Modern problems of science and education. Publication of works in the scientific journal “Problems of modern teacher education” Scientific journal of problems of modern teacher education

Article

on the topic of:

"Problems modern education»

Pershina Elena Evgenievna

Kolomna, 2016

Target : show the relevance of understanding the problems of education and upbringing, analyze the state of crisis in the modern education system, ways out of it and the need to change the content, methods and meaning of education and upbringing.

INTRODUCTION

By the end of the 20th century. education problems have become one of the global and the most pressing problems, since humanity is entering a new collective planetary life and it is education that lays the foundation for new sociocultural changes in the 21st century. In this regard, a process of revision of a number of ideas about the essence of man, the meaning of his existence, the role of science, technology, and reason in development is underway everywhere. human civilization.
The crisis of Western European rationalism with its unconditional faith in progress, the omnipotence of science, technology, revolutionary, transformative human activity leads, accordingly, to a crisis of the traditional, classical education system. Therefore, current modern problems of pedagogy, education and upbringing are actively discussed in the pages of foreign and domestic literature devoted to this issue. Their significance and globality are associated primarily with the orientation of society towards the maximum development of human potential, changing the scope of application of existing abilities, full use creative potential workers who are dramatically changing their attitude towards education as a social value.
The global nature of educational problems in the development of society is connected with the further introduction of knowledge-intensive production, with the need of the labor market for highly professional and creatively thinking workers, in increasing the role and importance of information and knowledge, which are becoming one of the main forms of property, inseparable from a person.
Signs of the development of a new civilization are the priority of intellectual activity, bridging the divide between work, education and leisure; a shift from the creation of wealth to the production of services; development of the information sector, information as a new universal measure of labor, as the main production resource, industry; dependence of social status on differences in education.
All this leads to a change in the place and role of education in the development of society, which requires fully educated people; transforms education into one of the forms of realization of human rights; in a strategically important area human life; requires changes in the very system of education, upbringing, and teaching activities.
One of the ways to solve global educational problems, overcome “old” and “new” views in pedagogical activity is to comprehend the problems posed, which involves not simply separating the necessary from the accidental, true from false, true from untrue, but analyzing the relationship, dialogue of different schools, trends , directions.
The task of understanding the problems of education is to show the essence of the crisis in the system of education and upbringing, the way out of it; the main directions of understanding the content, methods and meaning of pedagogical activity.
In modern foreign and domestic philosophical literature, the global nature of the problem of the crisis of the education and upbringing system, associated with the general crisis of the culture of work and social forms of the human community, is actively discussed. The symptoms of the crisis are, despite the quantitative increase in the number of educated people, the collapse of culture, spirituality, moral consciousness, family and interpersonal relationships, which leads to the loss of the social organism’s ability to self-organize, vitality, and survival.
It is becoming generally accepted that the traditional model and education system have exhausted themselves and do not meet the requirements of the new information civilization that is replacing the industrial society of developed Western European countries. From these positions, the classical education system that developed in the 17th – 19th centuries, at the origins of which stood J. A. Komensky, J. J. Rousseau, I. G. Pestalozzi, F. Frebel, I. F. Herbart, A. Disterweg etc., with its school, class-lesson system, strict discipline, with a certain set of studied sciences, subjects, “training”, “coaching”, the development of mainly memory, and not the ability to think, is morally outdated. The modern school education system is accused of remaining unchanged, self-sufficient in the face of global changes and crises, ignoring and extinguishing new formations, arming only with knowledge, preparing specialists, not individuals.
The teaching of knowledge itself is of a disciplinary, fragmented nature, divided into humanitarian, natural science, technical, and special cycles. At the same time, the growth rate of the volume of knowledge and the number of new disciplines outpace changes in the content and methods of teaching, which leads to overload of programs, textbooks and, in general, to a decrease in the effectiveness and significance of training, to human confusion in the limitless flow of information. In addition, the tendency towards rationalism, technocratism, and school-centrism has led to a clear infringement of the emotional, moral, and spiritual development of a person, the role and importance of family and other forms of education and upbringing.
The traditional education system does not correspond to rapidly moving social changes and demands, new technologies and working conditions, social mobility, the need for a person to have not only a profession, but also a readiness to change it, to enter new professional spheres, new methods and types of activities.
The crisis of the domestic state unified education system is also associated with a general economic, socio-political and ideological crisis, with a departure from the command-distribution, administrative, one-sided ideologized system. On the other hand, the complexity, ambiguity, unpredictability of the ongoing reforms in the country related to the promotion of the primacy of the “subject of consumption”, profit, regardless of the ways and means of achieving it, the lack of demand for people with professions traditionally necessary for society lead not only to a deepening of the crisis of the education and upbringing system , but also its destruction as social institution.
The general recognition of the crisis in the education system accordingly leads to doubts about the effectiveness of pedagogical science, theory and practice, to the search for ways out of the crisis, to the need for a new approach that meets the requirements of modern times and future stages in the development of human civilization.
The problem of overcoming the crisis modern system education and upbringing has been and is being widely discussed on the pages of foreign and domestic literature. A variety of options, directions, methods and methods are considered and proposed: improving the traditional education system; rejecting it and replacing it with a new one; fundamentalization of education; overcoming unitarianism; pluralism, diversity, individual right to choose educational systems etc.
Various concepts of education and types of pedagogical practices are put forward: traditional; developing; humanistic; dialogical; anthropological, etc. Experimental, alternative, regional programs are being created. The problems of integration into world culture are discussed; restoration of the traditions of the Russian school; education reaching borders educational institutions, creating subsystems of the type “ family education».
As a reaction to the crisis of the education system and the search for ways out of it, various pedagogical concepts are being developed: “education for survival”; “back to basics” (reading, writing, thinking); “education of peacefulness”, “school of tomorrow” (return to God, parents, fundamentals, individuality); anthroposophical (“Waldorf school”), striving for holistic human development (emotional-imaginative, logical-rational, moral, physical), etc. Concepts of the gradual formation of mental activity, developmental, problem-based learning are being developed.

