Home – Home – Jornals – "Philosophy of Education" 2012 number 6

It has become known today that no institution of the Russian higher education is included into the world list of two hundred best higher education institutions. There is voiced a perplexed exclamation: «That is it. Here is the result of the reforms». It has been 20 years already that the higher education community has been struggling with the excesses of the officials, with the ministries, agencies, departments, and specific governing bodies of education whose mentioning would tell nothing to anybody today. It is difficult to establish today the identity of the leading higher education institutions of the country which, so to speak, heartily welcomed our countrys joining the BolognaAgreement, explained the necessity of this cursed EGE (Unified State Exams), proved the necessity of improvement of the EGE, of two-level or three-level education, training of bachelors, masters, specialists, which are not needed in industry because the experts are needed there. There are being actively introduced some credit-rating systems which have turned teachers into some kind of accountants (they are to sit down and calculate some abstract points);there have been composed the state standards of the first, second, and third generation, according to which the departments are to compose curricula all year round, etc. In such conditions, philosophy of education, as the methodology of educational activity, should be used as the basis of adequate reform projects; it should demonstrate how the reform projects need to be constructed in order not to interrupt the link of times and the connection with those national traditions that were considered quite recently by the world pedagogic community as the best examples of educational activity.

The purpose of the article is to reveal the authors vision of the main trends of education in todays global world. There are some common trends, conditioned by the mutual influence of science and education. The author analyzes the conditions of the gap between the institute of education and the development of science, while considering the world as volatile and unstable, in the orientation on inter-disciplinarily, in the relation between fundamental and applied knowledge, in the evaluation of the role of humanities. In the context of interaction between science and education, the author presents new horizons for the introduction of the competence approach to the assessment of educational outcomes.

In the paper topical problems of modern development of Russia are studied; the necessity of conformity of the reforms being introduced to Russias historical traditions and the type of society is substantiated.

Education is moving from the category of national priorities of the advanced countries to the category of world priorities, and this generates similarity of the problems and the variants of their solving. Today it is necessary to turn to the heritage and traditions of Russian education, its understanding in new realities. It is necessary to understand how Russia is going to identify its place within the common European educational market: to stand aside passively, to spontaneously follow the ongoing events or somehow else.

The sustainable development concept, as the most important project of the development of mankind in the XXI century, occupies a special place among the possible scenarios of the society improvement. However, sustainable development can be understood in two different ways according to two projects of science: as artificially controlled social stability (in the metaphysical project of science) and as improvement of social relations (in the dialectic project of science).
The authors substantiate that the ideology within the metaphysical science project cannot be a philosophical guide for the modern, globalized world. The logic of development of the modern society leads to the need for a dialectical model of sustainable development, because the very emergence of modern crises is a consequence of using the system of metaphysical theorizing.

The paper is devoted to the analysis of sharp acceleration of social changes in modern society, including in the sphere of education. In the modern humanitarian cognition and knowledge, this process has begun to be considered as a special problem of transitivity in the society of XX-XXI centuries. The authors investigate it with the reference to global transition processes and the involvement of educational spheres of various states into this process.

In the article the author analyzes the question concerning the possible way of realization of existence(genuine or imaginary)in connection with the problems of modern educational space. The way of realization of genuine existence is interconnected with the comprehension of meanings of the domestic spiritual tradition, which promotes the formation of national identity and is an adequate answer to globalization.

The paper studies the issues of universal bases of intercultural communication in the world and domestic educational spaces; it distinguishes and substantiates the language and cultural norms that are in the basis of intercultural dialogue. The author analyzes the historical and contemporary versions of training and upbringing, education and creation of the conditions for communication with the help of communication practices.

The author points out to the necessity of working out of a new educational paradigm which should include traditionalism as well as modernization of education. The basis of the education traditionalism is its function of preservation, the basis of the education modernization is its development function. The author stresses the importance of traditions in the modern globalizing world, presents a more detailed analysis of the main directions of education modernization. Modernization implies orientation of the pedagogical practice towards activity of the subject, transparency, nonlinearity, continuity of education, its fundamentalization. The author emphasizes the idea that education should become integral, i.e. it should represent continuous dialectical unity of preservation and development.

There are discussed in the article the essential ontological properties of nonlinear development such as polivariance, crises, the necessity of chaotic behavior, and the possibility of controlling the future state. There is proposed a postnonclassical interpretation of the ontological categories connected with development.

In the paper, the manifoldness of modern social systems and of the social concepts describing them is considered in connection with the fact that the usage of different concepts of society forms different conceptually-methodological bases of the projects of philosophy of education, theories and practices of organization of global and Russian education, conditions the development of essentially different strategies of the globalizing education.

In the condition of globalization different countries should develop their own models of modernization and the corresponding systems of higher education, because the imitation of foreign models is unproductive and risky. The institute of higher education may again have a chance to become a highly important institution of the society if it updates the goals and objectives of its activities, technology, and organizational formats.

