Keywords

MODERNIZATION / TEACHER EDUCATION / CONCEPTUAL BASES OF MODERNIZATION/ POLICY OF REFORM / EDUCATIONAL RESEARCH./ EDUCATION RESEARCH. / MODERNIZATION / TEACHER EDUCATION / CONCEPTUAL BASES OF MODERNIZATION/ REFORM POLICY

annotation scientific article on the sciences of education, author of scientific work - Bermus Alexander Grigorievich

the subject of research in the article is the "language of reforms" as a set of ideas, meanings and concepts that are at the heart of the processes of reform and modernization teacher education. As the main conceptual problem, the essential limitations of formal requirements as the basis for modernization are indicated. teacher education. In order to identify possible conceptual resources for modernization, the experience of similar reforms in Western countries is analyzed, including: Sweden, Great Britain, Norway, the USA, etc. The author shows the need for: a) scientific and information support of all measures taken, b) a comparative analysis of the contribution teacher education in social development, c) the relationship between the requirements of standards, indicators of the quality of general and professional teacher education. As a factor of modernization, the identification and design of the dynamics of the teacher's image in the socio-cultural and professional contexts, as well as its level differentiation depending on the length of service and performance are considered. Evidence of the effectiveness of each stage of modernization is proposed to be assessed by a set of parameters, including effectiveness, characteristics of individual and systemic development, as well as the quality of the environment. An important condition for evaluating the effectiveness is a constant study of the relationship between political attitudes and the results achieved, which determines the trends and foundations of the reform. It is concluded that the design of modernization teacher education should take into account not only intra-system conditions and resources, but also global changes in the landscape of education in the modern world.

Conceptual problems at the modern phase of teacher education modernization in Russia

the subject of the presented research is "the language of reforms" as a set of ideas, meanings and concepts that are at the heart of teacher education modernization . The main conceptual is a significant limitation of formal requirements, which are the grounds for pedagogical education modernization . In order to identify possible conceptual modernization resources, the article examines the practice of similar reforms in Western countries, including Sweden, the UK, Norway, the USA and others. The author shows the need for: a) scientific and information support of all the measures taken; b) comparative analysis of teacher education contribution to social development; c) correlation between the requirements of standards and quality indicators of general and professional teacher education. The paper presents the factor of modernization as an identification and design of teacher image evolution in socio-cultural and professional contexts, as well as their level of differentiation depending on job performance and years of experience. Each stage of modernization should be assessed based on the set of parameters, including performance, characteristics of individual and system development, and the environment quality. An important requirement for the performance evaluation is a constant study of the correlation between the political setting and the results achieved, which defines trends and bases of the reform. The author concludes that not only internal conditions and sources should be taken into account during the process of teacher education modernization, but also the global changes in education setting in the modern world.

The text of the scientific work on the topic "Conceptual problems of the current stage of modernization of teacher education in Russia"

LIFELONG EDUCATION: XXI CENTURY. Issue 2 (summer 2015)

LIFELONG EDUCATION: XXI century

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LIFELONG EDUCATION: XXI CENTURY. Issue 2 (10), 2015

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BERMUS Alexander Grigorievich

Doctor of Pedagogical Sciences, Professor of the Department of Education and Pedagogical Sciences of the Academy of Psychology and Pedagogy of the Federal State Autonomous Educational Institution of Higher Education "Southern federal university» (Rostov-on-Don)

[email protected]

CONCEPTUAL PROBLEMS OF THE MODERN STAGE OF PEDAGOGICAL EDUCATION MODERNIZATION IN RUSSIA

Resume: The subject of research in the article is the "language of reforms" as a set of ideas, meanings and concepts that are at the heart of the processes of reforming and modernizing teacher education. The main conceptual problem is the significant limitation of formal requirements as the basis for the modernization of teacher education. In order to identify possible conceptual resources for modernization, the experience of similar reforms in Western countries is analyzed, including: Sweden, Great Britain, Norway, the USA, etc. The author shows the need for: a) scientific and information support of all measures taken, b) a comparative analysis of the contribution pedagogical education in social development, c) the relationship between the requirements of standards, indicators of the quality of general and professional pedagogical education. As a factor of modernization, the identification and design of the dynamics of the teacher's image in the socio-cultural and professional contexts, as well as its level differentiation depending on the length of service and performance are considered. Evidence of the effectiveness of each stage of modernization is proposed to be evaluated by a set of parameters, including effectiveness, characteristics of individual and systemic development, as well as the quality of the environment. An important condition for evaluating the effectiveness is a constant study of the relationship between political attitudes and the results achieved, which determines the trends and foundations of the reform. It is concluded that the design of the modernization of teacher education should take into account not only intra-system conditions and resources, but also global changes in the landscape of education in the modern world1.

Key words: modernization, teacher education, conceptual foundations of modernization, reform policy, education research.

CONCEPTUAL PROBLEMS AT THE MODERN PHASE OF TEACHER EDUCATION MODERNIZATION IN RUSSIA

Abstract: the subject of the presented research is "the language of reforms" as a set of ideas, meanings and concepts that are at the heart of teacher education modernization. The main concept

1 The article was written within the framework of the implementation of State Contract No. 213.01-05/2014-1 on the basis of the Southern Federal University "Development and testing of new modules of the basic educational program of the bachelor's degree in the enlarged group of specialties" Education and Pedagogy "(training area - humanities, history), involving academic mobility of university students in the conditions of network interaction”.

tual problem is a significant limitation of formal requirements, which are the grounds for pedagogical education modernization. In order to identify possible conceptual modernization resources, the article examines the practice of similar reforms in Western countries, including Sweden, the UK, Norway, the USA and others.

The author shows the need for: a) scientific and information support of all the measures taken; b) comparative analysis of teacher education contribution to social development; c) correlation between the requirements of standards and quality indicators of general and professional teacher education. The paper presents the factor of modernization as an identification and design of teacher image evolution in socio-cultural and professional contexts, as well as their level of differentiation depending on job performance and years of experience. Each stage of modernization should be assessed based on the set of parameters, including performance, characteristics of individual and system development, and the environment quality. An important requirement for the performance evaluation is a constant study of the correlation between the political setting and the results achieved, which defines trends and bases of the reform.

The author concludes that not only internal conditions and sources should be taken into account during the process of teacher education modernization, but also the global changes in education setting in the modern world.

Key words: modernization, teacher education, conceptual bases of modernization, reform policy, education research.

Formulation of the problem. Modern problems of modernization of domestic pedagogical education are ambiguous. Among them: a change in the legal framework, the reorganization of most institutions of teacher education, the transformation of the content, structure and management system of educational programs, a significant transformation of the norms and requirements for teaching. In this article, we will focus on the conceptual issues of modernization of teacher education. It should be noted that most often the modernization of pedagogical education is comprehended in a narrowly functional way. In particular, they talk about the need to prepare teachers for the “implementation of new school standards”, “to increase the percentage of graduates of teacher education programs going to work in schools”, to promote the reorganization of pedagogical universities “by including them in classical universities and expanding practical training”. As a result, the language of modernization is exhausted by the revival or addition of well-known diagnostic and competitive procedures (olympiads, tests, exams); the introduction of new generations of standards/requirements/regulations, the inclusion of education authorities in the processes of adjusting/improving/individualizing educational programs, updating educational and methodological literature (resource base), etc.

Obviously, all of the above measures have been known at least since the early 1990s, and the impossibility (or inefficiency) of their implementation over the past two and a half decades is the reason for a more serious analysis of the concept of modernization. In particular, it should be noted the growing contradiction in recent years between the radical nature of organizational changes in the field of teacher education and the predominantly “optimization” frame of theoretical ideas about what is happening. In this situation, it becomes necessary to comprehend the change in

conceptual ("humanitarian") context of modernization. Including with the involvement of foreign experience.