At the same time, in a number of works the emphasis in the education system is shifted to the educational aspect, because “knowledge is needed not only and not so much for success in profit, but for the realization of ideological values”; to create a culture of needs; searching for new forms of interpersonal communication based on the principles of cooperation, dialogue, respect, coexistence, cultivation of life, nature, moral, environmental values.
Thus, a diverse range of ways out of the education crisis is put forward and discussed, the implementation of which gives certain results in certain areas.
A crisis in any sphere, including education, is a kind of “exhaustion” of the previously dominant development model. The way out of the crisis (revolutions, fundamental changes, reforms) is a gap between the old model with the help of which the world was interpreted and the content that is happening in reality.
At the same time, the task Education is not only the formation of a knowledgeable person, but also the education of a person of culture, a moral, non-violent, peace-loving personality. The need for a transition from the pedagogy of violence to the pedagogy of non-violence, spiritually transformative communication is associated with the transformation of the role of violence into global problem, with the awareness of the destruction of humanity in the ways of violence.

1. THE NEED FOR A SYSTEMIC APPROACH TO DETERMINING THE CONTENT OF EDUCATION
The need for students to become acquainted with other, not only natural-scientific and materialistic, pictures of the world is proven by practice itself and is associated with the need for other forms of knowledge modern man. So, despite the fact that the school basically continues to give a materialistic and atheistic picture of the world, according to surveys conducted among first- and second-year students of the Vologda State pedagogical university, 10 percent of the 102 respondents consider themselves atheists; 31 percent have an ambiguous attitude towards science and religion (they do not completely accept it, but they do not deny it either); 59 percent called themselves believers or recognize the need for religion, which indicates the need for students to be exposed to different approaches to understanding the world.
Because of this, the school education system requires familiarity not only with scientific paintings world, but also such as mythical and religious, which represent specific forms of human understanding of the world.
A religious worldview has played no less a role in a person’s understanding of the world, in characterizing which in the process of education it is necessary, first of all, to move away from one-sided views. In addition, religion is a form of reflection of the moral revolution in the history of mankind, understanding the problems of the relationship between good and evil, violence and non-violence, salvation, concentrated, generalized expression in the idea of ​​God of a moral ideal, a model of behavior.

