Home – Home – Jornals – Professional Education in the Modern World 2015 number 3

Before your next issue of "Professional Education in the Modern World." This room is in a complex social, including educational and scientific realities, the essence of which is not even a transformation, and the breaking of the traditional bases of the Russian science and Russian education. This break-up, combining the positive and negative aspects, has deep and widespread social consequences, not only on the internal mechanism of the interaction of science-society-education, but also specific individuals and groups representing the scientific and educational community.

This article analyzes the consciousness and activities of social phenomenon of globalization. The problem research assumes limits and dead ends in the education system and the outlook of society, which are considered at the same time as the opportunities for the further development of mankind in the globalization era. The methodological basis of the research is the dialectic approach, which considers the consciousness-activities in the context of social phenomena as dynamic, complex and evolving process, where education plays the role of adaptive human mechanism in the system of socio-cultural values, responding to the challenges of our time in a time of crisis. The crisis of consciousness implies breaking links amongthe elements of the cultural-historical complex and the complex mind-activity making preconditions for new quality of society and the education system.The leading role of consciousnessin human history in the stabilization and crisis periodsis explained scientifically. The author indicates that transfer to general society where education transfers cultural values and is revealed as an institute, which builds active human personality able to solve the modern tasks and accumulates cultural and professional competence is provided by means of cognition of the nature and mechanisms of consciousness.The research results in the crisis approach where students’ education and training should be carried out in respect to crisis competence of the academic staff and students in educational,cultural, communicative, and business environment. The author regards crisis thinking of students and teachers as a criteria to estimate efficiency of crisis competence. Crisis thinking of students and academic staff allows to perceive the outside world infavorable terms and to reflect in respect to dominant social worldview.

Professional ethics is treated as a part of all mankind output, and its teaching turns out to be an important element of preparation for taking part in culture. The society, in its own interest is interested in the level of moral qualifications, especially of those professional groups which protect values integrating culture. Our home prepares us to function in typical social situations but it does not teach us how to deal with performing professional roles. Therefore, deontology has been distinguished from ethics, the branch that deals with the sphere of human obligations at performing specific social and professional roles. The rules of deontology do not always have to be formalized in the form of ethical code. Some special requirements set to representatives of some professional groups result from the fact that they are constantly in “the service of the whole society”. For these reasons having professional ethics is a kind of distinction for a profession, and therefore an evidence of social trust. Enduing a given profession with the mandate of social trust indicates therefore the necessity of constant care about the level of duties’ fulfillment by all employees. People who perform a given occupation are also responsible for transfer and consolidation of rules of professional deontology among people preparing to a profession. The author indicates that for the reason of general consent to functioning of such ethics, in practice there is usually adopted a solution assuming that they are taught in the course of apprenticeship. This is the easiest and most effective solution.

The article deals with the issues on finance, economy of education and management of higher institution in respect to the changes in the regulations of higher institution activityat the education market, as well as applying of new requirements which regulate further training, qualifications and labour market requirements.

Philosophy of Education as a philosophical reflection of the educational process, reveals questions about the impact of education on the personality, society, thus determining the strategy of education. Today there is a sufficient number of studies related to the philosophical aspects of human existence in the educational space. However, Max Scheler concept is considered to be not investigated enough until now. Therefore, the subject of investigation is reviewed as anthropological foundation of education in the philosophy of Max Scheler. The philosophical concept of Max Scheler education is developed in respect to the philosophical anthropology and ontology of a thinker. Scheler assumes the anthropological basis of education in contemporary culture is freedom, by which he understands spontaneity spiritual center in a man. The concept of spirit is the foundation of ontology and metaphysics of Max Scheler. The author adheres to the Scheler's concept of a man and reveals the nature of education, kinds of knowledge that make up the educational process, as well as the meaning and purpose of education. The paper considers Max Scheler anthropological foundation of education as an attempt of strategic planning in the educational process throughout a person's spiritual and personal development. Applying the Scheler's, concept of «warm-hearted developed man», the author contrasts education as a fact of modern culture and the idea of ​​an educated person, the person having «learned ignorance», according to Scheler. The author considers the concept of personality as a result of the educational process on the basis of monotheistic personalistic methodology. The publication reveals that the problem of anthropologic approach in philosophy of education needs investigating, revealing the conceptual fundamentals of personalistic anthropology. and complementing personalistic methodology in education with modern ideas of phenomenology and hermeneutics.

