Home – Home – Jornals – Professional Education in the Modern World 2012 number 1

Among the basic modern tendencies of the world development that condition the essential changes in the education system, there are: acceleration of the society development and, as a consequence, the necessity of preparing people for the life in quickly changing conditions; transition to postindustrial, information society, significant expansion of the scales of intercultural interactions, in connection with which a special importance is acquired by the factors of communicative skills and tolerance. The attention of the author is to the issues of emergence and aggravation of global problems which can be solved only as a result of cooperation within the international community, and also to the questions of widening the opportunities of political and social choice; to the problems of dynamical development of economy, the deep structural changes in the industrial sphere, which result in the constant need of increasing the professional qualification and retraining of workers, their professional mobility growth.

To bring up the citizens, thinking in a new fashion, it is necessary for the state to set the correct strategic goals and find the optimal means of their achievement. Formation of innovative society and formation of education system mutually condition each other, and they are two sides of a single social process. In the article, there are considered two strategies of development of higher professional education.

It is expedient to distinguish among the social bases the world tendencies of development caused by globalization and transition to a postindustrial, information society, and the internal Russian conditions and factors of education functioning, which are the result of transition to a new social order, profound changes of the entire sociocultural space (social-economic, political, national relations, the situation in science, the entire spiritual sphere of public life). These modern social tendencies and factors of the society development cardinally change the purposes, contents and technologies of education.

In the article there is revealed the economic image of the future world. The assumption is made that the economic development is on its own a self-regulating system. The global financial activity has turned out to be outside of any state both public control, and the world acquires new features and new forms. In the opinion of the author, globalization will come to an end, and there be other post-global time, in which the main actor of history will be the post-person with his/her values, traditions, habits and the world picture.

The article is devoted to discussing the following issue: what kind of educational space should be there in the institution of higher polytechnical education? In this connection, there is studied the role of the philosophy of education in overcoming the systemic crisis of modern civilization; there are considered the practical measures, which the philosophy of education can offer. There is underlined the necessity of optimization of the adaptation capabilities of the engineer in the process of practical problems solving and realization of his/her creative potential.

In the article, there are considered the phenomenological ideas of the dialogue between philosophy and pedagogy of today. There are shown the statuses, modes and types of linking between phenomenology and the practice of education and upbringing, sociocultural and axiological problems of moderneducation. Its philosophical and anthropological essence, cognition and gnoseological aspects of the process of education and up-bringing are shown. The fundamental concepts of phenomenology such as
“experience”, “intentionality”, “horizons of mentality”, “emotion”, “phenomenological reduction”, “intersubjectivity”, “the world of vitality” and others are interpreted from the pedagogical point of view. There is formulated a categories-and-conceptions system including “methodology of education”, “paideutics”, ”aesthesis”, “ideatics”, “locus of reflection” as well as the principles of the phenomenology of education: “unity of all living”, “individual genesis of life”, “self-individualization” and “cognition creativity”.
There are presented innovative methods of teaching the socio-humanitarian and artaesthetical disciplines.

There are studied in the article various approaches to the educational space modeling. On the basis of qualitative and quantitative analysis, there is presented an original approach to modeling the polycultural educational space for the children of preschool and school age. It has become a reference point in working out and realization of the essence of education integrated with polycultural and universal human values.

In the article, there are analyzed the questions of fundamentalization of modern domestic education. It is noted that the reality of modern education is manifoldness of programs which set different prospects to both the education and pedagogical thought. There is emphasized the necessity of significant reorganization of the entire philosophical methodological foundation of modern education. In author’s opinion, to solve these problems, there is needed active interaction between the academic science and the science of the higher education system.

In the article there is raised a question about the compatibility of the present reforms to our basic cultural stereotypes and pedagogical foundations. The European education system is aimed at preparation of the competitive participant of the manufacturing process. The educational tradition of the Russia and East has for its purpose the formation of the socialized human person, capable of establishing harmony with his/her own conscience and surrounding Nature. A comparison of two educational systems reveals their fundamental divergences; therefore, the Westernization will not make the Russian education more efficient.

