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"Philosophy of Education"

2019 year, number 3

TRADITION FROM THE PERSPECTIVE OF THE POSTNONCLASSICAL APPROACH: THE PHILOSOPHICAL ASPECT

I. A. Leskova
Volgograd State Social Pedagogical University, Volgograd, Russia
Keywords: традиция, образовательные парадигмы, концептуальная неопределенность, содержание образования, ценностное основание, холизм, оптика видения, tradition, educational paradigms, conceptual uncertainty, content of education, value basis, holism, optics of vision

Abstract

Introduction. The relevance of the topic investigation is due to a number of factors, one of which is the problem of the choice of the value orientations for the development of education. It is generated by the situation of conceptual uncertainty caused by the simultaneous action in the domestic and world educational space of two paradigms: the conservative (traditionalist) one and the liberal one. Methodology and methods of the research. The methodological basis of the study is a post-non-classical approach. During research, the following theoretical methods have been used: the analysis of philosophical, pedagogical literature; generalization; the method of modeling of pedagogical systems and processes. The results of the research. Based on the analysis of the traditionalist and liberal educational paradigms, the influence of the idea of the tradition as an element of the value foundation of education on the value content and basic characteristics of learning is revealed. It is shown that both paradigms do not have the potential to solve the problems facing modern higher education. The interpretation of the idea of tradition in the context of the post-non-classical paradigm is proposed. Possible changes in the systemic organization of the content of higher education in accordance with this value and paradigmatic basis are shown in general terms. Figuratively, these changes can be represented as a transition from the educational content as a mosaic picture collected in the learning process from the elements of “available” knowledge and types of experience necessary for their reproduction to the educational content as an action material to be analyzed, understood, transformed. Conclusion. A new design of higher education content is proposed and described in a general way, removing the opposition of the traditionalist and liberal educational paradigms, contributing to the elimination of conceptual uncertainty inherent in modern education.