Home – Home – Jornals – "Philosophy of Education" 2010 number 4

In the article there are presented new approaches to studying education in the post-non-classical perspective: synergetic, interdisciplinary and scenario-based approaches. The post-non-classical reality obviously requires new methods of research to explore and foresee the ways of further transformation of education. The methods of extrapolation, expertise, SWOT-analysis, foresight, the scenario-based methods, etc. are seen as highly applicable in this context. The future of science and education is already predicted to become more and more interdisciplinary; and, therefore, the advancement of ten interdisciplinary scenarios of the education development sounds as an appropriate scientific response to the post-non-classical challenges.

The aim of the article is to raise and consider the issue of the optimum relation between fundamental and vocational training in the modern system of higher education. Its other goal is to outline the determining role and influence of training on the development of an advanced society. The main theme of the article is to describe a model of the harmoniously developed person as a target ideal of the educational process. In this work the harmoniously developed person is understood as the unity of the developed scientific outlook, high moral-ethical level, aesthetic development, deep professional knowledge and physical health. Social progress is understood by the authors as the progress of the society with respect to the same coordinates.

The concepts of postindustrial society, which are popular today, in their majority, offer the forecasts of the social development which are rather optimistic and promising for scientists and university teachers. There is predicted increase of their social status and well-being in connection with increase of the role of science as a direct productive force. However, many facts do not confirm the presence of such tendencies. The concept of netocracy offers an alternative vision of the future, according to which the development of postindustrial economy will affect negatively the position of academic community. The article is devoted to the analysis of validity of this forecast. The conclusion about its partial correctness is made.

In the article there are analyzed the structural-organizational problems of development of the modern domestic educational system. The structural aspect is reflected in the construction of various models (concepts) of educational system, in the existing inconsistency of the educational subsystems, in the uniformity of modern educational establishments and other factors. The content-related aspect is manifested in the discordance between the theoretical content of education and the level of development of modern scientific knowledge, and also in the inadequate development of the theory and practice of educational process. The crisis condition of the content-related part of the educational system is also connected with the fact that, on one hand, education has lost its previous methodological basis as not meeting the modern requirements; but, on the other hand, the domestic school, trying to overcome the formed situation of uncertainty, aspires to find firmer bases for its further development.

The reflective-humanistic approach in vocational training is considered in the article. The author shows that the reflective approach in vocational training promotes humanization in education. The content of the reflection concept in psychology is analyzed in detail, the types of reflection are identified, experimental research of the reflection of intellectual type is described, the directions and the ways of forming the reflection of intellectual type in vocational training are formulated in the paper.

The article deals with substantiation of the category of education not only as a socio-pedagogical notion but also as an interdisciplinary category. There is argued the need in a field of science, whose subject would be education in its wide meaning.  There is an idea put forward in the article that educology as a general theory of education can serve as such science.

An idea is expressed in the article that the perspective calling of education is the formation of conceptual (logical) thinking of the future intellectual elite of the society. However, the level of comprehension and realization of this calling so far is rather low. For our country, its increase is an important prerequisite to acquire the status of an advanced industrial or postindustrial state.

In the article an attempt is made to determine the place of non-governmental institutions of higher vocational training in the market of educational services. The author thinks that formation of a new market of educational services in Russia and its segmentation are conditioned by parallel functioning of governmental (budgetary) and non-governmental (off-budget) educational systems.

In the article, the author proposes an approach to constructing the methodology for managing the process of forming the social competence of the higher education students. There are analyzed the causes and contradictions which confirm the relevance of the formulated problem. Revealing the contradictions in the problem of socialization and social adaptation of students and graduates, the author formulates some proposals for development of the management mechanism of building their social competence.

In the paper the concept of «the innovative potential of the expert» is defined. There is shown the necessity of using this concept as the characteristic of readiness of the expert to the innovative professional work. There are considered the basic qualities of the expert of a new formation, who is ready to the efficient innovative activity.

The article emphasizes the necessity of forming the communicative competence as an essential condition and resource to uplift the quality of higher education. The authors prove that there is now a need for specialists with some specific above-professional qualities which are necessary to create new competitive products. Communicative competence is considered to be such above-professional quality, determining the effectiveness of the specialist's joining the professional activities. Consequently, the result of learning at all levels of higher education should not only be the professional competences themselves but also a number of communicative competences, formed in a certain sequence.

The article discusses the scientific-educational centers at universities as relatively independent scientific-educational units, their role in realization of the principles of innovative education. It reveals the current understanding of educational innovation, argues the case for their introduction in the extended education in universities. The conditions of implementation and use of innovative technologies in practical educational activities are determined. The article gives an analysis of innovation in the educational component of the scientific-educational centers of higher education in Novosibirsk.