Review of foreign experience. For comparison, materials from studies of the educational systems of Scotland, Ireland, France, Italy, the Netherlands, Finland, Norway, Australia, New Zealand, the USA, Canada, Singapore, South Korea and Japan, i.e. very heterogeneous countries, were taken. Let us draw attention to some points that seem important in the light of changes in the domestic system of teacher education. An interesting material for reflection and comparison contains a review of publications on the principles of educational policy in the field of teacher education in Scotland. The starting point in this case was an understanding of “the contribution that teacher education can make to the quality and effectiveness of the educational experience of young people” through:

1. Understanding the strengths and weaknesses (current strengths and areas for improvement) of the system of teacher education.

2. A comparative analysis of the contribution of teacher education and other educational systems to the social development of young people who have experienced significant changes and achieved significant success.

3. Study of the relationship between the forms of teacher education and the growth of professionalism, on the one hand, and the growth of professionalism with the success of students, on the other hand.

4. Evaluation of the importance of pedagogical practice as a factor in the growth of the influence and effectiveness of teacher education.

The first result of the study of the Scottish experience was the conclusion that there are four models of pedagogical professionalism based on different values:

The effective teacher model (emphasizing instrumental excellence);

Model of the reflective teacher (based on the idea of continuous professional growth);

The model of the researching teacher (focused on the study of one's own practice);

The "transformative teacher" model.

In other words, it should be recognized that a teacher cannot be a simple sum of required competencies, he is the bearer of some image (model) rooted in cultural and educational traditions.

It is noteworthy that all intuitively necessary, but quantitatively indefinite links between individual indicators of the quality and dynamics of educational reforms, become objects of special research in Scotland. So, for example, the links between teacher education, changes in general education curricula and standards (curriculum changes) are studied; another study is aimed at identifying links between the professional development of teachers and their ability to participate in updating the content, or between the growth of pedagogical professionalism and indicators of the quality of general education.

Let us briefly list and comment on the main categories through the prism of which processes in teacher education are analyzed:

1. A doctrinal document (manifesto) declaring strategic ideas and priorities for the development of the system of teacher education. In Scotland, two documents fulfill this role: "Teaching Agreement: A Teaching Profession for the 21st Century, SEED, 2001) and "Content for Excellence" (Curriculum for Excellence - August 2010).

2. Basic assumptions (The implications) - initial judgments and attitudes regarding values, goals, direction, conditions and contexts, the significance of individual development factors.

3. Evaluation of the quality of the initial data (The nature and quality of the data sources), the object of which is not only the reliability and reliability of certain data, but also their suitability, adequacy to the tasks of research and design, the possibility of cross-validation of certain doubtful ideas .

4. Evidence of effective practice - the results of the policy. In particular, the success of teacher education is assessed on the basis of seven indicators: compliance with the requirements of the standards, the nature of mentoring, involvement and early professional development, partnerships with schools, continuous professional development (continuing professional development, CPD); working together to improve curricula and evaluate them, recognize teacher professionalism, and research on the professional development of teachers in teacher education.

Against this background, we note that the conceptual framework of the standards of vocational education and the activities of teachers in Russia has not yet become the subject of reflection: it is enough to recall that the Professional Standard of a Teacher (2013) uses ideas about labor functions, knowledge, skills and labor actions. At the same time, educational standards operate with types, tasks of activity and competencies. The more interesting are some experiences of analysis of foreign standards of professional training of teachers.

Thus, the first significant difference in the system of requirements for teachers that has developed in the UK is their hierarchy. The primary ones are addressed to Qualified Teacher Status applicants; more complex ones are addressed to teachers of the core level after the end of the trial period of work at the school (Core Standards). There are requirements for the pedagogical activity of advanced level teachers: for “specialist teachers” (Post Threshold Teachers), “professional teachers” (Excellent Teachers), “Advanced Skills Teachers”.

Professional quality(relationships with students, communication skills, teacher professional development);

Professional knowledge and concepts (pedagogical and methodological skills proper, including the ability to design and implement the educational process, assessment, designing an effective educational environment, etc.);

Professional skills (including requirements for speech, language and mathematical literacy).

The final part of the professional standard is a guide for applicants on mastering the relevant skills and competencies, as well as diagnostic and self-diagnosis tools for the achieved level.

In the US, teacher training policy has traditionally been in a constant field of tension between the federal and state levels. However, since 1980, the main instruments of regulation of teacher education have been consistently transferred to the national level. Among them: improving the quality of training through the establishment state standards and requirements; lowering barriers to professionals who do not have a pedagogical education, but who want to work as teachers; targeting the quality system to obtain information on the degree of implementation of the needs of students. Back in 1988, a fundamental contradiction was noted in the United States, which remains important for the modernization of Russian teacher education: “The use of political instruments for reform is based on the initial distrust of the opinion of the professional community. But the dilemma that accompanies this policy is that the fate of reform ultimately depends on those who are the object of mistrust.

An alternative to distrust can be: giving greater importance to ideological, conceptual means of regulation (as opposed to normative documentation), the development of alternative mechanisms for attestation and licensing of teachers (including those with non-pedagogical basic education), as well as the development of research and innovation practices in which teachers can develop their own ideas about education.

Some alternative to both the English and American paths of modernization is the policy of teacher education in Sweden. The specificity of the "Swedish way" in teacher education is due to the fact that in the period from 1950 to 2007, when Sweden was headed by the Social Democrats, the development of the teaching profession was built on a single systematic basis of scientific knowledge. At the same time, in Sweden, as well as in Russia, initially teacher education was represented by two subsystems: “elementary pedagogical schools”, focused on preparing teachers for elementary schools, and “training teachers for grammar schools” - an analogue of domestic higher pedagogical education.

Subsequently, as a result of the strengthening of right-wing tendencies in politics, the government moves away from unification towards the renewal of traditional values (the so-called "retraditionalization"). Another source of ideas

globalist neoliberal doctrines and managerial concepts remain for the development of teacher education.

Accordingly, three conclusions are drawn regarding the origins and strategy of Swedish educational policy in the field of teacher education. First, the ideological nature of the reforms, based on certain political values and attitudes, and not on real educational results, is confirmed. Secondly, there is a division between social democratic educational policy, consistent with the ideology of the "welfare state" in the context of the global economy, and right-wing politics, oriented towards the values of traditional professional communities. At the same time, neither the liberal values of the Social Democrats, nor the impact of globalization have a significant impact on the teaching profession, which ultimately leads to an increase in traditionalism in the teaching environment and the system of teacher education.

A similar study of the combined impact of national, pan-European and global trends on teacher education has been undertaken in Norway. It was based on three questions: what are the general characteristics of teacher education in Europe; what has been done to integrate European education, what are the main perspective elements and discourses of Norwegian teacher education in the light of the reform launched in 2003 in Europe.

Following the researchers of the American model of reforming teacher education, which provides for two trends: the professionalization of the teaching profession and, at the same time, the deregulation of teacher training and the deprivation of teacher education institutions of the monopoly on teacher training, Norwegian authors identify some general reasons (warrants) for the reform, which are "leading contradictions" , defining the dynamics of processes. The following ratios serve as such general grounds for modernization:

Between "empirical" and "ideological" position (evidence - evidentiary warrant);

Between the results and the resources necessary to achieve them (reporting basis - accountability warrant);

Between public and private good (political warrant).

Thus, in modern concepts processes of modernization of education, a new (albeit rooted in the Hegelian philosophical tradition) tool of analysis can be traced, which makes it possible to determine the specifics of reforms in terms of the tensions and contradictions that give rise to them.

In general, a distinctive feature of the European reforms of teacher education is their essential conditionality of political requirements for the creation of a unified European cultural and educational space and the formation of a common European identity. The current stage of education reform is one of the stages of the global European process that began immediately after the end of World War II.

in 1945, which continued with the signing of the "Treaty of Rome" in 1957 and the "Maastricht Treaty" in 1993 on the creation of the European Union, its expansion by 10 countries of Eastern Europe in 2004, etc.