Thus, a person’s knowledge of the world, and, consequently, the education system, cannot be reduced only to a scientific worldview and its study. Identification educational process with the study of a set of natural sciences and humanities does not give an idea of ​​​​the infinity of the world and the diversity of approaches to its understanding.Introducing students not only to scientific, but also non-scientific views of the world is one of the ways to overcome the crisis in the education system.
In the process of general acquaintance with various global forms of worldview, it is necessary to show what they have in common: they are all specific forms of reason; they claim the moment of truth and have it until they claim absolute truth; are forms of a global level of worldview. Their specificity is determined by: the object of knowledge (reality, given in sensations or supernatural); methods of cognition (mythologems, symbols, faith, thinking mind); results of knowledge (myth, sacred traditions and scriptures, philosophical and scientific systems, theories). Any of these global forms of knowledge, taken separately, does not in itself provide an approach to the knowledge of a complex, multifaceted, infinitely diverse world and human perception of it.
Thus, the philosophical, worldview justification for ways out of the crisis in the education system is the conclusion about the need to familiarize students not only with natural science forms of knowledge, but also with the variety of extra-scientific types and types of worldviews, their dialogue, interconnection, and complementarity.

2. UNITY AND INTERRELATION OF DIVERSITY OF APPROACHES, TECHNIQUES AND METHODS OF TRAINING

The educational process must be considered not only as a process of knowledge transfer, but also as the development of abilities, which, according to data modern science, determine the level of intelligence development by 70–80 percent, while training determines only 20–30 percent.
Another problem underlying the need to change the methods and methods of teaching is the question of the main stages of cognition and their relationship. At the heart of the classical education system, concrete sensory, emotional and abstract logical, theoretical stages of cognition were traditionally distinguished. And although the relationship between these two stages of knowledge was verbally recognized, in reality it, and therefore the education system based on it, was rationalistic, giving preference to the development of logic, reason, reason, and theoretical scientific rank. It was believed that this process is most active between the ages of 7 and 14 years.
From the point of view of modern approaches, on the one hand, the thesis about the possibility of development higher levels thinking at an early age, and on the other hand, an extremely rationalized education that excludes emotionality, “...leads, according to the fair statement of A.V. Tolstykh, to the spread in society of a professionally competent, but unspiritual individual.”
System preschool education, as a rule, is aimed at developing an emotional-imaginative perception of the world (“right-hemisphere”), school education sets as its main task the formation of verbal-logical thinking (“left-hemisphere”). As a result of this, the emotional side of thinking remains either undeveloped, or is repressed and suppressed by the rational, which leads to a number of negative consequences, which are then not compensated for by the “saving” idea of ​​humanitarization of education.
Undeveloped emotionality is fertile ground for the development of lack of spirituality. Therefore, “one-hemisphere” development threatens the normal cultural and moral development of a person.
The role and significance of the emotional-imaginative sphere of education is that the abstract-logical, natural science knowledge as an absolutely necessary development of logic and thinking, it can reveal a person’s intellect completely, but does not make it flexible and plastic. Emotional education is associated with the world of mystery, miracle, surprise, delight, admiration, pleasure, i.e. with those positive emotions that are the most effective ways of knowing and understanding the world. Therefore, it should be present in the education system not episodically, but constantly, every day, not in the form of “cultural and humanitarian blocks” of one kind or another. educational standards, but an equal, all-pervading, interconnected structure.
The traditional, classical education system mainly includes a level of knowledge that comes down to teaching, simple transfer, and imposition of “ready-made” knowledge. In this case, a very narrow range of mental activity is involved - attention, listening, understanding. The main goal is to “teach” reading, writing, speaking, counting, memorizing and reproducing information. This is necessary, but not sufficient, since it ultimately leads to passivity of thinking, the inability to independently “obtain” knowledge and search for truth, a decrease in spirituality, and a lack of understanding of the essence of ongoing, rapidly changing processes.
Based on this, knowledge should be presented not in the form of ready-made final truths or only as a way to achieve maximum effect, but as “an arsenal of possible theories, models, schemes, techniques necessary for value-oriented professional activity and civic engagement.”
Passive memorization and assimilation of ready-made knowledge should be replaced by an active and creative attitude to information, the ability to think flexibly, critically, creatively, and problematically. The goal is the development of independent intelligent thinking and behavior, and not the simple accumulation of knowledge and information. At the same time, a class, group, lesson, lesson turns into an informal “community of researchers”, the main task of which is the search for truth, the achievement of which, in turn, is associated with a feeling of intellectual pleasure.
The form of implementation of this task is a research dialogue, in which the teacher acts not as an authoritarian expert, judge, encyclopedist, but as an accomplice in the search for truth. The teacher (teacher) acts not only as a source, but also as an organizer cognitive activity students, the developer of texts, problematic issues, techniques and methods of “searching for truth” specially prepared for discussion by contrasting and ultimately merging opposing points, sides, ideas.
This approach involves the following features children's thinking, such as curiosity, questioning, the absence of rigid stereotypes of behavior, the ability of the intellect to actively develop. In addition, the peculiarity of this technique is that, using game moments, it evokes such positive emotions as a feeling of surprise, joy, pleasure, pride from participation in the search and discovery of the truth.
Moreover, the comparison different points vision, tolerance for dissent, and peaceful resolution of problems contributes to the formation of not only mental, but also moral qualities of the individual, and this is a problem not only of the methodology, but also of the meaning of education.

