ВЛИЯНИЕ КУЛЬТУРНОЙ СРЕДЫ ВУЗА НА ПРОФЕССИОНАЛЬНОЕ САМООБРАЗОВАНИЕ БУДУЩИХ ПЕДАГОГОВ Текст научной статьи по специальности «Науки об образовании»

УДК 374

Natalia S. Kovateva

PhD in Pedagogy science, Associated Professor of Department «Pedagogical education», Humanitarian and Pedagogical Institute, Sevastopol State University;

Russian Federation, Sevastopol, e-mail: nskovaleva26@mail.ru

INFLUENCE OF THE CULTURAL ENVIRONMENT OF THE UNIVERSITY ON THE PROFESSIONAL SELF-EDUCATION OF FUTURE

TEACHERS

The article discusses the impact of the cultural environment of the university on the professional self-education of future teachers. The main interpretations of the concepts "cultural environment", "macro- and microenvironment" are highlighted. Defined the task for the aesthetic development of future teachers are outlined, where the main thing is to create a cultural environment in a university to familiarize students with the values of world culture while studying a course in cultural studies that ensures the formation of students' spiritual world, their aesthetic, moral upbringing by means of various kinds of arts. The sphere of the cultural environment in the course of cultural studies is defined as a socio-cultural object, as the interaction of an integrated program of academic discipline, teaching aids, educational material that familiarizes students with socio-cultural objects and self-educational activities of future teachers in the field of culture.

Key words: cultural environment, socio-cultural object, self-education, aesthetics, art, cultural studies.

Ковалёва Наталья Сергеевна

Кандидат педагогических наук, доцент кафедры «Педагогическое образование», Гуманитарно-педагогический институт, ФГАОУ ВО «Севастопольский государственный университет»;

Российская Федерация, Севастополь, e-mail: nskovaleva26@mail.ru

ВЛИЯНИЕ КУЛЬТУРНОЙ СРЕДЫ ВУЗА НА ПРОФЕССИОНАЛЬНОЕ САМООБРАЗОВАНИЕ БУДУЩИХ ПЕДАГОГОВ

В статье рассматриваются вопросы влияние культурной среды вуза на профессиональное самообразование будущих педагогов. Выделены основные

трактовки понятий «культурная среда», «макро- и микросреда». Обозначены задачи для эстетического развития будущих педагогов, где главным является создание культурной среды в вузе для приобщения студентов к ценностям мировой культуры, при изучение курса культурологии, обеспечивающего формирование средствами различного рода искусств духовного мира студентов, их эстетической, нравственной воспитанности. Определена сфера культурной среды в курсе культурологии как социально-культурный объект, как взаимодействие интегрированной программы учебной дисциплины, средств обучения, учебного материала, который знакомит студентов с социально-культурными объектами и самостоятельной самообразовательной деятельности будущих педагогов в сфере культуры.

Ключевые слова: культурная среда, социально-культурный объект, самообразование, эстетика, искусство, культурология.

Для цитирования:

Kovaleva N. S. Influence of the cultural environment of the university on the professional self-education of future teachers // Гуманитарная парадигма. 2020. № 2 (13). С. 154-162.

In modern conditions, the need for creative people, specialists with an active professional and life position, striving to realize their personal potential, has become more acute. Higher education is faced with tasks, not only to equip future teachers with knowledge, skills, but also to form a young person's spiritual foundation, his personal desire for self-development and self-improvement. The emerging process of humanization of society, its orientation towards humanistic goals and values determines the interest in environmental issues in pedagogical science. It is the university that is the platform on which students will be able to form and develop their professional abilities.

According to a number of scientists, such as B. S. Erasov, N. B. Krylova, O. V. Netsenko, L. P. Pechko, M. D. Smetanina, and others, the cultural environment of an educational institution reflects the quality of the university environment and helps to realize possibilities for the development and self-development of the student's personality in a new way. The main feature of the cultural environment of the university, emphasizes M. D. Smetanina,is the valuesof higher education, which are guidelines for the activities and communication of participants in educational and scientific processes [3]. When designing the university's developing space, it is necessary to organize an environment that, firstly, takes into account the laws of functioning and development of the student's personality and, secondly, reflects the conditions of self-development of the

№ 2 (13), 2020 г.

personality, thirdly, shapes the process of consumption of cultural reproduction and affects the education of an aesthetically developed personality .

The concept of a cultural environment by the pedagogical community is considered in various aspects. According to E. S. Mertens, the cultural environment is a combination of educational, training and cultural-educational conditions that reflect political and socio-economic development, domestic national-cultural and historical traditions, the state of the spiritual and moral sphere of society, and also surround, develop and shape personality [6, p. 5].