According to the same logic, public associations and communities were created that were engaged in developing guidelines for the reform process: among them, the Association for Teacher Education in Europe (ATEE, www.atee1.org), the European Conference on Research education”, operating among the Nordic countries (Denmark, Iceland, Norway, Finland, Faroe Islands and Greenland); the annual congress on teacher education, the European Journal of Teacher Education, etc. The Erasmus, Lingua and ARION programs served the same goals, providing mobility and international exchanges in the field of education, including teacher education.

In general, adherence to the European agenda means the implementation of the following trends in the development of teacher education:

Expansion: increasing the duration of study from two to four years in colleges of general education;

Interdisciplinary integration (assimilation): integration of academic disciplines and methods;

Academization: strengthening the subject training of teachers;

Specialization: creating opportunities for students to specialize in one or more subjects, as well as in various pedagogical functions;

Didactisation: increasing the importance of learner-centered methods of teaching and practice.

A separate problem of modernization of teacher education is the transition to competence-oriented standards of teacher education. In this regard, the experience of studying the results of the implementation of competence-oriented standards of teacher education in Belgian Flanders is interesting. The opinion of 218 graduates of educational programs for teacher training, as well as 51 teachers in the system of teacher education, was analyzed. Despite the very significant period (since 1998) of the implementation of competence-oriented standards, the results of their implementation are far from unambiguous.

First, four different ways of forming competencies were revealed:

Through immersion in practice;

Through the features of planning and educational policy;

Through the integration of practical and theoretical components of education;

Insufficient implementation of the competence-based approach due to the opinion of teachers about its low applicability to teacher education.

The main conclusion of the mentioned study is that different groups of teachers (including those differing in the period of work at school, the type

schools) demonstrate not only different levels of mastery of the same competencies, but belong to different profiles of competencies. At the same time, ambiguity persists both in the assessments of the competency-based approach and in the degree of readiness of teachers to implement it in the context of teacher education.

It should be noted that in the framework of the analysis of foreign experience, as a rule, only individual national systems are considered, while international organizations and movements in which Russia is a participant (for example, the Bologna Process) are not even mentioned. The only exception is made for the TALIS project (Teaching and Learning International Survey, International review teaching and apprenticeship in the countries of the Organization for Economic Cooperation and Development), which pursued the goals of diagnosing and comparing national systems of teacher education, but did not contain any innovative agenda.

Specificity and problems of modernization of the Russian system of teacher education. In fact, the range of issues outlined above was the focus of the analytical report of the international summit on the teaching profession. One cannot but agree with the basic premise of the report: as long as the teacher is perceived as “part of the problem,” the teaching profession, which requires an external solution, will not become attractive to truly talented and ambitious candidates. On the contrary, at the heart of any strategy for the modernization of the teaching profession and teacher education should be the recognition of the teacher as a “problem-solving center”, around which all tools and powers should be concentrated, including: raising the status of the teaching profession, improving the system of professional training and development, stimulating a dialogue between teachers and government authorities.

However, a good wish turns out to be substantially corrected by several significant circumstances. In particular, the problems of modernizing Russian teacher education are considered in an exclusively technical way: as the need to ensure “the correct prioritization in the selection of successful candidates applying for the teaching profession”, “the selection of effective methods and systems for recruiting teachers”, “providing preliminary training to selected candidates” , "optimization of the method of formation of wages", etc.

In other words, the most important layer of problems associated with the conceptualization of the place and role of the teacher in the modern world, the processes and trends operating in this regard, is completely ignored, and the current situation is regarded as “fundamentally satisfactory”, requiring only additional measures to improve efficiency within existing institutions and meanings.

Another limitation is the fact that the proposed measures are formulated in the form of abstract tasks without regard to specific state or social subjects of educational activity, and also regardless of who these measures should be aimed at.

For example, it talks about the need to “make the profession of teaching a desirable career choice”, but this statement is devoid of specifics - both in terms of what career preferences young people have, and in terms of who can carry out the appropriate set of measures. As a result, the main conclusions of the report are completely banal. It is argued that "recruiting first-class teachers requires not only an adequate salary, but also opportunities for professional growth"; or “recruiting should be carried out taking into account the specifics of the labor market”, and “educational policy should influence the attractiveness of the teaching profession”.

It is also important that the declared subjectivity of the teacher is reduced to formal declarations, since the only public organization, partnership with which is a priority of state policy, is a trade union, i.e. an organization engaged in protecting the labor rights of its members, but not being a subject of educational, more international educational policy. Accordingly, the only real subject of the modernization of teacher education is the state, which obviously contradicts the whole ideology of “developing” and “open” professional education.

However, despite the importance of including political mechanisms that provide “feedback” in the process of building reforms, the most serious challenge for the current stage of development of teacher education is the conceptual unpreparedness of education organizers for radical changes in the economic, social, information and cultural landscape of education in the coming years. years and even months. One of the articles used the metaphor of a snowy slope, which until the last moment gives the impression of a monolith, but any careless movement can trigger an avalanche. We will try, following its authors, to identify the main directions of transformations that are relevant for the fate of domestic pedagogical education.

1. The spread of telecommunications networks, the increase in their bandwidth and availability leads to a qualitatively new structuring of the educational space. The traditional model of teaching (each teacher develops educational and methodological documentation, according to which he subsequently works) is being replaced by a more differentiated model, within which a small number of highly professional developers form modern electronic educational resources. While teachers of lower qualifications act as tutors and consultants. At the same time, the functioning of both categories can be carried out completely independently of each other and, moreover, at a considerable distance from the final consumers of educational services. Similar processes (although not as fast) are taking place in secondary education: thus, the training of a “universal” teacher or teacher is less and less in demand and requires specialization and differentiation in connection with the current profile of activity.

2. The social infrastructure of teacher education, which traditionally acted as a “mass” version of university education, is being destroyed. There are two factors at work here: on the one hand, due to massive online courses, the availability of high-quality university education is increasing, including at high-ranking universities. On the other hand, the long-term policy of academization and "universitization" of teacher education (1990s) led to the distancing of organizations of general and professional teacher education and the weakening of the practical training of teachers.

3. Increasing educational risks in global education. The very idea that education is a zone of increasing social and economic risks seems, at first glance, strange. However, if we think about the fate of paid education (especially in the elite sector), we are faced with a huge number of different risks. On the one hand, one of the most important factors in choosing a particular educational program is the opportunity for a graduate to find a highly paid and prestigious job. In other words, taking into account the lag of 4-6 years, we are talking about the primary risk of choosing a profession (the highly profitable sector of the market during this time can thoroughly “sink”, and the diploma obtained may not be such an effective acquisition). On the other hand, due to the constant rise in the cost of education in recent decades, a situation is very likely when a student is forced to apply for an educational loan in order to receive an education, which introduces additional risks, both on the part of the borrower and the lender. There is an equally significant risk for the educational institution itself: if in the past the dynamics of the development of educational institutions was commensurate with the dynamics of the development of the regional economy, then in a globalized world and a rapidly expanding market for international educational services and corporate education, the measure of uncertainty in education development strategies increases many times.

4. The effectiveness of the traditional model of teacher education was determined by the willingness of graduates to get involved in the process of developing human resources industrial production. Meanwhile, in the modern economy, industrial large-scale production is far from the only and, in any case, not the main process, but is carried out along with various kinds of information technologies, innovative design, management, cultural leisure and consumption. Accordingly, the content and ratio of various components of pedagogical activity changes, which ultimately leads to a change in the requirements for the professionalism of the teacher and the system of his training.

Let's briefly summarize what has been said. There is no doubt that the changes taking place in recent years in the system of domestic teacher education, including the approval of the “Professional Standard of the Teacher” and the new generation of the Federal State Educational Standard of Higher Education, a significant reduction in the number and restructuring of pedagogical institutes and universities, the launch of the “Project

and the modernization of teacher education”1 is evidence of the magnitude of the changes. At the same time, it should be borne in mind that the results of these changes can vary significantly depending on whether their nature will be comprehended in the context of the transformation of the essence and forms of human existence in the 21st century, or the modernization of teacher education will remain a set of technical measures to reduce costs. .