3. JUSTIFICATION OF THE MEANING OF TRAINING AND EDUCATION

The traditional, classical model of education, which is based on the primacy of rationality and orientation towards acquiring knowledge, inevitably leads to a gap between education and upbringing, to narrow professional training of a specialist. To overcome such a “distortion”, it is necessary to put at the center of pedagogical activity the task of not only developing the mind, but also the whole person, his real value, inclusion in the universal, and transformation into a personality. The “shift” of the center of pedagogical activity from teaching to education (as opposed to the Enlightenment and the New Age, which approved the transition from religious and moral education to scientific and rational education) does not mean a refusal to learn knowledge and acquire a profession. Such an approach is associated with deepening the pedagogical paradigm, putting under it not only an epistemological, professional, but also an anthropological, value-oriented basis. The goal of such a pedagogical model is to form not just a knowledgeable person, but to transform him into a spiritual personality, rising above his naturalness into the sphere of the spirit, into the world of culture, moral and aesthetic values.
The implementation of this task is impossible without a modern, comprehensive understanding of the essence of man, his mental characteristics, behavior and activities. To do this, it is necessary to develop such a basis for pedagogical activity, from the point of view of which man represents the unity of the cosmic and the earthly; natural, biological and social; material and spiritual; conscious and unconscious; rational and irrational.
The sociological approach to understanding man as a set of social relations, whose activities are aimed at transforming nature and society, at creating “new” socialist and communist relations, and therefore a “new” man, was the basis of Marxist sociology and pedagogy. This approach to understanding the essence of man and his behavior is necessary, but not sufficient.
At the same time, it is necessary to note the positive aspects developed within the framework of this concept, in particular, the activity and anthropological approaches to understanding the essence of thinking and personality. From the point of view of this approach, mental phenomena that are formed, developed and manifested in the processes of activity cannot be unambiguously attributed to activity or society. The bearer of mental properties is the personality, the subject. Therefore, in analyzing the essence of a person, it is necessary to proceed not only from his social, but also from his “mental” essence.
In this regard, one of the main tasks of education and upbringing is the socialization of the individual, its inclusion in a system of cultural, stable, repeating connections, because at the heart of human degradation lies the contradiction between evolutionarily ancient, genetically fixed, excessively physiological mechanisms behavior and relatively fragile functional complexes of the last stages of human evolution. This determines the need to change the meaning of education, to change the value orientations of the pedagogical model.
The value justification of the goals and objectives of education follows from a philosophical understanding of the meaning of life, values ​​and ideals that underlie human life and humanity. Without understanding the meaning of education through the value meaning of life, a gap arises between professional activity, based on scientific rationality, and personal life, built on the irrational sphere of drives, passions, infantile-impulsive behavior.
Value is the sociocultural significance of phenomena and processes of reality. The most important and important value is human life. Consequently, everything that contributes to the manifestation of the life activity of a person and the people around him, makes life good, happy, and filled with meaning, is valuable.
What values ​​and ideals underlie human life, determining the meaning of his life, and, accordingly, the meaning of education and upbringing? Which of them were the basis of the traditional, classical education system and which are coming to the fore today?
The initial, primordial value, without the implementation of which human life itself can be endangered, is environmental value - the presence of clean environment habitat, its reasonable use and reproduction, harmonious interaction with it, because its depletion, impoverishment, destruction can lead to extinction and the death of human society. Due to this, the formation ecological culture, literacy is the primary task of education, which should be considered not only as a means of acquiring knowledge and skills for “fighting”, “victory” over nature, but as a form of protection and reproduction of the environment.