The author analyses specific character of the national and regional educational policy in the conditions of the ongoing process of education modernization. In his study the author uses the materials of the international forum Interra - 2010, which took place in Novosibirsk, in September 2010. The author claims that far from all the problems of modernization have satisfactory solution nowadays. He especially points out that oftentimes the global, national and regional levels of education have in their development an inadequate algorithm of development. The basic reason for that, according to the author, is the lack of interactive planning in the development of national and regional educational systems.

In the article the author considers the philosophical status of the category of competency, where the local integrity of the concept, the personified experience and the promise of the result are united. Here one can perceive the opportunity of adaptation of education, which is capable to adequately form the person in the changing life conditions. Competency is a philosophical tool of the reality cognition and mastering, which is created in the process of education as a result of synchronizing between this process and self-determination of the person. On the basis of oscillation theory, a simplified model of the learning process is proposed by the author. The model assumes that knowledge is stored in the student's mind in the form of oscillations. The attention is focused on the scenarios of intensive and extensive processes of learning. A specific role of the learning pace parameter is revealed.

In the article there are brought to light some contradictions of the traditional understanding of the models of education's continuity. The substantiation of the psychological, pedagogical and philosophical reasons of inefficiency of the spatial-temporary continuous education results in the necessity to reconsider the philosophy of education's continuity. There is offered an author's model of an intrinsic-developing continuous system of education, in which there are defined in a new fashion the purposes, mental mechanism, continuity of education, educational activity and approaches to designing the contents (the meta-subject approach).

An analysis of the problem of formation of scientific concepts is carried out by the author on the basis of the concept of multilevel methodological knowledge. The array of  scientific knowledge in the key categories (quality, management, quality management) is structured on the philosophical, general scientific and pedagogical levels. Within the framework of the discussion on the breadth of application of the «quality management» term (with the English-origin word management), the author demonstrates the sufficiency of using the Russian term «upravlenie kachestvom».

The giddy process of the specialization of sciences represents a double menace to our civilization: on the one hand, most of us are excluded from what is the characteristic achievement of the modern age (Trilling) because we are not able to access knowledge that is too esoteric; on the other hand, as Ortega y Gasset emphasized 80 years ago, the barbarism of specialization threatens the truth of science as culture.
How to preserve the link between science and the encyclopaedia of thought (Ortega)? This pivotal question evokes a more radical one: is there a relationship between science and thinking? What can this relationship be? What is science in so far as (and if) it is related to thinking?
In order to investigate this issue the paper examines Heidegger's momentous saying science does not think. Comparing Heidegger and Kuhn, it is maintained that science does not think exactly to the extent that it is research, but that nevertheless it is constantly related to thinking as to its original ground.
In this sense it becomes crucial that science education is inspired by a philosophical approach. In contrast to the most widespread perspective, a philosophical approach is not meant principally as an analysis of the concepts and of the logical cogency of the theories but as an investigation into the process of the constitution of scientific notions out of the Lebenswelt. Exactly by doing away with the oblivion of the rootedness of scientific notions in the Lebenswelt, exactly by re-discovering the latter as the ground of science it is possible both to ward off the disappearance of science into the mere manipulation of formulae and to provide that ground shared by the ordinary don, the educated technician, the average citizen which the physicist Gerald Holton invokes in order to narrow the divide between science and culture. In the final part of the paper it is argued that this rediscovery implies dwelling in the pedagogical dimension of science, that is in science as part of human Bildung.

In the article the requirements to the education content, described in the draft law «On education in the Russian Federation», are analyzed. On the basis of the system-dialectic approach, there are considered the cultural values of the Western civilization and their transformation into the socio-cultural values. A basic universal socio-cultural value is formed.

The article is devoted to the basic trends of the youth subculture, which positions itself as a multiculture. The main theme of the article is the loss of connections of youth subculture with the culture of the society in which the youth live.  The youth culture is an integral component of modern society and closely connected with such concepts as multiculture and multiculturalism. The authors consider the analysis of searching for cultural identity in modern society as a contradictory multidimensional process. The philosophy of multiculturalism should embody liberal attention to individual in the context of dialogue of cultures and simultaneously absorb aspiration to the integration, mutual understanding, equality and solidarity.

The article is devoted to the problems and priorities of the higher education development in Russia and the specificities of its long-term modernization process. It is indicated that the main problems and complications are the consequences of the technocratic and pragmatic approaches combined with mythologization and fetishization of some borrowed concepts and ideas. It is concluded that the fundamental drawback of the higher educational policy is the absence of spiritual, ideological, world-outlook related and theoretical-methodological grounds and the absence of connection with the national educational traditions and national interests.

