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"Philosophy of Education"

2020 year, number 2

SOCIO-CULTURAL SPECIFICITY OF SOCIO-PEDAGOGICAL TRANSFORMATIONS IN THE CONTEXT OF THE EDUCATION CRISIS (WESTERN AND RUSSIAN APPROACHES)

I. E. Babushkin, P. G. Vorontsov, V. A. Eliseev, E. V. Ushakova
Altai State Medical University of the Ministry of health of the Russian Federation, Barnaul, Russia
Keywords: мировой кризис образования, специфика социокультурных традиций, цели, методы, пути выхода из кризиса, world crisis of education, specifics of sociocultural traditions, goals, methods, ways out of crisis

Abstract

Introduction. The paper analyzes the works of specialists who study the socio-cultural transformations of education at the international level from the 70s of the twentieth century to the present time. Particular attention is paid to the problem of the global crisis in education. Purpose of the paper: to consider the global crisis of education from the standpoint of social philosophy and education sciences. Methodology and methods of the research. The work uses a systemic and dialectical methodology; applied comparative and socio-cultural approaches; methods of analysis and integration of socio-cultural data on the transformations of education in modern society. The results of the research. The specificity of the correlation between the real state of education at the turn of the XX-XXI centuries and the declared state of the crisis in education in different countries and socio-cultural traditions is traced. The paradox established by a number of experts that the statement by F. Coombs and UNESCO of the world crisis in education was made just at a time when the potential for education accumulated by social systems was the highest was noted. The task of designating the crisis state of education at the world level then required restructuring and transformation of the entire world education system on some new grounds. Following this, the question naturally arose about the appropriate ways of these transformations-modernizations. A more detailed study showed that in the Western tradition, where the world crisis of transformation was proclaimed, a plan for global modernization of education was developed on the basis of a total transition to an elite-mass global society (globalism) with an appropriate system of education. This is a global transition to elite education for the elite and mass education for the bulk of the world’s population with a low level of knowledge and the formed controlled behavior of the masses in the global consumer society. A fundamentally different approach to understanding the crisis state in the Russian tradition as a low level of human education and lack of education is shown. The way out of such a crisis can only be a comprehensive rise in the level of education with the aim of forming a comprehensively developed personality, capable of self-development, self-government, conciliar and ecologically balanced existence in the coming noospheric civilization. Conclusion. Thus, a fundamentally different approach to understanding the planetary crisis in education in the Western and Russian traditions is established. Different sociocultural goals, methods, ways and results of overcoming the crisis in education in different sociocultural traditions naturally follow from this. This is building: either a fragmented conflict of an elite-mass society, consisting of degraded post-people, or a friendly whole noosphere society with a socio-natural balance of life of a creator person.