Based on the experience of teacher education reforms in Russia and other countries of the world, it can be argued that the conditions for choosing the first alternative should be:

1. Understanding the problems of reforming teacher education against a broad background of social and cultural transformations of recent decades, the formation of a global information and educational space and qualitative changes in the social infrastructure of education.

2. Overcoming the one-dimensional dependence of the ideology of reforming education on the functional-activity and task approach by referring to the methods of philosophy and sociology of knowledge, political analysis, economic theory and strategic management, as well as religious studies and socio-philosophical expertise.

3. The key condition for the success of the reform is the registration of subjects of reform at different levels of the educational system - from a single educational program / organization up to international / global. It is also necessary to determine the "dynamic foundations", "driving forces" of reform in each individual case. One can be sure that, in the absence of clearly articulated challenges and strategic interests of the subjects involved in the process, the only result of formal reform will be the growth of chaos and internal contradictions.

4. A natural consequence of the differentiation and understanding of the field of reforms in teacher education should be the design of alternative (including regional) concepts and reform strategies based on a situationally determined combination of acting factors, including: national and regional legislation, economic development region, labor market dynamics, existing educational institutions, traditions and scientific schools, etc.

5. A necessary condition for the success of the reform process should be experimental studies of ongoing transformations, both as results and as conditions. Without assessing the effectiveness of the impact of the measures taken, detailing the content and direction of the changes taking place, the risk of errors accumulating and increasing stress turns out to be insurmountable.

1 URL: М1р://pedagogical education.rf/

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Pedagogy

UDC:378.2

Doctor of Pedagogy, Professor Vezirov Timur Gadzhievich

Dagestan State Pedagogical University (Makhachkala)

INFORMATIONAL EDUCATIONAL ENVIRONMENT OF A PEDAGOGICAL UNIVERSITY IN THE DEVELOPMENT OF PROFESSIONAL COMPETENCE OF MASTER STUDENTS

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The concept of "flexible learning" is based on providing students with a choice of the place, method and pace of their learning. These three aspects can successfully exist through the application of appropriate pedagogical practice, which itself can be supported and strengthened with the help of information and communication technologies. The author considers the idea of "flexible pedagogy" as a phenomenon that arose in response to the desire of students to participate in the choice of aspects of their education, strengthening the role of a student-centered approach to learning. With the definition of the essence of "flexible learning", the author considers "flexible pedagogy" as a new educational paradigm that offers flexible approaches to teaching and learning, including the practice of dialogue. "Agile technologies" and "agile pedagogy" are considered by the author as natural partners: flexible learning both provides and is supported by modern technologies, at the same time, on the contrary, technologies can stimulate flexible approaches to the provision and evaluation of learning.

flexible pedagogy

flexible information technology

flexible learning

personalized learning

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2. Kelarev V.V., Kotova N.S. Case study how effective method training technologies in the training of managerial personnel // State and municipal management. Scientific notes of SKAGS. - 2014. - No. 3. - S. 209-214.

3. Kelarev V.V., Kotova N.S. Convergent approach to organizing business education at a university: foreign experience // State and municipal management. Scientific notes of SKAGS. - 2015. - No. 4. - P. 188-193.

4. Kotov S.V., Kotova N.S. Patriotic paradigm of the educational process in the context of the growth of neo-fascist ideology // Integration of science and practice as a mechanism for effective development modern society: Materials of the XI International Scientific and Practical Conference. - Yekaterinburg: NIITS "Institute for Strategic Studies", 2014. - P. 316-321.

5. Kotov S.V., Kotova N.S. Formation of inclusive education in Russia // European Social Science Journal. - 2015. - No. 6. - P. 263-267.

6. Kotova N.S., Kotov G.S. Higher education through distance technologies (foreign experience) // Theory and methodology of the modern educational process: a collection of scientific papers based on the materials of the I International Scientific and Practical Conference. - Nizhny Novgorod, 2016. - S. 51-54.

7. Barnett R. Imagining the University. – London: Routledge, 2013.

8. Collis B. and Moonen J. Flexible Learning in a Digital World. – London: Routledge, 2004.

9. Ryan A., Tilbury D. Flexible Pedagogies: new pedagogical ideas. – The Higher Educational Academy, 2013.

10. Watling S. Technology-Enhanced Learning: A New Digital Divide? – The Future of Higher Education: Policy, Pedagogy and the Student Experience. – London: Continuum, 2009.

The changing environment of higher professional education requires from university teachers "new pedagogical ideas" that can form a "flexible pedagogy" that is self-adapting to the challenges of modern society, reflected in curricula ah and educational practice. Such a request for “flexible pedagogy” sets the task for higher professional education not only to expand the possibilities of using obvious educational technologies for the formation of knowledge and modeling access channels to them, but also to consider the development of a new pedagogical direction.

The area of influence of pedagogical innovation is currently felt at all levels of the educational process: from the diversification of the educational background (cultural, technological, practical) to the growth in the number of students and their mobility. The development of new technologies, the variety of forms of education, access to it and management of it give rise to more diverse educational needs. Higher education in the modern world not only "serves as a beacon" of social change and the growth of the "public good", but is also an active consumer of these benefits and changes. The situation that has developed in recent decades makes higher professional education take greater responsibility for the professional qualifications and training of university teachers, i.e. actualizes the problem of personality development and the idea of the university, its main functions and responsibilities, the nature and goals of the knowledge and practices transferred to them.

The expanding horizon of learning opportunities requires higher education, still focused on traditional educational and educational needs, to develop and provide educational foundations for the future. Therefore, today the imperative of higher education should be a model of “flexible pedagogy”, capable, for example, of forming competencies in graduates that can be adapted to different areas of activity during a downturn in the labor market, thereby projecting employment prospects for students faced with a sharp increase in pay for education during the economic crisis.

Purpose and objectives of the study

New pedagogical thinking and practice, the educational idea is determined by technological developments, the expansion of new channels of access to knowledge and rapid globalization. educational sector. Under such conditions, the future form of the university is understood as a "flexible" kind of pedagogical approach that seeks to improve the quality, relevance and value of learning.

In modern scientific discourse and pedagogical practice, the term "flexible pedagogy" covers several areas of educational activity, but does not offer a single definition of this phenomenon. In our study, we tried to move away from the generally accepted concept of "flexible pedagogical technologies". The purpose and objective of this work is to consider and derive a definition of the developing phenomenon of "flexible pedagogy" as a new educational strategy based on the study of the principles of "flexible learning" as learning with the possibility of personal choice of pace, place and mode of learning in terms of their effectiveness for educational purposes:

a) "tempo" includes, along with standard, accelerated programs, taking into account the experience of previous learning, expressed in credits;

b) "place" includes learning and sharing good practices through the involvement of an employer;

c) "mode" includes the use of innovative technologies to diversify learning (commonly known as "e-learning" or "enhanced learning technologies").

The interaction of the above aspects creates the necessary comprehensive strategy for institutional implementation and increase the effectiveness of the final result.

Material and research methods

Research methods: theoretical - analysis of the subject and problems of research based on the study of psychological and pedagogical domestic and foreign literature, analysis of one's own pedagogical activity and pedagogical activity of colleagues, mass and advanced pedagogical experience, modeling; empirical - experimental work, study and generalization of pedagogical experience, observation.

Research results

Achievements in the field information technologies discovered significant potential for the development and diversification of the process of providing education, expanding access to educational content and increasing the inclusiveness of the educational process. (Such educational organizations such as Open University, Coursera, Universarium, which promote open educational resources and educational programs in open access.) It is recognized that technological innovation is an important factor contributing to flexible learning. However, it should be noted that the rapidly growing use of information technology by teachers not only provides opportunities to reach a large audience, but also leads to a decrease in pedagogical interaction, and, consequently, to a decrease in the quality of education. Where the expansion of “choice” and the expansion of the logistics of providing education is the only factor in the development of flexible pedagogical technologies, there is no flexibility in the field of pedagogical practice. This approach can very easily become a "flexible" extreme.

