there are many difficulties caused by their disintegration, lack of awareness of common tasks of subjects of education and material practice.

Performance by subjects of common goals, means, results of educational activities and their application in the production is particularly important under the conditions of transition training system of specialists - bachelors (four years) and masters (plus two more years of study). With the already started process of training specialists according to new standards there is not enough awareness, clear idea of where and how bachelors will be able to apply their knowledge, whether the way to the science is prepared for future magistrates? What are the expectations of employers in reference to future job applicants and what are the specific conditions of work for new graduates? In this regard, there is a need for a large university research, educational and information one. A professional model of a specialist prepared according to the new criteria of the university educational process is necessary.

Modeling of educational system as integrity so far covers only part of this system. Thus, modeling of information processes in education revealed the contradictions of information and value. In particular, it has been revealed that increasing the amount of information after a certain border does not lead to an adequate growth of its value. Consequently, the informatization of education must be carried out through the prism of a system of measures and boundaries covering the most important aspects of society affected by education.

Modern approaches to modeling of educational process are defined in the Federal target program of the Ministry of Education and Science "Scientific and scientific and pedagogical personnel of innovative Russia" for 2009 - 2013, in which a significant place is devoted to the issues of education management, modeling of the external and internal environment of the educational process.

Modern approaches to modeling of the educational process are defined in the Federal Target Program of the Ministry of Education and Science "Scientific and Pedagogical Personnel of Innovative Russia" for 2009-2013, in which a significant place is given to issues of education management, modeling the external and internal environmental of the educational process. Innovative teaching technologies include new forms and methods of teaching, a new approach to the learning process, as well as the use of new information resources [Nalivayko, Kosenko, 2009].

Implementation of the Federal Target Program at the level of specific projects and models actualizes the problem of synthesis of informational and valuable approaches in the development of specific models of educational process [Talalaeva, 2007].

In conclusion, It should be noted that the new values of education are currently being developed. Their underdevelopment is connected with the insufficiency of the material base of the education system with a strict orientation of the market economy for narrow pragmatic values, with the aspiration of the process owners to achieve rapid economic impact.

In order to optimize the process of formation of new values necessary for the development of innovative processes in the field of education, systematic research of unity and contradictions of external and internal th environment of the educational process.

In our opinion, the model of the external environment of the educational process presented in the work of scientists of Moscow universities, which, on the one hand, takes into account the conditions of the market society and the perspective of development of innovative education in order to modernize the Russian society, is perspective. This model should be supplemented by the development of the model of the internal environment of the educational process, the essential side of which should be the model of a young specialist whose activity will be effective in terms of information society.

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Швецова Наталья Анатольевна

Кандидат философских наук, cтарший преподаватель кафедры гуманитарных и социально-экономических дисциплин, Пермский институт ФСИН России, Пермь, Россия

Хорошева Екатерина Игоревна

Преподаватель кафедры английского языка и межкультурной коммуникации, Магистр, Пермский государственный национальный исследовательский университет, Пермь, Россия

ПРОБЛЕМА ЦЕННОСТЕЙ И ЦЕННОСТНОГО ОТНОШЕНИЯ К ОБРАЗОВАНИЮ В УСЛОВИЯХ ИНФОРМАТИЗАЦИИ ОБЩЕСТВА

В статье рассматриваются парадигмальные изменения в современной философии образования, анализируются противоречия традиционных и новых ценностей образования, порождаемых условиями становящейся рыночной экономики в России. Выдвигаются в качестве основных критериев модернизации образования в России - фундаментальность, профессионализм, гуманитаризация, гуманизация, информатизация. Сформулирована актуальная проблема исследования возможностей гармонизации, единства, информатизации и гуманистических ценностей образования. Как показывает практика, на сегодняшний день образование ориентировано не столько на передачу знаний, как прежде, сколько на овладение базовыми компетенциями, позволяющими затем по мере необходимости - приобретать знания самостоятельно. Именно поэтому такое образование должно быть связано с практикой более тесно, чем традиционное. Инновационное образование предполагает обучение в процессе создания новых знаний - за счет интеграции фундаментальной науки, непосредственно учебного процесса и производства. Следует отметить, что образование трансформируется из акта безвозмездной трансляции накопленного культурного опыта от поколения к поколению людей в возмездную потребительскую услугу. Будучи втянутым в орбиту тотального потребления, образование вынуждено практиковать однобокие, партикулярные формы воспроизводства субъектности, ограничиваясь профессиональными навыками индивида, востребованного на рынке труда. Таким образом, именно партикулярность представляет одну из главных целей глобализации образования, которая является приспособлением последнего к запросу основных субъектов глобальной капиталистической экономики в лице

транснациональных корпораций и международных банковско-финансовых структур. Еще одним важным фактом является то, что современная экономика требует от выпускников вузов все более углубленной профессиональной специализации, зачастую в достаточно узкой области. Профессиональная подготовка становится ведущим направлением в образовании, поэтому вузы уделяют больше внимания «полезному знанию», которое требует от выпускников рынок труда. Авторы статьи отмечают, что перспективна модель внешней среды образовательного процесса, представленная в наработках ученых московских вузов, которая, учитывает условия рыночного общества и перспективу развития инновационного образования в целях модернизации российского общества.

Ключевые слова: информационное общество, общество знания, традиционные и новые ценности образования, фундаментальность, профессионализм, гуманитаризация, гуманизация, информатизация, моделирование образовательной системы.

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