Education of the XXI century: in search of a new identity
V. I. Razumov
Dostoevsky Omsk State University, Omsk, Russia
Keywords: upbringing, identity, categorical methodology, categorical-systems methodology, new intellectual technologies, education, dynamic information systems theory
Abstract
Introduction. Modern education does not correspond well to the ideas of what it should be. Education models are now rapidly losing their identity, as new challenges point to the need for its transformation from foundations to goal-setting. Education in the XXI century needs a new identity, what should modern education become? The processes that caused the identity crisis of the modern education system in Russia, which are clearly manifested in the attitude of society and the state to teachers and trainees, are considered and systematized. Six provisions are formulated that allow not only to understand the underlying causes of the crisis, but also to outline the ways to the formation of modern education in Russia and abroad. Methodology. The effectiveness of cognitive tools will increase markedly if the four limitations in the organization of cognition are dispensed with at the expense of competencies in psychophysiology. The ontology of this work is built from K. Popper’s concept of three worlds (physical, mental, knowledge). Knowledge is seen not so much as a reflection of reality as an addition to it. Concepts and categories are distinguished in knowledge; concepts are units that convey meaning and content of an object. Categories and categorial schemes are the tools to organize thinking. Using the method of graphing and the method of working with triads, we have been able to obtain another increase in the effectiveness of cognition through work with titles. It is proposed to define monoaspective and polyaspective approaches for working with titles. Discussion. Common to all specialists is the assertion that radical reforms of education at all levels are needed. In order for change not to worsen once again, but to finally begin to improve education, it is necessary to accept that the following changes have occurred in the development of mankind. With the beginning of the twenty-first century, the dominance of culture is shifting from science and education to technology and engineering. This is manifested in such phenomena as the “interface revolutionˮ, “cyberliteracyˮ. A big change in education may be the shift in emphasis from didactics to upbringing. Conclusion. The future of civilization and culture depends on how education reforms in the world and in Russia will proceed.
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