A distinction should be made between scheduling flexibility (personalization rather than changing the curriculum as a whole) and interpersonal flexibility, which refers to program dynamics. Therefore, flexibility in relation to pedagogy is not an automatic aspect imposed by advances in the IT field, but can prompt actual changes in the underlying dynamics of learning. This understanding underpins this study's approach to the quality of the future of higher education, as well as the ability of universities to effectively strengthen their position in an increasingly competitive environment of higher education providers.

In modern pedagogical thought, "flexible pedagogical technologies" are considered mainly from the point of view of logistics and the diversity of modern forms of education, but we believe that in pedagogical theory and practice, flexible pedagogical technologies should not be considered independently, but as an attribute of the broader concept of "flexible pedagogy" in which students and teachers participate equally and which is understood as one of the integral characteristics of the institutional educational strategy. In this sense, rethinking pedagogy in terms of flexibility means understanding how pedagogical approaches can shape and develop students' flexibility of thought and action in order to effectively deal with the challenges and situations they face in their lives and work. The new horizons of "flexible pedagogy", formulated in six new pedagogical ideas, are based on four main considerations:

1) they are forward-looking and strategically innovative curriculum;

2) they are new in the sense that in general practice they have not been practiced in higher education, even there;

3) they demonstrate a pedagogical preoccupation with "flexibility" and an emphasis on developing students' ability to anticipate, prepare and respond in the face of complexity, uncertainty and change;

4) they transform education towards democratic and inclusive learning and rely on a pedagogy of change and innovation.

This approach takes into account the future pedagogical landscape, recognizing that as the world changes, pedagogy must also look for new forms to help students not only respond to current trends or reproduce dominant thought patterns, but be able to respond constructively to challenges, considering alternatives. Such an assumption points to the need for new pedagogical directions in higher education, which in turn will require the development of pedagogical models that are different from those traditionally presented in this sector. This is not only about the formation and application of new flexible pedagogical technologies (they already exist), but also about the transition to the formation of curricula and educational programs that prepare graduates for a rapidly changing environment and a future in which their skills and abilities will be tested to the limit of their opportunities.

The interest in such educational outcomes is obvious. A graduate of higher education institutions must demonstrate flexibility in working in various systems, the ability to think critically and creatively, develop intercultural competence, offer alternatives, adapt to changing conditions and develop skills that will support his ability to quickly adapt to new conditions.

One of the important aspects of the development of "flexible pedagogy" is the institutional conditions in which "new pedagogical ideas" can be implemented in life. The challenge of rethinking pedagogy in a flexible format is one of the pedagogical innovations in the curriculum. There is a true educational potential in creating a flexible learning program that requires an understanding of the implementation issues at the institutional level of expanding the range of training programs using information technology, which entails changes in educational strategy in corporate and educational aspects.

It is the flexibility of the formed competencies that can influence the formation of the key attributes of higher education graduates. educational institutions and to set the vector for the formation of a flexible curriculum, as well as provide a broader experience for the student, which includes formal, non-formal learning and mobility.

The development of "agile learning" is of great importance for pedagogy, as it responds to emerging technologies and changing stakeholder expectations. "Agile Pedagogy" as a modern strategy is defined by six "new pedagogical ideas" that are of cross-cutting relevance for teaching and learning in the emerging "agile higher education" .

The idea of "empowering the learner" is central to the dynamic interaction with the other five ideas and emphasizes the importance of the interaction of ideas in the convergence of the concepts of "flexibility" and "pedagogy" into a single concept. However, the main question is to what extent flexibility as an attribute is associated with flexibility in pedagogy itself (we consider it necessary to study this issue in comparison with the more widely used concepts of “traditional pedagogy” and “use of flexible pedagogical technologies”).

Obviously, in "flexible pedagogy" a balance must be struck between "flexible learning" (eg Open University) and the corresponding consequences of the student-teacher dynamic and relationship. It is about supporting more active participation of students in the learning process in order to strengthen the perception of higher education as a quality education.

The idea of "empowering the learner" recognizes as the most innovative and significant a greater degree of orientation towards educational model"co-creation". Such models challenge the authority of the experienced educator and allow for greater student engagement by changing the dynamics of learning through interaction, as well as providing an alternative to the conservative, non-conversational institutional structure that underpins the traditional academic project as a whole.

The idea of "empowering the learner" solves the problem of changing the basis of interaction between the teacher and the student in the direction of more active participation in the learning process and thereby involves students and the university in the restructuring of teaching and learning processes.

Below are some of the parameters of learning within the framework of "flexible pedagogy", taking into account the aspects of "flexible planning", "flexible learning", "flexible educational technologies":

personalized learning: the curriculum is adjusted to the needs of the individual student;
providing synchronous and asynchronous educational activities, of which the former are activities carried out in real time with interaction in real space and time, and the latter are with a time lag. As a rule, in the communication aspect, synchronous educational events are traditional lectures, seminars, practical classes, online webinars, and asynchronous includes communication by e-mail, lectures from online educational portals, etc.;
flexible learning: similar to the learner-centered approach, but with more emphasis on how the educational material adapts to the progress of the learner, which may include adaptive testing;
"learning by playing": the use of game methods (especially game mechanics) that encourage and motivate educational activities;
online learning: the use of different forms of e-learning and Internet resources to provide educational content anytime and anywhere, which is key to many approaches to flexible learning;
blended learning: A combination of physical/real-life interaction complemented by e-learning, this hybrid is especially relevant for introducing elements of flexibility into traditional courses.

The above list, although not exhaustive, indicates areas that can provide large-scale and pragmatic solutions, which are the key to gaining widespread adoption and implementation of "flexible pedagogy". Although some technologies are already well established - such as the use of virtual learning environments to provide educational content - the use of other technologies, such as personalized automated testing, is often not available or not available as such. We also came to the conclusion that new educational technologies in terms of pedagogy and learning offer definitely new opportunities and tools for finding and using educational content, for interaction between teachers and students, for pre-university study of online courses that will help students get some university credits, which will allow them to choose their course of study with a small number of credits in order to increase the share of credits for research or project work.

Flexible learning allows students to choose aspects of their learning. As a rule, the choice of aspects means “when, where and how” to study, although there are some broader approaches, such as student-centered education. With the definition of "flexible learning", "flexible pedagogy" refers to a paradigm of approaches to teaching and learning that allows students to make choices. The use of information and communication technologies (ICT) in the broad sense helps to maintain and improve the learning process. Thus, agile technologies and pedagogy can be seen as natural partners, and “agile learning” can be implemented and supported by ICT, and conversely, new technologies can stimulate the development of agile approaches to learning delivery and assessment. They also correlate with the fact that truly flexible pedagogical technologies and their effective use in education (e-learning) help to adapt institutional systems, staff and students to rapidly changing realities. Thus, the concept of "flexible pedagogy" is a symbiosis of participants in the pedagogical process, including the educational one (teachers and students), who are able to think, act and innovate through existing structures and in highly unpredictable scenarios.

Bibliographic link

Zhiryakova A.V. "FLEXIBLE PEDAGOGY" AS A CONDITION FOR THE DEVELOPMENT OF A MODERN UNIVERSITY // Modern problems of science and education. - 2016. - No. 5.;
URL: http://science-education.ru/ru/article/view?id=25377 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Article

on the topic:

"Problems of modern education"

Pershina Elena Evgenievna

Kolomna, 2016

Target : show the relevance of understanding the problems of education and upbringing, analyze the state of the crisis in the modern education system, ways out of it and the need to change the content, methods and meaning of education and upbringing.

