Home – Home – Jornals – "Philosophy of Education" 2016 number 2

There are identified and described the levels of implementation of the priorities identified in the Concept of the spiritual and moral development and upbringing of the personality of the citizen of Russia in the field of education. A comparison is carried out of the technocratic, humanistic and anthropological models of education. The pedagogical activity is considered as a form of anthropo-practice, the practice of «humanization of man». The necessity to introduce children to the traditional spiritual culture is substantiated. Some problems are revealed in the student training in the Master’s Degree programs, the necessity is proved of opening the research laboratories and centers, where the Master’s Degree students would receive the skills of development and implementation of projects. The creation of research laboratories and centers with the participation of Master’s Degree students and their involvement into research teams can eliminate the paradox that has emerged today in the training of Masters’ Degree students. Currently, science is being developed by the teams of researchers, whereas Masters’ Degree students work alone. It is advisable to introduce a gradation of the Master degrees, for instance, allocating 5-10% of the total number of Masters as the Masters of a high category. This will create the conditions for the selection of the most talented graduates and turn the attention of the business leaders of the enterprises, where these Masters will work, to their potential. In essence, Specialists and Masters belong to the same level of education. For many people, therefore, the question arises: is Master «below» or «above» Specialist? Of course, there are structural differences in educational programs, providing much greater volume of research and independent work for the Masters in comparison with the Specialists, but today it is more of a disadvantage than advantage, because these kinds of activities became a weaker link in the educational process, as it remains poorly organized and poorly provided with methodology. Therefore, the main directions of improving the quality of education at the Masters’ courses should be the following key activities: - Improving the organization of independent work of Masters’ Degree students; - The search for optimal forms of organization of scientific research at the Masters’ courses and its personnel, information, technical, financial and administrative support; - Increase the level of theoretical training of Masters’ Degree students, especially not specialized ones. Thus, within the framework of the Bologna educational scheme, where the Master is a connecting link between scientific research and higher education, Master's degree should have a different focus, while professional Masters’ courses will be considered as the final level of higher education.