So, A. Y. Flier believes that "the cultural environment represents culture itself in its entirety of functions and processes, forms and contents, but viewed from a certain angle, with emphasis on its spatial embodiment," and defines the cultural environment as "a complex cultural preferences of the population, localized within the boundaries of a certain space"[io, p. 302].

Researcher N. B. Krylova emphasizes that the cultural environment is a space of activity, behavior and communication of students in a child-adult community, which creates material for self-education and self-construction of a person [2]. The cultural environment, according to the author, is a dynamic phenomenon. It undergoes various changes: it is created, developed, preserved, expanded, enriched, depleted, protected, reproduced. It is not inherited, not modernized. N. B. Krylova distinguishes between micro and macro environments. The cultural macroenvironment is society as a whole, that is, socio-cultural objects. The macroenvironment has some quantitative characteristics. For example, the density of the cultural environment can be measured by the number of cultural objects, since the cultural environment has a certain level of cultural value. For example, the cultural environment of the city of Sevastopol is more diverse than the cultural environment of the small industrial Crimean city of Belogorsk (the presence of theaters, museums, etc.). It follows that the space surrounding a person, "... and the macroenvironment, and the immediate sociocultural field of communication, the microenvironment, where he actively acts and realizes himself as a cultural subject, and where, most importantly, he chooses the most significant as material for self-education and self-construction" [3, p. 190].

Cultural microenvironment - the environment of the immediate environment of a person - family, work collective, training space. Living in a cultural microenvironment, a person reacts and selects from the general stream of aesthetic information only that which covers his cultural level. Macro and microenvironment can be attributed to socio-cultural objects. In turn, the educational environment is part of the sociocultural space in which various educational processes, objects and materials interact. The main task of an educational institution is to create such a

cultural environment that would ensure qualitative changes in the personality of the pupil through the knowledge and development of socio-cultural objects.

The cultural environment, as well as socio-cultural objects, has a number of positive pedagogical opportunities: the effectiveness of its impact; educational activities; humanization of the intellectual sphere [1].

Universities are faced with the need to design a cultural environment as a multidimensional space, adequate to the needs of students and consistent with the trends and dynamics of modern culture. A flexible environmental approach is needed. The formation of personality occurs at the intersection of various cultural environments. Man initially develops and acts in this diverse cultural environment. To organize such an environment, it is necessary to maximize the structure of students' activities and communication with art, create a situation of cultural self-determination and choice for each student, and on this basis create conditions for self-education.

We rely on the definition of the cultural environment formulated by N. B. Krylova. We share her point of view on the relationship "environment-man", which is created through socio-cultural objects. This connection can be different, explicit or, as the author emphasizes: indirect, inconspicuous, take absurd forms, but it always stimulates a person's need to maintain his personality and stimulates his activity. The researcher emphasizes that the cultural environment is also created not only due to external factors, but also by the individual, since each person develops according to his individual interests and builds his own route of entry into culture, his own vision of values. And as a result of this, the cultural environment is the cultural individual space of a certain "self," that is, self-knowledge and self-development [3].

Researchers E. V. Grevtsova, S. Yu. Ermolaeva, V. S. Ilyin, E. S. Kryzhanovskaya, A. A. Melik-Pashaev defined the concept of "cultural environment" as a space of students 'activity, behaviour and communication, which It is the basis for the development of cultural values and creates material for the self-education of the future teacher of his creative activity, as well as a set of significant criteria in which a person lives, learns and works [5].

The cultural environment in the course of cultural studies is defined as a socio-cultural object, as the interaction of an integrated program of academic discipline, teaching aids, educational material that familiarises students with socio-cultural objects and independent self-educational activities of future teachers in the field of culture, which are the main material for the development of cultural values. Mastering the course "Culturology" is one of the ways of self-education in the education of aesthetic culture of students. Firstly, the assimilation of cultural values is that area of human activity that develops spiritual and creative abilities, serves as

a means of multilateral aesthetic education. Secondly, aesthetic education by art is becoming of paramount importance in the self-construction of the individual.

Let us consider the cultural and educational environment of a pedagogical university as a mandatory organizational and pedagogical condition for the self-education of a future teacher, the education of an aesthetically developed personality. In the curriculum, the course of cultural studies integrates the knowledge of various humanities and art objects that have common theoretical concepts, principles, and approaches. Integration contributes to the formation of value orientations of students, their worldview, attitude towards the world, nature, society, art through points of contact [2].

A. A. Melik-Pashaev emphasizes that the pedagogy of art, realizing and realizing itself as a whole, begins to relate to other areas of pedagogy, determining its place and its connections in this wide space, striving to go beyond the boundaries of art as such [6].

A positive impact on the education of the aesthetic culture of students is provided by taking into account the characteristics of the individual, the social and cultural environment in which the student — the future teacher develops:

- differences in the cultural level of students:

- age features;

- regional features;

- individual personality traits of students: cultural needs, interests and ways to satisfy them;

- ability to self-education.