The formation of independent critical moral consciousness is considered in the article as a priority purpose and quality criteria of modern education. The correlation of this purpose with the purposes of development of thinking, tolerance and creativity is analyzed. It is shown that in order to form critical moral consciousness it is necessary to combine versatile and profound knowledge with the development of autonomy, personal freedom and thinking. It is proved that education will promote the development of rational thinking if its methods are neither authoritarian nor suggestive. A special attention is paid to the idea of nonviolence as an essential factor of moral consciousness. The problems of overcoming destructive aggression by means of game, theatrical activity and creative self-realization in various creative projects are discussed.

The problem of modern paradigm of higher education is analyzed in the article. According to the author, in the higher education system the phenomenon of crisis of education is a constant process reflecting metaphysical and social changes in the society. Analyzing the challenges, which are confronted by the system of higher education, the author examines the existing contradictions between the educational subjects through the prism of axiological aspects. In order to do that, the concept of quality of higher education as a consumer value is introduced.

The authors make an emphasis on the world outlook and axiological functions in the philosophy of education. There are considered the main factors of the society evolution which influence education (machinery, technology, economy). A special attention is paid to examination of the internal factors of the education evolution which renew the structure of educational process and its content. Some internal components of educational process are distinguished: attitude to knowledge, upbringing and motivation, individual approach, formative environment, thinking and communication; the possibilities that they create are described.

The article analyzes the main approaches to definition of the concept of communication in various religious outlooks, from the philosophy of antiquity to our time. The author considers communication in axiological, functional aspect as an ambivalent process. Evolution of the concepts of communication is analyzed in the article: from the ritualized religious approach to the competence-based approach in the modern world. The author retraces the connection of philosophical understanding of communication as a means of interpersonal knowledge and the knowledge of the person him/herself.  The essence of the perceptive, communicative and interactive aspects of communication is considered in the article; the structure of the communicative competence is described.

In the article it is shown that education naturally includes the upbringing component depending on the purposes, as the comprehension of the results whose attainment the actions are directed to, as the meanings and ideals of life activity of the society and people. However, values vary in the space of culture and historical time, being divided into conventional (with the social-cultural basis) and transcendental ones (with the profound internal basis of formation of the attitude of people towards life and the world around). In the article it is underlined that the social qualities of the person bear in themselves a combination of axiological (the value-related) and functional qualities (I.Q., features of thinking, speech, temperament, character, the inborn skills, the acquired knowledge and skills, health and somatic form), that is, all the cognitive, sensual and physical forces of the individual. The presence of universal meanings, opened to the process of comprehension and reconsideration of their content, promotes mutual understanding and coordination of efforts in achieving the common goals, while improving the modern process of training and upbringing.

In clause the question that in modern conditions of development of a society the philosophical analysis of world outlook bases of modern Russian education is exclusively actual is analyzed; and the purposes of education the essence proves in a context of problems of specificity of formation of outlook of the person. The author shows, that change of values (« money - unique original value ») conducts to a number of threats both for a society, and for an education system. Therefore it is necessary to rethink аксиологический aspect of world outlook bases of education, maintenance of reorganization of an educational system from the point of view of return to it the main cultural function.

In the article it is shown that the subject of the dialectical-materialist philosophy of education and upbringing is the research of dialectic interrelations and mutual development of the global metasystem, regional mesosystems and individual state-public systems of education and upbringing, their phenomena, forms, contents and essence, regularities of functioning and development. There is carried out studying the factors of determination of these systems by the global variety of the states-societies, their regional unions and associations, individual states-societies. There are also studied the back influences of these systems on the mentioned objects.

The article is devoted to consideration of the basic tendencies of the formation of theoretical and methodological tenets of modern socio-humanitarian knowledge and substantiation of their mythological character. As some arguments of the mythological nature of the components of socio-humanitarian knowledge, there are presented: plurality of socio-humanitarian theory, aspiration of each paradigm to being absolute, synthesis of cognitive tendencies, personal character of any research tenets, interpretive character of knowledge, etc.

The article has the purpose to investigate the direction of evolution of media-education in Russia, in particular, the amateur kids and teens journalism. First of all, there is a problem to track the changes in the self-reflection of this educational sphere: the transformation of the value-semantic dominants in the consciousness of media teachers. The author undertook independent research that was done in stages during ten years. By means of the questionnaire survey and the subsequent comparative-historical analysis of the results, there are revealed the shift from the humanistic model of teaching and educational activity to the pragmatic one and the decrease of efficiency in the dialogue between media teachers and young journalists in the process of creation of amateur youthful mass media.