The author specifies the tendencies of the modern society development, which are globalization, integration, internationalization and demographic instability. The tendencies require from a man, who lives in a fast changing world, an ability to find and make independent decisions, to take responsibility for the actions, to apply the necessary competences in the professional area for increasing own competitiveness. The paper pays attention to the necessity of developing lifelong learning, which is formulated and fixed in the National educational doctrine of the Russian Federation up to 2025, Concepts of long-term socioeconomic development of the Russian Federation up to 2020, and Concepts of the Federal law ”On education in the Russian Federation”, where necessity of conditions for “participation in lifelong learning” is specified and emphasized. Education is one of the social substructures and, therefore, it is considered as a social institution. The content of lifelong learning is a factor of society and its transfer from one stage to another one. Development and functioning of lifelong learning is determined by economic, political, social, cultural and other factors and conditions of the society. Generally, education is defined as formation of man in the image and likeness. The sources of the concept “education” go back to the early Middle Ages, they are connected with the concept “image”. Beginning with the Renaissance, when a man became a value, education has been considered as a way of a man’s self-development. Education combines teaching and up-bringing (self-education) as internalization of social values (standards, rules, traditions and commandments), shared by all its members. The connection of teaching and up-bringing is inseparable. “Both teaching and up-bringing are unbreakable, - L. N. Tolstoy pointed out, - it is impossible to bring up without imparting knowledge, and all the knowledge has upbringing influence” [1, p. 109]. Education (being, managed from outside by self-education, otherwise, by building the image of “I”) can be considered in three interrelated aspects, which assume educational system, educational process, and individual or collective result of the process (if we speak about the education of a concrete person, his/her accomplishments).

This article investigates the characteristics of meaningful social identity of an individual in terms of higher education; reveals its structure and analyzes the functional blocks which are basic, personal and professional one. The research explains that various functional blocks of social identity are activated at different levels and forms of education according to the age characteristics of students. The full-time students demonstrate activating of the basic block; the students of correspondence courses and PhD-students demonstrate activating of professional and personal ones. The author specifies the dominant professional types of the students trained in higher institutions. The research is significant due to applying of the research results in politics, education, business and management. In particular, they can be applied in social and psychological forecasting, development of psychotherapeutic practice, increasing effectiveness of training professionals in new social-economic conditions. The data represented can be applied in the educational process, as they supplement and specify the sections of social, educational and aged psychology.

The paper is aimed at analyzing the problem of education as factor of humanization of society; it reveals the criterion of humanity and humanization of social development. The author supposes it is necessary to consider humanism as a value of a person; this is a valuable core of the Russian cultural tradition. The Russian philosophical thought is deeply humanic as it focuses on a person. his happiness, sense of his life and objective reality. The Russian philosophers as Berdyaev N., Florensky P., Karelin A. criticized humanism for being the basis of European civilization. Otherwise, the Russian philosophy objected to the Soviet character of European humanism, its Eurocentrism and anthropocentrism as it became a contradiction to the nature of Christian Russian philosophy. Humanism in its global meaning is a proclamation of human inherent value that makes a valuable core of Russian cultural tradition. The modern pedagogical space concentrates on the global crisis and necessity to search for society with humanistic focus. This search results in the educational system as two components of “Humanistic triad” i.e. science and art appeared in problematic situation. The educational system had been unchangeable for a long time and responded to the social challenges. However, the latest reforms demonstrate the weakness of attempts to change the educational system by means of liberal rationalization tradition. The paper reveals the main tendencies in education and its development, which can appear to be the instrument of Russian society humanization.