The subject of the article is the difficulties of reforming the modern Russian educational system. The author establishes the reasons of contradictions between the legal acts, public statements of the Russian government and the real practice of education. The attention is paid to the casual relations between the reform of educational system and the transformation of social and economic bases of the Russian society.

The author considers the conditions in which domestic education operates in the consumer society. There is performed an analysis of the works by J. Baudrillard and и G. E. Debord in which the influence of the consumer society on culture is discussed. The consumer society is shown to be interested in the people, who can be easily manipulated; that is why, it thrusts upon them a system of instrumental values capable of directing them firmly to material prosperity as a criterion of social success. The article investigates the coherence of the axiological features of the free market paradigm of Russian education and the consumer society.

The authors analyze the components of electronic portfolio designed to support students in educational and research activity. Portfolio is a form, an organization process and a work technique for the products of cognitive activity of students, intended to presentation, analysis and evaluation, reflection development in order to help students to understand and to evaluate the results of their activity and to understand their own subject position. These factors determine the urgency of the problem and its significance for the modern education system.

The Russian education, in line with the Bologna agreement, is moving to new educational standards. In this regard, the author of the article suggests upgrading the system of methodical preparation and introducing an integrated training module for the Bachelor of pedagogical education.

It is noted in the article that the management of innovation in the innovative institution focused on two tasks: to increase readiness of the staff of the higher education institution to the innovation activity and to ensure their involvement in the innovation process. It is necessary to purposefully better and form the human resource base of the innovation processes.

The authors analyze the current trends of education in the postmodern society, where a huge role is played by multiculturalism. The article analyzes the postmodern society, the phenomenon of polyculturalism, and a new type of education which is formed within them.

The paper analyzes the methodological basis of The Strategy of Innovative Development of Russia until 2020 and the educational standards for school. The principle of activity which is the basis for these documents is not capable of providing the integrality of the social process. The basis for the development of policies and standards should be the principle of unity and relations. This will take into account social interests of the population.
In the process of development of educational standards, the internal contradictions of human development (the interaction of natural and acquired qualities) have not been considered in a comprehensive fashion, the means of their development (science, arts, sports) have not been specified and it has not been determined how to achieve harmony between the natural and acquired qualities, especially the game and the work. The author comes to the conclusion that the basis for the development strategy of Russia and the educational standards must be based on the inherent contradictions, to the resolution of which the social projects should be directed.

We analyze the methodological function of philosophy of education in studying education as a factor of the societys adaptation to globalization. It is substantiated that the most important for the successful analysis of education as a factor in the consideration of the globalization process is the choice of methodology which determines the initial philosophical position, strategic objectives, hierarchy of values and general principles of research. It is shown that, by using a special categorical system and the dialectical method, it is possible to widely cover, theoretically comprehend and summarize in a holistic concept the available data about the impact of globalization on education and society.

In the article, globalization of education is considered as one of the important factors promoting successful solution of the problems of globalization, formation of a new style of thinking. The conclusion is made that «global education», being a reality of the modern world, acts as one of the effective ways of positive development of the states, including Russia, in the conditions of globalization.

In the article, the processes of changes in the system of higher education are analyzed, their philosophical bases of changes are revealed. A special attention is given to the questions of interaction of education and science. It is noted that the system of education in the higher education institution is now a subject of close attention from the public by virtue of such defining circumstances as: the change of the relative portion of scientific potential in the society and the necessity of its development within the higher education system; the change of system and structure of higher education and the necessity of adjustment of the mechanisms of its modern functioning; more and more increasing intensification of the process of intellectualization of work and the change of the social role and function of education in the life of modern society as a whole, in the global and regional aspects.

The author analyzes the Western and the Eastern systems of education, their common features and peculiarities. The difference between them is explained from the specific character of the psycho type and mentality of ethnic groups, nations and their cultures. In this article modern Western and Eastern systems of education are considered; their rapprochement is shown. So it is clear that, in the conditions of globalization, education should be different in its quality, it should have integral character but preserve the national peculiarities.

It drew on the philosophy of Plato (in The Republic) and others and on Appadurais (2006) terms scapes and flows and on Lauder at el. (2006) for analysis of individualisation. I argue that globalisation and individualisation are interacting to increase mobility of products and of producers which affect the way we educate. The report concludes by suggesting that connection between globalisation, individualisation can be seen as interacting scapes and flowswith irregular shapes, together with the tensions that they raise.

The authors analyze some aspects of modernization of the Chinese economy, the connection between economic upturn and educational politics in China.

Opportunities and changes are key indicators of the development in the XXI century. Education forms readiness of the human capital to develop and implement innovations; education is not only about the knowledge transfer, it teaches to create and implement technologies. The format of education is changing. New challenges in the labor market, the information revolution (rapid aging of information, IT development) requires a new education. Today, education determines the range of success for the individual, country, or region: through adaptation to the labor market, democratic values, system of social institutions and social communication in the society of knowledge and innovation.

