TEACHER, STUDENT AND ADMINISTRATOR IN EDUCATIONAL PROCESS: STRENGTHENING THE ARCHETYPE OF HIERARCHY
Iu. V. Gritskov, D. V. Lvov
Siberian Federal University, Krasnoyarsk, Russian Federation
Keywords: архетип корпоративности, архетип иерархии, университет, учитель, ученик, администратор, archetype of corporativity, archetype of hierarchy, university, teacher, student, administrator
Abstract
The authors have made an attempt to consider the consequences of strengthening the role of the administrator in the modern educational process from the standpoint of the concept of archetypes of the collective unconscious, which allows to identify unconscious «programs»that are strung on the cultural and symbolic experience of consciousness. The paper analyzes the interrelations of archetypal figures of the pupil, teacher and administrator. The authors observed a balanced impact of the archetypes of corporativity and hierarchy in the interaction between a teacher and a student. On the one hand, they are both equal in their opposition to the world and in their identification with the we-self. On the other hand, the teacher is supposed to have higher with the certain power in relation to the student. The teacher is regarded as a «guide»to the area of implicit knowledge, as a person who «launches»collective unconscious programs in a student, in which the experience of previous generations is fixed on the archetypal level. The transfer of a fixed cultural code to the student, which allows to achieve the necessary level of coherence with other members of the community, is the main task of the education system. The authors show the strengthening of the role of the Government in the educational process, which brought the figure of an administrator, which significantly increased the archetype of the hierarchy. This led to the following consequences: a decrease in the independence of the social institution of education; distortion of the motives of the participants of the educational process with a reorientation to formal indicators set by the external environment; formalization of interpersonal relations between the participants of the educational process; reducing the sense of unity and belonging generated by the archetype of corporativity; increased competition between educational institutions; the emergence and flourishing of various forms of distant education.
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