- creative activity;

Scientists associate cultural development with communicative activities based on the development of cultural values. T. I. Shamova identified a dialogical type of interaction that allows the teacher to switch from setting the fixation of the goals of the activity "on oneself' (for the teacher) to setting the activity in the interests of the individual and the pupil, on his development, setting on the "other". Each pupil in this interaction has the right to an individual position, which can and should change during the dialogue. The dialogical type of interaction between the teacher and the student reflects the general path of organising the development of personality, which consists in stimulating the internal sources of this development [11].

The course of cultural studies is dialogical in nature. This is manifested in the fact that in the course, in a certain connection, there are all types of art as a single whole - "world art culture", and that the "dialogue of the arts" is both a "dialogue of cultures" and that represents an opportunity for the emergence of dialogue between each student and each work, notes L. V. Peshikova [7, p. 77]. The significance of the course of culturology lies in the fact that its development involves the restoration of

an integral canvas of culture, because integrity is inherent in art and follows from its emotional and educational nature. Art is the common denominator for the integrity of the course. All types of art (music, literature, painting, theatre) have common genre-style development trends. The subject of cultural studies is viewed through the prism of the synthesis of arts, that is, holistically.

The cultural interaction of subjects of education contributes to the development of a communicative culture of student youth, which, in turn, is reforming the cultural environment - first the micro, and then the macro environment. Peculiarities of the phenomenon of upbringing by culture are determined by the depth of communication and its cultural meanings for the student and teacher, "because the potential of upbringing depends on the deeper layers of communication and interaction [9, p. 167].

The essence of the spiritual and moral atmosphere as a component of the cultural environment consists in the influence of culture and art on the emotional-value state of both society as a whole and an individual. A cultural idea arises in man, and he grows with it. The content of world culture is holistic artistic models of the world, in which the means of all arts embody various ideas about the ideal world, good and evil, life and death, nature, space, religion, love, beauty and other basic values of life. "The change of such models is at the same time the evolution of the human personality. In other words, it's a gallery of man's grand self-portraits in its historical formation"A.A. Melik-Pashaev emphasized [5, p. 78]. Culture ripens as its own unique way of thinking, acting as a teacher and pupil, as a feature of their inner and outer life. The spiritual and moral atmosphere of the cultural environment puts a person in conditions when he himself begins to act culturally, creatively using the values, norms, knowledge and patterns chosen by him. In this case, self-education of the individual begins.

The main goal of the pedagogical cultural environment at the university is to introduce students to the values of world culture; the creation of a certain activity that ensures the formation by means of various kinds of arts of the spiritual world of students, their aesthetic, moral education. This goal should be achieved by solving the following tasks:

- to promote "live" communication of students with masterpieces of world

art;

- provide an opportunity to gain rich experience in meetings with works of various kinds, genres of art, artistic styles and trends, teach feeling and understanding these differenciesdevelop the ability to adequately perceive a work of art;

- to develop the ability to perceive works of art as a manifestation of a person's spiritual activity;

- to develop a holistic view of national art culture and its place in world culture;

- to develop the ability to see the author's position and enter into a creative "dialogue" with the author;

- show the endless diversity of cultures;

- to develop the desire to communicate with the artistic culture throughout

life;

- to develop the ability to general and aesthetic self-education, self-building personality.

So, the course of cultural science is able to create the necessary cultural environment as a condition for the self-education of future teachers, which includes socio-cultural objects, cultural interaction and the spiritual and moral atmosphere, that is, the pedagogical and educational environment. Moreover, under the material of self-education we understand the mastery of knowledge of culture and art at the initiative of the individual himself, as well as the choice of the form for satisfying needs and interests. Effective self-education of a person is impossible without a conscious desire to build yourself as a person. "A person is not a gift of nature, but a child of human spiritual freedom, using which a person, as it were, in contrast to nature, creates himself," wrote the Russian psychologist M. M. Rubinstein.

Thus, the cultural environment is characterized by the involvement of the individual in aesthetic and artistic values through the study of the course "Culturology", which determines the spiritual development of a person aimed at realizing the ideals of culture, as a result of which a new qualitative state of the personality arises, changing its structure from self-knowledge to self-realization. We understand this process as one of the basic values of the life of each person, reflecting his desire to fully demonstrate his abilities and potentials, put them into practice in the process of productive activity, recognition of his "I" by others, independent creation of conditions for its full manifestation. In this regard, we define the cultural environment of the university as an integral process of self-improvement of the personality, dialectically combining self-change, self-determination throughout the course of life; the practical implementation of the makings, abilities, gifts and character traits through a particular sphere of educational and social activity for the benefit of himself and society as a whole.

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Литература

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