INTRODUCTION

By the end of the XX century. The problems of education have become one of the global and most urgent problems, as humanity enters a new cumulative planetary life and it is education that lays down new socio-cultural changes in the 21st century. In this regard, everywhere there is a process of revising a number of ideas about the essence of man, the meaning of his existence, the role of science, technology, mind in the development human civilization.
The crisis of Western European rationalism with its unconditional faith in progress, the omnipotence of science, technology, revolutionary, transformative human activity leads, accordingly, to the crisis of the traditional, classical education system. Therefore, topical modern problems of pedagogy, education and upbringing are actively discussed on the pages of foreign and domestic literature devoted to this issue. Their significance and globality are associated primarily with the orientation of society towards the maximum development of human potential, changing the scope of existing abilities, the full use of the creative potential of workers, dramatically changing the attitude towards education as a social value.
The global nature of educational problems in the development of society is associated with the further introduction of knowledge-intensive production, with the need of the labor market for highly professional and creatively thinking workers, to increase the role and importance of information and knowledge, which are becoming one of the main forms of ownership, inseparable from a person.
Signs of the development of a new civilization are the priority of intellectual activity, overcoming the divide between work, education and leisure; a shift from the creation of wealth to the production of services; development of the information sector, information as a new universal measure of labor, as the main production resource, industry; dependence of social status on differences in education.
All this leads to a change in the place and role of education in the development of society, which requires educated people; turns education into one of the forms of realization of human rights; in a strategically important sphere of human life; requires changes in the very system of education, upbringing, pedagogical activity.
One of the ways to solve global educational problems, to overcome the "old" and "new" views in pedagogical activity is to comprehend the problems posed, which involves not a simple separation of the necessary from the accidental, the right from the wrong, the true from the untrue, but the analysis of the relationship, the dialogue of different schools, trends , directions.
The task of understanding the problems of education is to show the essence of the crisis in the system of education and upbringing, ways out of it; the main directions of understanding the content, methods and meaning of pedagogical activity.
In modern foreign and domestic philosophical literature, the global nature of the problem of the crisis in the system of education and upbringing, associated with the general crisis of the culture of work and social forms of human community, is actively discussed. The symptoms of the crisis are, despite the quantitative growth in the number of educated people, the collapse of culture, spirituality, moral consciousness, family and interpersonal relationships, which leads to the loss of the social organism's ability to self-organize, vitality, and survival.
It is becoming generally accepted that the traditional model and system of education have exhausted themselves and do not meet the requirements of the new information civilization that is replacing the industrial society of developed Western European countries. From these positions, the classical education system that took shape in the 17th - 19th centuries, at the origins of which stood J. A. Comenius, J. J. Rousseau, I. G. Pestalozzi, F. Froebel, I. F. Herbart, A. Diesterweg and others, with its school, class-lesson system, rigid discipline, with a certain set of sciences, subjects studied, “training”, “training”, development mainly of memory, and not the ability to think, is morally outdated. The modern system of school education is accused of remaining unchanged, self-sufficient in the face of global changes and crises, ignoring and extinguishing new formations, arming only with knowledge, preparing specialists, not individuals.
Knowledge learning itself is disciplinary, fragmented, divided into humanitarian, natural science, technical, special cycles. At the same time, the growth rate of the volume of knowledge and the number of new disciplines outstrip changes in the content and methods of teaching, which leads to overload of programs, teaching aids and, in general, to a decrease in the effectiveness and significance of training, to the confusion of a person in an unlimited flow of information. In addition, the trend towards rationalism, technocracy, school-centrism has led to a clear infringement of the emotional, moral, spiritual development of a person, the role and significance of family and other forms of education and upbringing.
The traditional education system does not correspond to the fast-paced social changes and requirements, new technologies and working conditions, social mobility, the need for a person not only to have a profession, but also to be ready to change it, enter new professional areas, new ways and types of activities.
The crisis of the domestic state unified education system is also associated with a general economic, socio-political and ideological crisis, with a departure from the command-distributive, administrative, one-sided ideologized system. On the other hand, the complexity, ambiguity, unpredictability of the ongoing reforms in the country related to the promotion of the primacy of the “subject of consumption”, profit, regardless of the ways and means of achieving it, the lack of demand for people with professions traditionally necessary for society lead not only to a deepening crisis in the education and upbringing system , but also its destruction as social institution.
The generally recognized crisis of the education system, accordingly, leads to doubts about the effectiveness of pedagogical science, theory and practice, to the search for ways out of the crisis, to the need for a new approach that meets the requirements of modernity and future stages in the development of human civilization.
The problem of overcoming the crisis of the modern system of education and upbringing has been widely discussed and discussed in the pages of foreign and domestic literature. A variety of options, directions, ways and methods are considered and proposed: improvement of the traditional education system; abandoning it and replacing it with a new one; fundamentalization of education; overcoming unitarism; pluralism, diversity, the right of the individual to choose educational systems, etc.
Various concepts of education and types of pedagogical practices are put forward: traditional; developing; humanistic; dialogical; anthropological, etc. Experimental, alternative, regional programs are being created. The problems of integration into world culture are discussed; restoration of the traditions of the Russian school; the exit of education to the borders of educational institutions, the creation of subsystems of the “family education” type, equal in rights with the school.
As a reaction to the crisis of the education system and the search for ways out of it, various pedagogical concepts are being developed: “education for survival”; "back to the basics" (reading, writing, thinking); “education of peacefulness”, “school of tomorrow” (return to God, parents, basics, individuality); anthroposophical ("Waldorf school"), striving for a holistic development of a person (emotionally-figurative, logical-rational, moral, physical), etc. Concepts are being developed for the gradual formation of mental activity, developing, problem-based learning.

At the same time, in a number of works, the emphasis in the education system is transferred to the educational aspect, because “knowledge is needed not only and not so much for success in profit, but for the realization of worldview values”; to form a culture of needs; search for new forms of interpersonal communication based on the principles of cooperation, dialogue, respect, coexistence, cultivation of life, nature, moral, environmental values.
Thus, a diverse range of ways out of the education crisis is put forward and discussed, the implementation of which gives certain results in certain areas.
A crisis in any area, including education, is a kind of “exhaustion” of the previously dominant model of development. The way out of the crisis (revolutions, radical breaks, reforms) is a gap between the old model, with the help of which the world was interpreted, and the content that takes place in reality.
At the same time, the task education is not only the formation of a knowledgeable person, but also the education of a person of culture, a moral, non-violent, peace-loving personality. The need to move from the pedagogy of violence to the pedagogy of non-violence, spiritually transforming communication is associated with the transformation of the role of violence into a global problem, with the awareness of the fatality of mankind on the paths of violence.

1. THE NEED FOR A SYSTEMIC APPROACH TO DETERMINING THE CONTENT OF EDUCATION
The need for students to get acquainted with other, not only natural-science and materialistic pictures of the world is proved by practice itself, is associated with the need for other forms of knowledge of modern man. So, despite the fact that the school basically continues to give a materialistic and atheistic picture of the world, according to surveys conducted among first-second-year students of the Vologda State Pedagogical University, 10 percent of 102 respondents consider themselves atheists; 31 percent have an ambiguous attitude towards science and religion (they do not fully accept it, but do not deny it either); 59 percent - called themselves believers or recognize the need for religion, which indicates the need for students to get acquainted with different approaches in understanding the world.
Because of this, in the system of school education, it is necessary to get acquainted not only with scientific pictures of the world, but also with mythical and religious ones, which are specific forms of human understanding of the world.
No less important role in man's understanding of the world was played by the religious outlook, in the characterization of which, in the process of education, it is necessary, first of all, to move away from one-sided views. In addition, religion is a form of reflecting the moral revolution in the history of mankind, understanding the problems of the relationship between good and evil, violence and non-violence, salvation, a concentrated, generalized expression in the idea of God of a moral ideal, a model of behavior.

Thus, human knowledge of the world, and, consequently, the education system, cannot be reduced only to a scientific worldview and its study. Identification of the educational process with the study of a set of natural sciences and humanities does not give an idea of the infinity of the world and the diversity of approaches to its understanding.Acquaintance of students not only with scientific, but also with non-scientific types of worldview is one of the ways out of the crisis in the education system.
In the process of general acquaintance with various global forms of worldview, it is necessary to show the common thing that unites them: they are all specific forms of mind; they claim a moment of truth and have it until they claim absolute truth; are forms of the global level of outlook. Their specificity is determined by: the object of knowledge (reality given in sensations or supernatural); methods of cognition (mythologemes, symbols, faith, thinking mind); the results of knowledge (myth, sacred traditions and scriptures, philosophical and scientific systems, theories). Any of these global forms of cognition, taken separately, in itself does not give an approximation to the cognition of a complex, multifaceted, infinitely diverse world and its perception by a person.
Thus, the philosophical, ideological justification for ways out of the crisis in the education system is the conclusion that students need to get acquainted not only with the natural science forms of knowledge, but also with the variety of non-scientific types and types of worldview, their dialogue, interconnection, complementarity.