Another equally important value is physical value, that is, a person’s physical health, strength, dexterity, bodily beauty, harmony, because a frail, weak, painful existence does not contribute to the manifestation of vital activity and the achievement of good. This implies the importance and necessity of forming from childhood a sustainable need to improve physical culture, which in the education system cannot be reduced only to physical education lessons, but should be an everyday background, a real need and condition for physical health.
Following environmental and physical values, it is necessary to highlight mental and intellectual values. Mental value is the purposeful formation (based on the existing individual, congenital, hereditary characteristics of the psyche) of such qualities as optimism, self-confidence, good spirits, joyful, creative, active mood, since the opposite qualities are pessimism, uncertainty , despondency, passivity - do not contribute to the manifestation of vital activity. Because of this, the task of an educator, teacher, teacher (of any subject or discipline) is to form positive mental values.
Intellectual values ​​associated with developed consciousness, thinking, speech, language, cognitive abilities, healthy curiosity and intelligence, resist dementia, tongue-tiedness, infantilism, indifference, leading to the degradation of man and society. The formation of intellectual, spiritual maturity, i.e. “the ability to independently navigate life and “live with one’s own mind,” to think critically,” is also the universal goal of education and upbringing, the meaning of the activity of any teacher and teacher.
The next group of value guidelines is associated with the satisfaction of vital, vital, material needs– in food, clothing, housing, necessary, reasonable quality of life. The main objectives of upbringing and education in this area are the formation of reasonable needs, professional training, thanks to which a person, based on his will, skills and abilities, can earn his own means of subsistence. Otherwise, he finds himself in a state of abandonment, inability for independent, creative, active activity.
Reasonable satisfaction of material needs is possible provided that economic and socio-political values ​​are realized in society - a variety of forms of ownership and a political organization of society in which the government expresses and protects the interests of all members of society.
With all the importance of environmental, physical, mental, intellectual, material, economic, socio-political values main role Spiritual values ​​play a role in understanding the meaning of life, education and upbringing, the presence of which ultimately distinguishes a person from an animal and raises him to a higher, spiritual level of development. Spiritual ideals and values ​​include a person’s desire for truth, goodness, beauty, freedom and creativity.
Thus, the meaning of education is not only the pursuit of truth, but also to understand the essence of man, his purpose, the humanistic meaning of human civilization in general. Such a “reverse” reorientation of the education system does not abolish the teaching of knowledge and professionalism, but “immerses them in the context of a worldview, in the field of social Culture and historical responsibility.”
Thus, the desire for truth, goodness, beauty, freedom and creativity as the main spiritual values ​​determines the meaning of human existence, and therefore education and upbringing, for “... if goodness, truth and beauty are separated and isolated, then evil, madness and ugliness are combined into a single whole.” Therefore, the meaning of education should be oriented towards the image and ideal of a person who is not only enlightened, but also responsible, democratic, and moral. This approach to understanding the meaning of education inevitably leads to the need to replace the pedagogy of violence with the pedagogy of non-violence and spiritually transformative communication.

4. PEDAGOGY OF NON-VIOLENCE AND SPIRITUALLY-TRANSFORMATING COMMUNICATION – A WAY TO OVERCOME THE CRISIS IN PEDAGOGICAL ACTIVITY

Man and society are not ideal in their nature and essence; they represent an arena for the struggle between good and evil, non-violence and violence. Depending on which side of this relationship prevails, we are dealing with a totalitarian, violent social organization (and, accordingly, the education system) or a democratic, non-violent one. Social, school, family totalitarianism and violence are the main reasons for the manifestation of retaliatory violence, which turns into crime.