The paper explains the trends of modern development of international economy by means of transformation of institutional processes dominated by educational and scientific components. Herewith, sustainable postcrisis development of national and regional academic systems performs as a paradigm building innovative economy regardless unstable environment. The system updating of education becomes an essential background for rapid economic growth and social development, national security and well-being due to the fact that receiving higher education remains one of the most important human value, key factor of social justice and political stability. At the same time the institutional transformations in national economy, their efficiency and substantive content require practically further major changes in all the branches and local entities. These reforms should focus on making favourable conditions for building efficient innovative institutions and outlooks for national education system at all the levels. The authors consider institutional environment for transformation of the practice-oriented scientific areas, business and education areas to be the important step in protecting the internal infrastructure. Building the institutional models of regional education integration assumes applying the system approach where newly built integrated structure is rendered as a social institution and characterized by the composition, structure, objectives, functions, internal and external limiting bounds, definite inputs and outputs. The authors review the regional educational clusters as an obligatory prerequisite for successful functioning of the regional education system and the regional educational market allowing not only to strengthen co-operative-integrative ties but also coordinating the work of developing branches of the regional economy as a whole.

The paper reveals the importance of applying and introducing environmental fundamentals into the curriculum of prospective engineers’ training by means of revealing the influence of machinery technologies onto the environment. The author demonstrates the examples of man-made impact onto the agricultural background which can be applied in the curriculum of engineers’ training. The data represents research and industrial experiments taking into account agricultural environmental response to the technology of chemicals applying. The publication explains the impact of microbiological environment in the soil when applying general technologies. The author enumerates microbiological indexes demonstrating changes in quality of agrogenic soil and characterizing phytosanitary condition of cultivated soil and its ability to phytopathogenic self-purification. The article reveals the main principles of environmental fundamentals in training prospective specialists in engineering science and recommends the ways of reducing technogenic burden.

The paper considers the problem of defining the nature of engineer’s expertise. The authors represent a three-level model of engineer’s expertise nature; it assumes scientific background, methodological and socio-philosophical one. The article analyzes the nature of expertise at the scientific level. Technical science studies include engineering science studies and bring together the block of specific knowledge in this branch. The complex of engineering science includes investigation on the engineering specialists’ expertise and implies specific scientific branch with its own system of engineering knowledge, activities, and methods of research and organization of scientific group. Each of the engineering sciences and investigations on engineering specialists’ expertise on the scientific level result in explanation for the corresponding notions. The notions have descriptive features due to the nature of expertise and regarding the general engineering science; they show versatile objective reality of an engineering subject, abilities and specific featuresof their applying in inventive and constructive design. The nature of expertise is revealed in specific aspects of subjectivity insight in the professional field.

The article is devoted to the problems of socio-professional personal identityof prospective sportsmen trained in higher institutions. The aim of this research is to determine the problems of socio-professional personal identity of prospective sportsmen.The authors pay attention to the problem of new theoretical realization of the notion “socio-professional personal identity of prospective sportsmen” which contributes to the theory of professional identity of the students and empirical studying of the personal problems related to socio-professional identity of the top-class athletes.The authors applied the following scientific methods asstudying of the status of professional identity, studying of values in the career “A career anchor”, studying of training motivation and questionnaires. The research involved 110 prospective sportsmen aged17-21.The research resulted in revealing the problems of socio-professional identity of prospective sportsmen.

The paper declares that m odern conditions of market economy of Russia strongly influence the education. This deals especially with vocational training. Modern vocational schools are aimed at social support of students and their employment and not on gaining profit. The publication demonstrates this support by means of analyzing many years’ experience of Tomsk College of Social Technologiesin cooperation with the disabled students. The College builds socially active environment of increasing the quality of inclusive training and employment of this category of students. The environment is based on the development strategy and idea of the College as a centre of inclusive vocational training. This implies development of College in the following aspects: Effective organizational and pedagogical conditions;New mechanisms of organization resources for inclusive training;Comfortable conditions for self-realization of students.Many years’ experience of the College shows that disabled students need supporting in professional and social adaptation. Therefore, the author developed a concept of formation of socially active environment aimed at improving the quality of inclusive vocational training for Tomsk College of Social Technologies. The author considers the quality of education in respect to implementation of compulsory curriculum and elective courses based on cooperation with the members of labour market. As a result of accumulating the experience in education, the College developed the modern and innovative model of social support of the students, which is aimed at their successful social adaptation to the profession and professional environment. The social support is carried out by means of students’ participation in social projects, programmes and promotions.