2. UNITY AND INTERRELATION OF DIFFERENT APPROACHES, TECHNIQUES AND METHODS OF LEARNING

The process of education must be considered not only as a process of knowledge transfer, but also as the development of abilities, which, according to modern science, 70 - 80 percent determine the level of development of intelligence, while training - only 20 - 30 percent.
Another problem underlying the need to change the ways and methods of teaching is the question of the main stages of cognition and their relationship. At the heart of the classical system of education, concrete-sensual, emotional and abstract-logical, theoretical stages of cognition were traditionally distinguished. And although the interconnection of these two levels of cognition was admitted in words, in fact it, and therefore the education system based on it, was rationalistic, giving preference to the development of logic, reason, reason, and theoretical scientific rank. It was believed that this process is most active between the ages of 7 and 14 years.
From the point of view of modern approaches, on the one hand, the thesis about the possibility of developing higher levels of thinking at an early age is proved, and on the other hand, an extremely rationalized education that excludes emotionality “... leads, according to A. V. Tolstykh, to distribution in society of a professionally competent, but unspiritual individual.
The system of preschool education, as a rule, is aimed at developing an emotional-figurative perception of the world (“right hemispheric”), school education sets as its main task the formation of verbal-logical thinking ("left hemisphere"). As a result, the emotional side of thinking remains either undeveloped, or is forced out, suppressed by the rational one, which leads to a number of negative consequences that are not compensated for by the “saving” idea of the humanization of education.
Undeveloped emotionality is a fertile ground for the development of lack of spirituality. Therefore, "one-hemispheric" development threatens the normal cultural and moral development of man.
The role and significance of the emotional-figurative sphere of education lies in the fact that abstract-logical, natural-science knowledge, as an unconditionally necessary, developing logic, thinking, can fully reveal a person’s intellect, but does not make him flexible and plastic. Emotional education is associated with the world of mystery, wonder, surprise, delight, admiration, pleasure, that is, with those positive emotions that are the most effective ways of knowing and understanding the world. Therefore, it should be present in the education system not sporadically, but constantly, every day, not in the form of "cultural and humanitarian blocks" of certain educational standards, but as an equal, all-pervading, interconnected structure.
The traditional, classical system of education basically includes such a level of knowledge, which is reduced to learning, simple transfer, imposition of "ready" knowledge. At the same time, a very narrow range of mental activity is involved - attention, listening, understanding. main goal is "learning" to read, write, speak, count, memorize and reproduce information. This is necessary, but not enough, as it ultimately leads to passivity of thinking, to the inability to independently “obtain” knowledge and search for truth, to a decrease in spirituality, a misunderstanding of the essence of ongoing, rapidly changing processes.
Based on this, knowledge should be presented not in the form of ready-made final truths or only as a way to achieve the maximum effect, but as “an arsenal of possible theories, models, schemes, techniques necessary for value-oriented professional activity and civic activity”.
Passive memorization, the assimilation of ready-made knowledge should be replaced by an active-creative attitude to information, the ability to think flexibly, critically, creatively, problematically. The goal is the development of independent intelligent thinking and behavior, and not a simple accumulation of knowledge and information. At the same time, a class, a group, a lesson, an occupation turn into an informal “community of researchers”, the main task of which is the search for truth, the achievement of which, in turn, is associated with a sense of intellectual pleasure.
The form of implementation of this task is a research dialogue, in which the teacher acts not as an authoritarian expert, judge, encyclopedist, but as an accomplice in the search for truth. The teacher (teacher) acts not only as a source, but also as an organizer of students' cognitive activity, a developer of texts, problematic issues, techniques and methods of “search for truth” specially prepared for discussion by opposing and ultimately merging opposite moments, sides, ideas.
This approach involves such features of children's thinking as curiosity, questioning, the absence of rigid stereotypes of behavior, the ability of the intellect to actively develop. In addition, the peculiarity of this technique is that, using game moments, it evokes such positive emotions as a sense of surprise, joy, pleasure, pride from complicity in the search for and discovery of truth.
Moreover, the comparison of different points of view, tolerance for dissent, peaceful solution of problems contributes to the formation of not only the mental, but also the moral qualities of the individual, and this is already a problem not only of methodology, but also of the meaning of education.

3. JUSTIFICATION OF THE MEANING OF TRAINING AND EDUCATION

The traditional, classical model of education, which is based on the primacy of rationality, orientation towards obtaining knowledge, inevitably leads to a gap between education and upbringing, to narrow professional training of a specialist. To overcome such a "skew" in the center of pedagogical activity, it is necessary to set the task of not only developing the mind, but also a holistic person, his real value, familiarization with the universal, turning into a person. The “shift” of the center of pedagogical activity from education to education (as opposed to the Enlightenment and the New Age, which approved the transition from religious and moral education to scientific and rational education) does not mean a refusal to teach knowledge and acquire a profession. Such an approach is connected with the deepening of the pedagogical paradigm, bringing under it not only an epistemological, professional, but also an anthropological, value-oriented basis. The goal of such a pedagogical model is to form not just a knowledgeable person, but to turn him into a spiritual person, rising above his naturalness into the sphere of the spirit, into the world of culture, moral and aesthetic values.
The implementation of this task is impossible without a modern, comprehensive understanding of the essence of man, his mental characteristics, behavior and activities. For this, it is necessary to develop such a basis for pedagogical activity, from the point of view of which a person is a unity of the cosmic and the earthly; natural, biological and social; material and spiritual; conscious and unconscious; rational and irrational.
The sociological approach to understanding man as a set of social relations, whose activity is aimed at transforming nature and society, at creating "new" socialist and communist relations, and hence the "new" man, was at the heart of Marxist sociology and pedagogy. Such an approach to understanding the essence of man and his behavior is necessary, but not sufficient.
At the same time, it is necessary to note the positive aspects developed within the framework of this concept, in particular, the activity and anthropological approaches to understanding the essence of thinking and personality. From the point of view of this approach, mental phenomena that are formed, developed and manifested in the processes of activity cannot be unambiguously attributed to activity or society. The bearer of mental properties is the personality, the subject. Therefore, in the analysis of the essence of a person, it is necessary to proceed not only from his social, but also from his “mental” essence.
In this regard, one of the main tasks of education and upbringing is the socialization of the individual, its inclusion in the system of cultural, stable, repetitive connections, because the degradation of a person is based on the contradiction between the evolutionary-ancient, genetically fixed, excessively physiological mechanisms of behavior and the relatively fragile functional complexes of the latter. stages of human evolution. This determines the need to change the meaning of education, change the value orientations of the pedagogical model.
The value justification of the goals and objectives of education follows from the philosophical understanding of the meaning of life, values and ideals that underlie the life of man and mankind. Without understanding the meaning of education through the value meaning of life, a gap arises between professional activity based on scientific rationality and personal life built on the irrational sphere of inclinations, passions, infantile-impulsive behavior.
Value is the sociocultural significance of phenomena and processes of reality. The most important and important value is human life. Therefore, everything that contributes to the manifestation of the life of a person and the people around him, makes life good, happy, filled with meaning, is valuable.
What values and ideals underlie the life of a person, determining the meaning of his life, respectively, the meaning of education and upbringing? Which of them were the basis of the traditional, classical education system and which ones are coming to the fore today?
The initial, original value, without the implementation of which human life itself can be endangered, is the ecological value - the presence of a clean environment. environment habitat, its reasonable use and reproduction, harmonious interaction with it, because its depletion, impoverishment, destruction can lead to extinction, death human society. Because of this, the formation of ecological culture, literacy is the primary task of education, which should be considered not only as a means of mastering knowledge and skills for the "fight", "victory" over nature, but as a form of protection, reproduction of the habitat.
Another equally important value is physical value, i.e., the presence of physical health, strength, dexterity, bodily beauty, harmony in a person, because a frail, weak, painful existence does not contribute to the manifestation of vital activity and the achievement of good. This implies the importance and necessity of forming from childhood a stable need for improving physical culture, which in the education system cannot be reduced only to physical education lessons, but should be an everyday background, a real need and a condition for physical health.
Following the ecological and physical values, it is necessary to single out mental and intellectual values. The psychic value is the purposeful formation (on the basis of the existing individual, innate, hereditary characteristics of the psyche) of its qualities such as optimism, self-confidence, good spirits, joyful, creative, active-active mood, because the opposite qualities are pessimism, uncertainty , despondency, passivity - do not contribute to the manifestation of vital activity. Because of this, the task of the educator, teacher, teacher (of any subject and discipline) is to form positive mental values.
Intellectual values associated with a developed consciousness, thinking, speech, language, cognitive abilities, healthy curiosity and intellect, oppose dementia, tongue-tiedness, infantilism, indifference, leading to the degradation of man and society. The formation of intellectual, spiritual maturity, i.e., “the ability to independently navigate life and “live with your own mind”, think critically” is also the universal goal of education and upbringing, the meaning of the activity of any teacher and teacher.
The next group of value orientations is associated with the satisfaction of vital, vital, material needs - food, clothing, housing, necessary, reasonable quality of life. The main tasks of upbringing and education in this area are the formation of reasonable needs, professional training thanks to which a person, on the basis of his will, skills and abilities, can earn his own livelihood. Otherwise, he finds himself in a state of abandonment, inability for independent, creative, vigorous activity.
Reasonable satisfaction of material needs is possible provided that economic and socio-political values are realized in society - a variety of forms of ownership and such a political organization of society, in which the government expresses and protects the interests of all members of society.
Despite the importance of environmental, physical, mental, intellectual, material, economic, socio-political values, the main role in understanding the meaning of life, education and upbringing is played by spiritual values, the presence of which ultimately distinguishes a person from an animal, raises him to the highest , the spiritual stage of development. Spiritual ideals and values include a person's desire for truth, goodness, beauty, freedom and creativity.
Thus, the meaning of education consists not only in striving for truth, but also in understanding the essence of man, his destiny, the humanistic meaning of human civilization in general. Such a "reverse" reorientation of the education system does not cancel the teaching of knowledge and professionalism, but "immerses them in the context of the worldview, in the field of social Culture and historical responsibility."
Thus, the desire for truth, goodness, beauty, freedom and creativity as the main spiritual values determines the meaning of human existence, and hence education and upbringing, because “... if goodness, truth and beauty are separated and isolated, then evil, madness and ugliness are combined into a single whole.” Therefore, the meaning of education should be guided by the image and ideal of a person who is not only enlightened, but also responsible, democratic, and moral. Such an approach to understanding the meaning of education inevitably leads to the need to replace the pedagogy of violence with the pedagogy of non-violence, spiritually transformative communication.

