CC BY
23
THE SOCIAL SPACE OF CONTINUOUS EDUCATION SYSTEMS:
ABOUT THE ISSUE OF THE ESSENCE OF THE EDUCATIONAL PROCESS
E. B. Goryagina
This article presents the analysis of the concept of "social space" from the perspective of social philosophy. It emphasizes the importance of pedagogical forecasting in the development of the organizational structure of the system of continuous education.
Key words: social space, the system of continuous education, pedagogical forecasting.
The idea of development of the social space of continuous education was comprehensively represented by J. A. Komensky’s works in two aspects: the idea of self-education, and the principles of a systematic sequence when “all the following is always based on the past, and the past is reinforced by the following”. The development of the social space of continuous education was interpreted in the historical and educational context by foreign researchers in accordance with the content of the educational process (representatives of French materialism, Claude Adrien Helvetius, Denis Diderot, Condorcet); The Swiss pedagogue J.H. Pestalozzi interpreted it as continuous and gradual movement to knowledge; The German pedagogue and humanist Adolph Diesterweg considered it as a link between the previous material and the following with a certain degree of autonomy for students.
The further theoretical development of the socially important space of continuous education is reflected in works by the ideas of many thinkers. We can mention the idea of the internal and external sides of the educational process, implementing the development of personality as its main role (works by
P.F. Kapterev); ideas of additional education (works by V.P. Vakhterev); the anthropological essence of the educational process (works by K.D. Ushinsky); selfeducation and the principle of conformity to nature based on the ethical and humanist paradigm in works by N.I. Pirogov, L. N. Tolstoy etc., preschool education - in works by K.N. Ventzel, E.I, Tykhleyev, I.A. Sikorsky, V.M. Bekhterev, and M.H. Svenitsky.
The social infrastructure of continuous education is based on the forms of succession of the educational process. It conforms to a reliance on traditions, and also to the modernization of the whole internal structure of educational subsystems: from preschool education through education for adults. This context was represented in Didactics Magna by Komensky, when he wrote about the structure of the educational system as a multi-component system, beginning from the “initial school”. This approach is represented currently in the integration of all forms of educational units. This integration is based on the multilevel and multistage nature of educational programs. It is why educational programs and educational technologies are aimed at resolving contradictions between the educational aims of a poly-subject user of education, and the satisfaction of educational needs. Also, it brings to the educational system the property of integrity in its operation in society.
141
The idea of the “social space of continuous education” is interpreted as a relationship between different stages of development. The essence of this relationship is the preservation of the different elements of the whole as a system. Succession is interpreted as a relationship between the past and the following states, based on the preservation of traditions. System analysis of the current state, and prospects related to the resolution of issues of the social space of the educational process, (taking into account various succession forms) requires the identification of conditions for the implementation of the succession approach to all educational units of the modern educational process. We also should take into account the conceptual focus of continuous education (provisions of the “Law on Education in the RF”), requirements of state standards, as well as principles of innovation-targeted educational programs, the Program for Development of Preschool Education for 2008-201, the Pilot Project in Education and Personality Development of Young Children “Moscow education: from infancy to school” (designed up to 2012 and aimed at the implementation of the first goal of the UNO Program “Education for Everybody”).
The modern strategy in development of educational programs from preschool education to education of adults and people of the “third’ age (focus, types of educational programs; their relevance, goals and objectives; forms of education, methods and means of education) is developed taking into account pedagogic traditions. The major goal of education is a personality, the importance of which reflects interests of modern society, governments, industries and the education system itself. It is why educational programs are mainly characterized with: autonomy; focus on self-realization and self-declaring of a personality in the educational process of continuous education. The educational space, rich in the diversity of educational programs (educational routes), is aimed at the implementation of forms, methods and means of education demanded by the user. It is why to “link” the needs of a personality, society, state and different social groups, and new knowledge, shall be developed about succession as a process and as a result of consistent and systematic relations (“coupling”) between educational programs. The succession as a process (if we take into consideration traditions and innovation) implies relationships between educational programs. It also takes into account their relative priorities within the continuous education system, which is provided due to their “vector” within educational subsystems. It results in the development of a motive and value route of the student in the mastering and acquisition of a social cultural experience as a way to adapt to the ever changing social and economic conditions of the postindustrial era. The social space as a way to develop educational tradition provides many forms of interaction between new types of educational programs and common ones as implemented in institutional and non-institutional educational structures in any educational fields (general, professional, additional, academic).
Modern educational practice gives a special theoretical and methodological meaning to the idea of the development of the social space of the continuous education system in its broad theoretical generalization. The context of general scientific theories and ideas of educational process under the conditions of continuous education are developing. Therefore, we need to predict the future development of the educational and social space which is aimed at the innovation
142
process within the system of the Russian education, and takes into account globalization processes.
Social agents differ between each other in their assets owned, incomes, and prestige of education. Therefore, under the conditions of stratification of the social structure of the postindustrial society as a stable link between the conditions, the expansion of ways of obtaining an education at any age gains a great importance. Complication of the social organization requires the identification of social layers aimed at different educational levels. So called educational routes of a person are aimed at higher variability, allowing mobile movements within the social space of the continuous education system. The stage of transformation to the postindustrial society reproduces and builds inequality by different criteria (incomes, social status etc.) including, to a greater degree, by education. The hierarchical educational level is especially important for modern society as it allows the reproduction of social links in their new quality, and the channeling of personal aspiration to acquire the statuses important for postindustrial society.
The issues just considered are relevant from the perspective of educational forecasting (a field of research studying the development of forecasting in education and pedagogy). Educational forecasting is also defined as the process of acquiring leading information about an educational object based on scientifically based provisions and methods. The educational object means a class, student, piece of knowledge, skill or relationship. The purposes of educational forecasting include the development of a strategy for the development of an educational institution according to changes in the labor market. They also include pre-emptive identification of society’s needs for specialists in certain fields, and the creation and implementation of an educational system for them. The final result of such education will be competent professionals demanded by society. It will also allow the implementation of opportunities and resources for further development and improvement of personality. Therefore, educational forecasting is aimed at scientific substantiation of the process of development of objects and phenomena of the educational realty. The performance of forecasting is determined by the obtained results, i.e. a forecast as a “scientifically substantiate opinion of possible states of the object in the future, as well as alternative ways and conditions for their realization. From these perspectives, the essence of the social space of the continuous education system can be more deeply understood.
Bibliography
1. Новиков А. М. Постиндустриальное образование. - М.: Эгвес, 2008. - 136 с.
2. Орешкина А. К. К проблеме преемственности образовательного процесса непрерывного образования. Первые международные научные чтения, посвященные памяти академика С.Я. Батышева. Николаев, 25-27 сентября 2003 г.: сб. науч. тр. - Николаев: Изд-во «Илион», 2003. - С.139-145.
3.Орешкина А. К. Некоторые аспекты организации профобучения в сфере малого предпринимательства. - М.: Образование, 1998. - № 44. - С. 29-31.
4. Проблема преемственности учебно-воспитательного процесса в учреждениях начального, среднего и высшего образования: сб. науч. тр. / Е. Ю. Асадулина, Н. Н. Булынский, Н. О. Викулова. - Челябинск: ЧГАУ, 2003. - 118 с.
Translated from Russian by Znanije Central Translastions Bureas
143