The author analyzes education as a socio-cultural phenomenon dependent on the society and determined by its demands and illustrates its evolution beginning from the ancient times and till the present time. Humanization, humanitarization, informatization in education are given great importance in the conditions of globalization. Innovative technologies of the 21st century's education are considered. Thus, the necessity of changing the role and content of education in the conditions of new social and spiritual situation in the early third millennium is considered.

The authors investigate the modern problems of philosophy of education in a philosophical-anthropological key. In the paper, the leading concepts of the person in modern science, Russian and Western philosophy are considered; some parallels are drawn between the educational strategies developed and introduced in various countries and the concepts of the person. In this aspect, there is revealed the socio-cultural specificity of understanding of the person in education from the point of view of Russian and Western traditions, as this question has become topical in connection with the acceleration of the processes of globalization in the educational sphere.

The article is devoted to the analysis of the philosophical grounds of education. The classical tradition is connected with a rationalistic, substantialistic view of the human being. It sets a certain image of the human being but does not allow a possibility to substantiate his/her freedom. Such possibility is realized in the apophatic concept of the human being as essentially indefinable and non-cognizable.

The authors analyze the possibility of educational practices in the development of the personal potential, demanded by the globalization process and the knowledge society, and which is necessary for decision-making in the conditions of risk and uncertainty.

The article is devoted to consideration of the problems connected with the migration processes and the role of education system in preservingthe sociocultural integrity of the society. The influx of migrants doesnot allow ignoring the fact of their belonging to other values and traditions - the change of residence doesnot mean the total replacement of the previous, traditional practices and concepts. Spiritual and economic fragmentation of the society may become one of the consequences of this. The education system is one of the main institutes that are capable to effectively resist the sociocultural and ethnic localization.

The article presents the results of studying the socio-personal resources of the persons resilience. The authors have found in what way the components of the resource capabilities are formed in the educational space of the Center of specialists training and re-training. They are formed when the person actualizesa pattern of attitudes in the educational field.

The article is devoted to investigation of the development of students creative abilities in higher educational establishments. The authors give a short characteristic of the current state of the process of creation of an art composition, reveal some problems and offers ways of their resolving. The changes in the creation of works of art are stimulated, in many respects, by the achievements of modern technologies. The development of students creative abilities to perform their own compositional assemblage indicates their ability of thinking which is focused not on recognizing objects by means of categories but on encountering something unrecognizable. Accordingly, the authors think that during the creation of a composition the student should be focused not so much on searching for decisions but rather on setting problems, creation of riddles, mysteries, plurality of creative innovations.

The paper offers a new interpretation of the nature and mission of education in the development of the systems of various levels, from the individual to the Universe, which is different from the current interpretation in humanities. The author substantiates a view on education as a phenomenon inherent to all complex systems, while public education is interpreted as a locomotive capable of changing the images of more complex systems including the individual, environment, and the society.

On the basis of consideration of the process of globalization as a new stage of integration and colonization of peoples and their cultures, the author proposes to consider culture as a means of adaptation and protection of the person in the conditions of irreversible globalization. A three-fold objective of the new philosophy of education is formulated: intellectual, artistic and religious education. The conclusion is that the nature of implementation of the new educational ideas in the globalizing world depends on institutional factors and facilities of the state and society.

Objectively, patriotism has been and remains the moving force of the development and protection of the national fatherlands. The specific features of the national mentality have developed for centuries: among them there are aspiration to the truth and justice, collectivism, orientation to the eternal values, disbelief with regard to good intentions of the power decisions, faith in the future, strategy of behavior on the basis of humanism and compassions, love and mercy, sobornost, etc. The main component of the Russian spirit has always been Love to the Native Land, aspiration to defend its sovereignty, to build up its greatness. However, today, in the conditions of powerful transformation of Russia, what are the tendencies of defining patriotism and what are the opportunities of formation of the educational system?

The article analyzes the scientific literature and clarifies the essential features of the concepts of creation and creativity. The relationship between these concepts is determined. The possibility and necessity of knowing the theory that will help teachers be creative in their practical activity is shown.

The formation of knowledge is greatly influenced by the psycholinguistic dispositions, determining its authors thinking. The very type of knowledge arising in a culturedepends, to a large extent, on the psycholinguistic peculiarities characteristic of the bearers of the knowledge. How the language influences the knowledge, including science and education arising on its basis, is the main subject of the article. A conclusion is drawn that it is important to be aware of what such and such terms or propositions really mean in the language in which they have been originally formulated.

The article examines language policy in the categorical field of social philosophy. The author explores the problems of language policy in the context of national security, migration policy, a global communication space, economic integration, mutual influence of language and science, as well as the balance of power and language.

The author discusses the importance of teaching in higher education of the discipline of Constitutional Law of the Russian Federation, which promotes the establishment of legal self-consciousness, political culture, and social responsibility of the individual.
The article shows the dependence of the content quality of this theoretical course on the topicality of development of the Constitutional Law subject. In this regard, the article examines the role and importance of public authorities that do not belong to any branch of government established by the Constitution of the Russian Federation, stresses the need for more in-depth and integrated study of the problem in the educational programs.