4. PEDAGOGY OF NON-VIOLENCE AND SPIRITUAL-TRANSFORMING COMMUNICATION - THE WAY TO OVERCOME THE CRISIS IN PEDAGOGICAL ACTIVITY

Man and society are not ideal in their nature and essence, they are an arena for the struggle between good and evil, non-violence and violence. Depending on which side of this relationship prevails, we are dealing with a totalitarian, violent social organization (respectively, the education system) or a democratic, non-violent one. Public, school, family totalitarianism and violence are the main reasons for the manifestation of retaliatory violence, turning into crime.

The need for changes in the education system is also determined by the spirit of the times, which requires the combination of scientific rationality in cognition and the principle of individual responsibility in behavior. The traditional education system prepared a knowledgeable and fulfilling person. Today, it is necessary to prepare a creative, understanding person, capable of dialogue, to overcome his own egoism. Therefore, one of the criteria for education becomes spiritual maturity, i.e. the ability to think independently, navigate independently in life, “live with your own mind”, think critically, make decisions not only from the standpoint of utility, but also moral validity.
The current situation in society is very difficult for the moral formation and survival of the individual. The collapse of a totalitarian social organization and, accordingly, the education system, difficulties, difficulties, crisis phenomena of perestroika, the loss of protective functions by the media in market relations in relation to the spiritual health of a person - all this leads to a weakening of the "brakes" of aggressiveness that are not given to a person from birth, but are formed in the field of human culture; to the growth of lack of spirituality, which survives by suppressing the freedom of others, opposing their private interests to the interests of other people.
In the fight against evil and violence, non-violence pedagogy proceeds from an active non-violent form, as opposed to non-resistance to evil by violence or simple reciprocal violence. Active non-violent resistance (expressed in the Christian thesis “love your enemy”) focuses on the good in a person, implies the maximum manifestation of spirituality. This is not an abstract fight against evil, but a fight in the name of saving a person who does evil.
On the present stage humanity has realized the global nature of the problem of violence - the death of civilization on the paths of violence. The reasons for the manifestation and intensification of violence in the behavior of an individual can be the aggressiveness of public, social and family institutions, moral and legal ignorance, lack of spirituality, thoughtless impulsiveness of the individual. Therefore, violence becomes the last refuge for people whose life is inexpressibly dreary and who long for a different life, much brighter and richer than the one they eke out. Therefore, the ultimate task of pedagogical activity is not just teaching knowledge, but moral education, that is, understanding the differences between vices and virtues, bad and good.
The goal of education is to promote peace and reduce violence, not just respond to them. At the same time, simple instruction, turning into moral demagoguery, is not the best way to teach moral values. Here, the unity of the objective (existing sample) and the subjective (one's own efforts in the search for moral truths) is necessary. By itself, this search may not come. This is the task of the educator, teacher, teacher. At the same time, moral, peace-loving education must begin at an early age - from 4 to 8 years, before aggressiveness acquires the character of a persistent habit and becomes fixed as a stereotype of behavior.
Moral reasoning alone, the collective search for moral truth is not enough in the formation and development of peacefulness and non-violence. The main ways are the self-criticism of the teacher and the selfless, gratuitous creation of good, not only criticism of the student, but also real help in overcoming vice.
Thus, the pedagogy of non-violence cannot be the pedagogy of a monologue. Moreover, an exploratory moral dialogue in the formation of nonviolence is necessary but not sufficient. The most effective way to form morality is the dialogue of spiritually transforming communication, in which the teacher (educator, educator) acts as a model of moral behavior, takes the position of the "spiritual self" of the student. Understanding the meaning of a person's actions outside the current situation, the absence of subjective likes or dislikes, identifying the causes of negative actions, disinterested, gratuitous assistance in overcoming them become tactical goals.
A feature of such communication is the unintentional influence of the teacher on the student, which is carried out in the game, direct participation in work and joint activities. It is in joint activities, and not in moralizing conversations, that the teacher infects with interest, captivates, surprises, delights, helps, shares experience, i.e., practically morally influences the student ..
Philosophy, ethics and pedagogy of non-violence, focusing on the understanding, affirmation and formation of a non-violent, peace-loving personality, are a response to the challenge, the need of the time, society, human civilization, which has realized fatality on the paths of violence, globality and significance, the primacy of the problem of the moral meaning of education and upbringing.
Thus, understanding pedagogical activity makes it possible to identify modern approaches to the further, promising development of educational problems: changing the content of education in terms of introducing students not only to natural-science, materialistic pictures of the world, but also to other, non-scientific ones; improvement of educational methods that preserve and develop emotional-figurative and conceptual-logical thinking, rational and rational, rational and irrational; understanding the meaning of education, which involves the formation of not only a knowledgeable person, but also a reasonable, moral, peace-loving, non-violent person.

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annotation scientific article on the sciences of education, author of scientific work - Bermus Alexander Grigorievich

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