Transfer of culture and/or development in activity: the German-Russian and Anglo-Saxon models of education
M. A. Abramova1,2, V. V. Krasheninnikov3, H. Liberska4, M. Farnika5
1Institute of Philosophy and Law, Nikolaeva str., 8, Novosibirsk, 630090, Russia
2Novosibirsk State University, str. Pirogova, 2, Novosibirsk, 630090, Russia
3Novosibirsk state pedagogical University, Vilyuiskaya str., 28, Novosibirsk, 630126, Russia
4Casimir the Great University, Bydgoszcz, Poland, Jana Karola Chodkiewicza 30, 85-064 Bydgoszcz, Poland
5University of Zielona Gora, Poland, Licealna 9, 65-417 Zielona GГіra, Poland
Keywords: paradigm of education, didactic encyclopedism, didactic utilitarianism, German-Russian and Anglo-Saxon education systems
Abstract
In the article the educational concepts which became a basis of formation of the Anglo-Saxon and German-Russian education systems are analyzed. The basic principles, the specifics of their realization in the construction of educational process, the difference in perception of the teacher’s role are revealed. The authors note that, in the didactic encyclopedism concept, the criteria of assessment of the efficiency of pupils’ educational activity have become, first of all, the volume, systematic character of the gained knowledge, the analysis ability, the quality of humanitarian training of specialists. The strategy of the training material exposition was based on the principle of deduction. This approach formed the basis of the German-Russian education system, as well as the education systems of some countries of Eastern Europe. In opposition to it there is a concept of didactic utilitarianism, the foundation of the Anglo-Saxon education system, which is characterized by realization of the activity approach and the emphasis on the development of personality in the course of acquiring empirical experience. The existence of such opposition within the educational systems of the USA, Russia and Europe is conditioned by the history of development of the countries. Presently, there takes place interpenetration of ideas, concepts and approaches. Thus, for the Anglo-Saxon system there becomes important not only the experience formation, but also a certain knowledge of the individual, including in the field of humanities. For the German-Russian education system, on the contrary, in the last decades there has been more characteristic drifting away from the principle of fundamentalization of education and strengthening the attention towards the technology of construction of the educational process. Signing by the countries of Europe of the Bologna declaration has only aggravated the situation of revision of educational paradigms, which can have both constructive and destructive consequences for the preservation of national specifics of educational systems. As one of the ways of harmonization of the unfolding changes is the idea of «Education throughout life» (or the principle of continuity of education), which is to become a mechanism of adaptation of the individual and his/her overcoming the difficulties of transition. But the German-Russian model of education, whose focus is on the fundamental nature of knowledge, has turned out to be less adapted for the realization of this principle in difference unlike the Anglo-Saxon education system where responsibility for the obtained educational result is entirely laid on the student. Thus, the authors have come to a conclusion that the change of educational paradigms not only promotes development, but also can easily become a factor causing a loss by the education system of the basic principle of implementation of educational activity, the principle of cultural congruence.
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