The article represents the investigation connected with the methods of foreign language teachingat the Master’s level. The author holds to the widely accepted opinion that teaching and learning offoreign languages as a part of Master’s curriculum is to meet the requirements of the modern world system of academic mobility. A lecturer of a foreign language masterclass is to make an effective use of the academic hours available. The module approach to the course design at the Master’s level allows a lecturer making effective combination oftraditional and student-centered methods of teaching and learning as the students differ a lot in respect to the level of foreign language fluency. The methods under consideration make it possible to overcome the difficulties connected with the evident discrepancy in graduates’ basic knowledge of a foreign language. The content-related component of foreign language curriculum for Master students is a part of teaching materials of the subject. The author speaks about teachers who apply the module approach and declares they tend to make content-related component and methodic component allow working on the strict rules but keeping the flexible adaptation and individual training at the same time. It is possible to speak about a number of definite methodic factors, corresponding to the graduate modular foreign language program. The structural components of a modular course are aimed at the general and professional competencies indicated in graduatesyllabus.Practical experience in connection with the use of modular course programs allows concluding that a foreign languageteaching as a part of Master’s curriculum responds to the needs of modern educational principles in case it is based upon the principles of modular approach.

The article analyzes the problem of social rehabilitation of disabled people and social life, different ways of integration with the ability to professional education. The authors consider the modern ways of training as barrier-free environment and inclusive education in higher education. The paper point out that this issue is revealed in the standards and regulations. The social aspect implies the UN Convention on the Rights of Persons with Disabilities, the Federal Law “On social protection of disabled persons in the Russian Federation” and others. Educational policy priorities in the field of special education are regulated by the Federal Law 237-FZ of December 29, 2012 “On Education in the Russian Federation”, the Order of the Ministry of Education 05-785 “On guidelines for educational process for disabled people” and a number of others. The authors analyze the various systems of higher education for people with disabilities and the HIA, both in our country and abroad. They represent experience of the social rehabilitation support of inclusive professional education for disabled students at Herzen RSPU, NSTU, Maksim Tank BSPU, where disabled students are trained by means of barrier-free method. An important condition is to ensure equal possibilities in education of persons with special needs. The paper reveals the measures aimed at providing equal possibilities and considers different types of social rehabilitation support for disabled students. The authors specify the significance of social policy in respect to the people with the HIA and the possibility of successful socialization and active participation in social life.

The relevance of the study is explained by growing demand for professional development of BSc-student’s personality with certain integrative abilities contributing to management of the folk art group on a high professional level. The process of building the abilities for multi-art activity deals with considering ideas and principles of competency-based approach and that takes into account the modern requirements to the quality of BSc-students training.The research is aimed at revealing the level of BSc-students ability for multi-art activities and analyzing the results received. The author applied the empirical methods of observation and self-observation, psycho-diagnostic methods, analysis of processes and results. The author applied mathematico-statistical analysis as methods of descriptive statistic, methods of qualitative analysis and substantive interpretation of the results.The paper demonstrates the analysis carried out on thelevels of components development in the structure of BSc-students ability for multi-art activities in order to develop specific guidelines. The sample group included 52 second-year students of the Faculty of Contemporary Art and Art Communication of Samara State Institute of Culture. The research informs, BSc-students are able to provide multi-art activities at the first stages of professional training due to development of art abilities in frames of practice-orientted training. However, BSc professional level assumes active applying of personal component contributing to development of integrative multi-art thinking and development of all the components of the professional ability. The scientific novelty implies obtaining the results able to test the system of building the ability for multi-art activities of BSc-students specializing in Folk Arts and Culture in order to forecast and develop specific guidelines.

The article explains the scientific basis and reveals the nature of time prospective thinking of military specialists in the aspect of foreign language training. The authors regard the time prospective thinking as thinking that assumes integration of various conceptions and methods in complicated strategic activity, synthesizes all the elements of the problem, forecasts the consequences of problem solving and provides innovation and breakthrough to new possibilities. The paper reveals the main features of time prospective thinking and concludes that problem dealing with professional military service develops time prospective thinking of Master-students trained at Military Institution in effective way. It develops exactly ability to regard any object as a complicated system, which contains many related elements, to observe the development process and a place of any object in time (the past-the present - the future) and space (when system contains subsystems and supersystems). The authors declare that ability of time prospective thinking is developed by means of analyzing the system features and system relations. They pay special attention to formation and fixing the skills of creative thinking. Regarding the theory of inventive tasks solving, the authors developed technology of solving the problem while teaching foreign languages and represented effective methods of time prospective thinking development of a military specialist in frames of further training.