This article presents a social-philosophical analysis of the tendency of development of Russia. The division of the society into types has a centuries-old history. Any concept of management of the society assumes a certain specificity of the corresponding society’s sociality, in view of which the managerial process is presented as appropriate to the life of the society. Historically, Russia has found its realization in the collectivist forms of life of the Russian people, which provides the system’s integrity and stability of the Russian society. On the contrary, the Western societies live according to the individual sociality, and its basic standards are equality and freedom. The transition from one type of a society to another type is a fatal step in the development of this society; it is a reassessment of values, change of the lifestyle and mentality.

In the present article two methodological problems are analyzed: 1) variability of definition of the subject of political science in Russia; 2) variability of hypothetical model of the specialist in the field of political science in Russia.

In the article, there is conducted an analysis of the domestic history of development of educational policy. The state has always acted as the basic subject of management in the political system of the Russian society. The state has provided social and cultural, organizational and mental foundations of the educational process. There are especially emphasized the fallaciousness of the modern educational policy directed on entering the world educational space through blind copying of the Western models and standards without taking into account the national particularities, the lack of deep studying of the Russian experience and achievements in education, the destruction of the national specificity and educational traditions.

The article deals with the development of Humanities in European education in the period of Renaissance, where the key role belonged to humanism and anthropocentrism, which gave a boost to the progress of humanitarian knowledge. The article’s purpose is to consider the social-cultural aspects and some changes in intellectual life that influenced the formation of Humanities (history, ancient languages, rhetoric, poetics, moral philosophy and so on). The author analyzes this process both from the standpointof university tradition (the department of free arts) and from the standpoint of humanists’activity, influenced the character of European education.

The article discusses the philosophical and psychological features of the subject (the student or the post-graduate student), who makes in his/her life an intelligent professional choice, and also the philosophical specificity of this choice. The author considers the positions of behaviorism and psychoanalysis in relation to human individuality, criticizes behaviorism for inadequate method of research and psychoanalysis for overestimation of unconscious inclinations in the activity of the subject. In the article, by means of the Cartesian doubt method and phenomenological observations, there is presented an understanding of the subject as existential being. The author shows two strategies in human existence: the strategy of a calling to activity and the strategy of inactivity, and also two strategies in professional training of students and post-graduate students. Turning to L. N. Tolstoy’s remarks on higher education allows the author to sharpen the problem of professional self-determination and induces the reader to deeper understanding of the activity of scientist and teacher.

Two models of education are studied in the article: the traditional and the modern, where the latter is supposed to gain a foothold as a result of reforms. Revealing the principal differences between them, the authors establish that at the foundation of the traditional educational model there is the teacher, whereas the modern model is more oriented towards the independence of students. The authors try to figure out whether the creation of the new model is necessary, and whether its implementation will lead to attaining the goals declared by the authors of the reform, which is the creation of a generation of creative persons, able to think critically.

The article deals with the problem of the first-year students’ adaptation to the environment of the higher education institution. The results of the investigation presented by the authors yield a model of the optimal first-year students’ adaptation. Several concrete practical recommendations connected with the phenomenon have been worked out for the university stuff professional training. More precise definition of the key notion is offered.

In the paper, there studied the problem of professional training in the modern conditions of reforming the system of higher education. The attention is focused on the fact that today the necessity of active innovative development of the science system forms new innovative approaches to the organization of system of higher education; there is a pressing question of either choosing new or preserving traditional forms and methods of the expert training. It is emphasized that there are needed such forms and methods that will allow solving with the greatest economic efficiency the most complicated socialproblems arising in new social conditions.

The article reveals some philosophical aspects of the health-improving engagement in physical training. For the first time, there is presented in the article a dialectic approach to the health-improving training. The health correction trend is represented through the law of unity and struggle of the opposites, the law of transition from quantity to quality, and the law of negation. The author notes that the development of the moving abilities is built from the simple to the complicated not only in physical training but also in the health-improving physical training. Solving pedagogical problems, the author reveals the main conceptions of the health-improvement philosophical categories.

The article deals with some aspects of innovative education content modeling on the basis of the “Russian traditional culture” educational course, which is connected with the all-round development of the integral personality. Approaching education through the theory of invariant pragmatic arrangement for educational content will serve as a basis of creating integrated education process in the schools of the Russian traditional culture.