The need for changes in the education system is also determined by the spirit of the times, which requires the combination of scientific rationality in knowledge and the principle of individual responsibility in behavior. The traditional education system prepared a knowledgeable and executing person. Today it is necessary to prepare a creative, understanding person, capable of dialogue, to overcome his own egoism. Therefore, one of the criteria for education becomes spiritual maturity, that is, the ability to think independently, navigate life independently, “live with your own mind,” think critically, and make decisions not so much from the standpoint of usefulness, but also of moral validity.
The current situation in society is very difficult for the moral development and survival of the individual. The collapse of the totalitarian public organization and, accordingly, the education system, difficulties, difficulties, crisis phenomena of perestroika, loss of funds mass media in market relations, protective functions in relation to a person’s spiritual health - all this leads to a weakening of the “brakes” of aggressiveness, which are not given to a person from birth, but are formed in the field of human culture; to the growth of lack of spirituality, which survives by suppressing the freedom of others, by opposing one’s private interests to the interests of other people.
In the fight against evil and violence, the pedagogy of non-violence comes from an active non-violent form, as opposed to non-resistance to evil with violence or simple retaliatory violence. Active nonviolent resistance (expressed in the Christian thesis “love your enemy”) places emphasis on the good beginning in a person and presupposes the maximum manifestation of spirituality. This is not an abstract struggle against evil, but a struggle in the name of saving a person who does evil.
On modern stage humanity has realized the global nature of the problem of violence - the destruction of civilization along the paths of violence. The reasons for the manifestation and intensification of violence in an individual’s behavior can be the aggressiveness of public, social and family institutions, moral and legal ignorance, lack of spirituality, and the thoughtless impulsiveness of the individual. Therefore, violence becomes the last refuge for people whose lives are unspeakably sad and who strive for a different life, much brighter and richer than the one they are dragging out. Therefore, the ultimate task of pedagogical activity is not just teaching knowledge, but moral education, that is, understanding the differences between vices and virtues, bad and good.
The purpose of education is to promote peace and reduce violence, not simply react to them. At the same time, simple instruction that turns into moral demagoguery is not the best way to teach moral values. What is needed here is the unity of the objective (the available sample) and the subjective (one’s own efforts in the search for moral truths). This search may not happen on its own. This is the task of the educator, teacher, pedagogue. At the same time, moral, peace-loving education must begin at an early age - from 4 to 8 years, before aggressiveness takes on the character of a persistent habit and becomes entrenched as a behavioral stereotype.
Moral reasoning alone, the collective search for moral truth, is not enough in the formation and development of peace and non-violence. The main ways are the teacher’s self-criticism and selfless, free creation of good, not only criticism of the student, but also real help in overcoming vice.
Thus, the pedagogy of nonviolence cannot be the pedagogy of monologue. Moreover, exploratory moral dialogue in the formation of nonviolence is necessary, but not sufficient. Most effective way the formation of morality is a dialogue of spiritually transformative communication, in which the teacher (educator, pedagogue) acts as a model of moral behavior, takes the position of the “spiritual self” of the student. Tactical goals include understanding the meaning of a person’s actions outside of the current situation, the absence of subjective likes or dislikes, identifying the causes of negative actions, and selfless, free assistance in overcoming them.
A feature of such communication is the unintentional impact of the teacher on the student, which occurs through play, direct participation in work and joint activities. It is in joint activities, and not in moralizing conversations, that the teacher infects with interest, captivates, surprises, delights, helps, shares experience, that is, practically morally influences the student.
The philosophy, ethics and pedagogy of non-violence, which place the focus on the understanding, affirmation and formation of a non-violent, peace-loving personality, represent a response to the challenge, the need of the time, society, human civilization, which has realized the death in the paths of violence, the globality and significance, the primacy of the problem of the moral meaning of education and education.
Thus, understanding pedagogical activity makes it possible to identify modern approaches to the further, long-term development of educational problems: changing the content of education in terms of introducing students not only to natural science, materialistic pictures of the world, but also to other, non-scientific ones; improving educational methods that preserve and develop emotional-imaginative and conceptual-logical thinking, rational and reasonable, rational and irrational; understanding the meaning of education, which presupposes the formation of not only a knowledgeable person, but also a reasonable, moral, peace-loving, non-violent person.