Educational cases and technologies of case study are considered to be one of the most productive and effective methods of training, especially in Economics and Management. Rendering the notion and variety of educational casesexplains the urgency of methodological questions consideration of their working out and application in programs of professional education. The author specifies the aims of the research, which assumedefinition of a place of this method in system of training active methods, specification of theattributes nature and characteristic, making conclusions about efficiency of applying in modern programs of professional education. The aims explain applying of such scientific methods as analysis and synthesis, classification and pedagogical experiment.The research results definingthe place ofcase-study techniques in the system of active methods of training, the concept and special characteristics of educational cases, classification of educational cases, basic approaches to working out of educational cases, and educational cases base of higher institution. The author applies analysis results of the pedagogical experiments carried out by means of methodological approaches and makes conclusions about possibilities and efficiency of applying cases when developing educational techniques.

The modern situation in respect to the labour market poses new challenges to new higher institutions; it declares it is not enough to master the specialist’s knowledge and develop professional skills. It`s more important to build professional competence that will allow us responding to changing of professional conditions in appropriate way. The paper considers the linguistic component to be an integral part of the interdisciplinary language competence. Without understanding the socio-economic systems, knowledge of social and political cultures, the study of historical and cultural traditions that have shaped the way of people thinking we have to interact with, it is impossible to learn the language effectively and competently. There is a need to develop the skills of reading and understanding the encyclopedic information. Such information helps to understand the native speaker’s attitude to a particular object or a phenomenon that has its expression in the text through the evaluative component of the semantics of lexical units. Solving the problem of effective understanding of newspaper articles and journals relates to appropriate decoding of estimation-pragmatic component of the material. Generally the estimation is rendered as social attitude of the native speaker tonon-language object and language and speech facts. The authors pay attention to the fact that estimation in the press has its own peculiarities. Analyzing the evaluative component of lexical units in publicistic texts we proved that the evaluation in the media is almost always subjective, the traditional attitude of the native speakers and, as a consequence, the language assessment, seeks to indicate the location of an object or a phenomenon in the world picture objectively. No doubt, it is necessary to teach students to understand and realize the most widespread semantic processes, characteristic for functioning of language assessment in publicistic texts. The analysis the semantic changes in the structure of lexicon of newspaper and journal publications allows to speak about relevance of studying of such phenomenon, as specialization and socialization of an assessment. Thus, dealing with cross-cultural information while learning the foreign language in higher institutions allows considering interrelation between culture and language and shows real functioning of language means in authentic documents, regional geographic and publicistic texts; it promotes training of specialists in the aspect of cross-cultural dialogue between the countries.

The article shows the process whenthe course turns out to be the technological process with its own stages of development. The authors consider the problem of conducting students’ research of students on “Biomechanics of Motor Activity”. The method of “design technologies” was used in the subject for development of students projects on the topical and scientific issues by means of applying the special methods of research; they are biomechanic of sport, methods of comparison and analysis of experimental data, statistical methods and the multiple-factor analysis. Participating in development of the research background for “Biomechanics in Design Technologies”, the students have an opportunity not only to get acquainted with various methods of scientific research, but also to seethe efficiency of a scientific method in the science and practical human potential. The paper results in development of important and urgent projects recognized as a scientific publication in national and international journals. The students face practical applying of the guidelines and guidance. The authors build scientific and methodical approach in development of subject technologies, which contributes to development academic, research and professional expertise of the students taking into account individual abilities.

The article explores legal culture as being a condition for personality formation in the context of transfer to the VI technological mode. The author sees interaction between education and law as officially regulation of the social institutes. Therefore, legal refinement as an indicator of personal legal culture does not correspond to the requirements of the VI technological mode.