The article discusses the concept of education as a totality of social relations which are the subject of legal regulation, in terms of the content of legal norms. Based on the analysis of legal regulation, there is made a conclusion about the necessity of legal confirmation of a more complete definition of education, its objectives and the necessity of legislative introduction of a mechanism of control of education: both training and upbringing.

The purpose of the article is to consider the process of forming the professional culture of law majors using the social mobilization technologies.
The article provides a classification of the mobilization technologies. It is emphasized that, in the conditions of a prolonged crisis in the society, the usage of the mobilization technologies in the educational process fosters the professional qualities of the students, activates and stimulates their social activities.

The article examines the trends in language education in the conditions of globalization. The author studies the interdependence between the world development problems and the modern system of language education. Turning to the issues of foreign language education in modern conditions is conditioned by the economic and political rather than the linguistic problems. The lack of language knowledge in the conditions of growth of international contacts causes huge material and moral damages. Learning foreign languages becomes a necessity. This requires changes in the approaches to the study of languages, which should enable students to use them in real communication.

Presently there exist numerous points of view on the conceptions and technologies of teaching foreign language communication. We have developed an innovational direction of teaching the productive and original non-prepared speech from the first step of mastering oral communication skills. This direction is not an alternative but is interconnected with the concepts presented in scientific literature.

The aim of the article is searching the ways of increasing the effectiveness of the process of formation of the learners' foreign language professional communicative competence within the system of lifelong education. A philosophical interpretation of the category of continuity is given. The approaches existing in pedagogics and the ways of solving the indicated problem are analyzed. The author suggests considering complex, competence-related and the procedural result-related approaches and the variety of the process-oriented principles as theoretical and methodological foundation of the continuing formation of the foreign language professional communicative competence within the «school-university-training center at the enterprise» format.

The history of correlation between co-ordination and subordination has not been considered in science yet, and the problem of co-ordination and subordination is a moot point today. So, the selected theme is very pressing. The aim of the article is to consider the history of development of the co-ordination and subordination study from the point of view of logical form of thinking. So, the object of the article is co-ordination and subordination within the framework of the science philosophy; and the subject of the investigation is the synonymic relations between compound and complex sentences from the point of view of the unity of form and content.
The presentation of the material is historically sequential and is realized in accordance with logical approach, the narration goes along the line of gradual narrowing of the material: in the very beginning (antiquity and middle ages) language is characterized in general; then we turn to the syntax; then, to the sentence; and, at last, we come to the co-ordination and subordination and then to the compound and complex sentences.

This article is devoted to the semiotic analysis of the concepts of «denotation» and «interpretation». On the basis of the analysis, the conclusion is made that the sign can display reality only in the course of human activity. Denotation of the sign is a way of its usage and interpretation. From the point of view of the denotation theory, the interpretants are verifiable and describable correspondences associated with another sign. Thus, the content analysis becomes a culture-conditioned operation which is carried out only with the physically verifiable (perceived) products of culture, i.e. with other signs and their mutual correlations. The process of unlimited semiosis shows how denotation, constantly correlating one sign with another or with a number of other signs, depicts the culture elements.

The article considers the motives of the applicants at the stage of choosing a higher education institution and analyzes the reasons for transformation of the background practices while changing the applicant status to the student status. The authors study the specificities of choosing practices of the students and applicants, identify some characteristics of the designated background practices and their changes. A special attention is given to the practice of consuming the image of NSTU (the Novosibirsk State Technical University) as a part of consuming the educational services.

In the article there are explained the concepts of differentiation and individualization in education, there are considered the opportunities of realization of the activity approach in the conditions of differentiation and individualization of training and the role of the activity approach in activation of the learners' independent work. The author indicates the importance of differentiation and individualization in education, analyzes the essence of the activity approach, as well as various forms of organization of the independent work in the conditions of differentiation and individualization.

To make a wide circle of readers acquainted with the achievements of the phenomenological thought, the article presents an attempt to explicate certain problems of musical education using the tools of phenomenological analysis. The essence of musical practice is presented in terms of E. Husserl's and M. Merleau-Ponty's phenomenology. Using M. Merleau-Ponty's concept of corporeity and the primordial openness of consciousness, some aspects of musical playing such as the problem of individual style or the problem of playing habituation are interpreted. The gestures and movements of the musician are interpreted as intentional movement of incarnated subjectivity, mastering the space of music and expressing its meaning.

In the article the author presents a socio-philosophical analysis of the problem of neglected children through explanations of the categories of society, marginalization, alienation, etc. Society is considered as a special, specific subsystem of the objective reality which influences refraction of qualitative and quantitative character of human relations and, under the influence of certain circumstances, causes social stresses destroying habitual conditions of existence and social integration that leads to alienation of people. It is noticed that alienation processes are reflected most radically on marginal, low society groups, exactly where the neglected children appear.