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The journal “Problems of Modern Pedagogical Education” is part of the RSCI system (Russian Science Citation Index, license agreement No. 171-03/2014). The journal is registered with the ISSN International Center in Paris (printed version identification number: ISSN 2311-1305), which is supported by UNESCO and the French Government.

Included in the list of peer-reviewed scientific publications (VAK), in which the main scientific results of the dissertation must be published scientific degree candidate of sciences, for the degree of doctor of sciences (Order of the Ministry of Education and Science Russian Federation No. 13-6518 dated December 1, 2015), by groups of scientific specialties: 19.00.00 Psychological Sciences and 13.00.00 Pedagogical Sciences.

Dear colleagues!

Academy of the Humanities and Pedagogics (branch) V. I. Vernadsky Crimean Federal University in Yalta invites you for publishing in a scientific journal "Problems of modern pedagogical education" that is a part of a system RSCI (Russan Science Citation Index). The journal is registered in International Center ISSN in Paris (ID of a print version: ISSN 2311-1305), which works with the assistance of UNESCO and French government.

Dear Colleagues!

Humanitarian and Pedagogical Academy in Yalta under Crimean Federal University named after V.I. Vernadsky invites you to publish in the scientific journal “Problems of Modern Pedagogical Education,” which is part of the RSCI system (Russian Science Citation Index, license agreement No. 171-03/2014). The journal is registered with the ISSN International Center in Paris (printed version identification number: ISSN 2311-1305), which is supported by UNESCO and the French Government.

The journal “Problems of Modern Pedagogical Education” is part of the RSCI system (Russian Science Citation Index, license agreement No. 171-03/2014). The journal is registered with the ISSN International Center in Paris (printed version identification number: ISSN 2311-1305), which is supported by UNESCO and the French Government.

Included in the list of peer-reviewed scientific publications (VAK), in which the main scientific results of the dissertation for the scientific degree of Candidate of Sciences, for the scientific degree of Doctor of Science must be published (Order of the Ministry of Education and Science of the Russian Federation No. 13-6518 dated December 1, 2015), by groups of scientific specialties: 19.00.00 Psychological Sciences and 13.00.00 Pedagogical Sciences.

Dear colleagues!

Academy of the Humanities and Pedagogics (branch) V. I. Vernadsky Crimean Federal University in Yalta invites you for publishing in a scientific journal "Problems of modern pedagogical education" that is a part of a system RSCI (Russan Science Citation Index). The journal is registered in International Center ISSN in Paris (ID of a print version: ISSN 2311-1305), which works with the assistance of UNESCO and French government.

Dear Colleagues!

Humanitarian and Pedagogical Academy in Yalta at the Crimean Federal University named after V.I. Vernadsky invites you to publish in the scientific journal “Problems of Modern Pedagogical Education,” which is part of the RSCI system (Russian Science Citation Index, license agreement No. 171-03/2014). The journal is registered with the ISSN International Center in Paris (printed version identification number: ISSN 2311-1305), which is supported by UNESCO and the French Government.

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The concept of “flexible learning” is based on providing students with a choice of where, method and pace of their learning. These three aspects can successfully exist through the application of appropriate teaching practice, which itself can be supported and strengthened by information and communication technologies. The author considers the idea of ​​“flexible pedagogy” as a phenomenon that arose in response to students’ desire to participate in choosing aspects of their learning, strengthening the role of a student-centered approach to learning. With the definition of the essence of “flexible learning”, the author considers “flexible pedagogy” as a new educational paradigm that offers flexible approaches to teaching and learning, including the practice of dialogue. “Flexible technologies” and “flexible pedagogy” are considered by the author as natural partners: flexible learning both provides and supports modern technologies, while conversely, technology can encourage flexible approaches to the delivery and assessment of learning.

flexible pedagogy

flexible information technologies

flexible learning

personalized learning

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The changing environment of higher professional education requires “new pedagogical ideas” from university teachers, who will be able to form “flexible pedagogy”, self-adapting to the challenges of modern society, reflected in curricula ah and educational practice. Such a request for “flexible pedagogy” poses the task of higher professional education not only to expand the possibilities of using obvious educational technologies for the formation of knowledge and modeling channels of access to them, but also to consider the issue of developing a new pedagogical direction.

