THE RUSSIAN EDUCATIONAL SYSTEM IDENTITY: AN INSTITUTIONAL TRANSFORMATION RETROSPECTIVE
V. V. Petrov1,2
1Institute of Philosophy and Law of the Siberian Branch of Russian Academy of Sciences, Novosibirsk, Russia
2Associate Professor of the Social Philosophy and Political Science Department of the Novosibirsk State University, Novosibirsk, Russia
Keywords: информационное общество, общество знания, образовательная политика, образование, наука, университетские системы, information society, knowledge society, educational policy, education, science, university systems
Abstract
Introduction. During the transition from the industrial to the informational trajectory of development, the Russian system of higher education faced a serious crisis: on the one hand, under the influence of external factors, approaches, technologies and practices were introduced into the national education system that have proven themselves at leading universities in the world, but on the other hand, «qualitative breakthrough» in domestic education is not yet happening. The purpose of the work is to identify the reasons that hinder the increase in the reputation of domestic universities in the global educational market in the conditions of the information society and the emerging knowledge society. Methodology and methods of the research. To achieve the stated goal, a philosophical analysis of the specific development of the national educational system was carried out. The method of philosophical conceptualization allowed us to present a new level of analysis of the development of education and to overcome the fragmentation of approaches to its study. Socio-cultural and cultural-philosophical approaches used in the framework of the work made it possible to generalize the value character of the theoretical materials obtained. The results of the research. The paper substantiates that the development of education within the framework of the Soviet model was seriously limited to the industrialization approach, which did not meet the requirements of the information society and the emerging knowledge society, which ultimately led to a crisis of the system. It identifies the strengths and weaknesses of domestic education, which have been formed historically and determine the identity of the Russian educational system; identified positive elements of the previous experience of development of the domestic educational system, which can be effectively used in the conditions of the information society and the emerging knowledge society. Conclusion. It was concluded that if thoughtful adaptation of the best domestic experience in the development of university systems, successfully implemented on the basis of individual universities, to modern sociocultural conditions, is possible, this can contribute to the intensive development of the education system in accordance with the requirements of the information society and the emerging knowledge society and as a result, increase the reputation of domestic universities in the global educational market.
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