The area of ​​influence of pedagogical innovation is currently felt at all levels of the educational process: from the diversification of the educational background (cultural, technological, practical) to the growth in the number of students and their mobility. The development of new technologies, the variety of forms of learning, access to it and its management give rise to more diverse educational needs. Higher education in modern world not only “serves as a beacon” of social change and the growth of “public goods”, but is also an active consumer of these benefits and changes. The situation that has developed in recent decades forces higher education professional education take more responsibility for professional qualifications and training of university teachers, i.e. actualizes the problem of the development of the personality and idea of ​​the university, its main functions and responsibilities, the nature and goals of the knowledge and practices transmitted to it.

The expanding horizon of learning opportunities requires higher education, while still focused on traditional educational and educational needs, to develop and provide educational foundations for the future. Therefore, today the imperative of higher education should be a model of “flexible pedagogy”, capable, for example, of developing in graduates competencies that can be adapted to different fields of activity during a downturn in the labor market, thereby projecting employment prospects for students faced with a sharp increase in fees for training during the economic crisis.

Purpose and objectives of the study

New pedagogical thinking and practice, the educational idea are determined by technological developments, the expansion of new channels of access to knowledge and the rapid globalization of the educational sector. In such conditions, the future form of the university is understood as a “flexible” type of pedagogical approach that seeks to improve the quality, relevance and value of learning.

In modern scientific discourse and pedagogical practice, the term “flexible pedagogy” covers several areas educational activities, but does not offer a unified definition of this phenomenon. In our study, we tried to move away from the generally accepted concept of “flexible pedagogical technologies”. The purpose and objective of this work is to consider and derive a definition of the developing phenomenon of “flexible pedagogy” as a new educational strategy based on a study of the principles of “flexible learning” as learning with the possibility of personal choice of pace, place and mode of learning from the point of view of their effectiveness for educational purposes:

a) “pace” includes, along with standard ones, accelerated programs, taking into account previous learning experience expressed in credits;

b) “place” includes training and exchange of good practice through the involvement of the employer;

c) "mode" includes the use of innovative technologies to diversify learning (commonly known as " e-learning"or "enhanced learning technologies").

The interaction of the above-mentioned aspects creates the necessary comprehensive strategy for institutional implementation and increasing the effectiveness of the final result.

Material and research methods

Research methods: theoretical - analysis of the subject and problem of research based on the study of psychological and pedagogical domestic and foreign literature, analysis of one’s own teaching activities and the teaching activities of colleagues, mass and advanced pedagogical experience, modeling; empirical - experimental work, study and generalization of teaching experience, observation.

Research results

Achievements in the field information technologies discovered significant potential for the development and diversification of the educational process, expanding access to educational content and increasing the inclusiveness of the educational process. (Such educational organizations, like Open University, Coursera, Universarium, promoting open educational resources and open access training programs.) It is recognized that technological innovation is an important factor promoting flexible learning. However, it should be noted that the rapidly growing use of information technology by teachers not only provides opportunities to reach larger audiences, but also leads to a decrease in pedagogical interaction, and, consequently, to a decrease in the quality of teaching. Where the expansion of “choice” and expansion of the logistics of providing education is the only factor in the development of flexible pedagogical technologies, there is no flexibility in the field of teaching practice. This approach can very easily become the “agile” extreme.

A distinction must be made between planning flexibility (personalization rather than changing the curriculum as a whole) and interpersonal flexibility, which refers to the dynamics of the program. Therefore, flexibility in relation to pedagogy is not an automatic aspect imposed by advances in the IT field, but can suggest current changes in the basic dynamics of learning. This understanding underpins this study's approach to the quality of the future of higher education, and to the ability of institutions to effectively strengthen their position in an increasingly competitive higher education environment.

In modern pedagogical thought, “flexible educational technologies"are considered mainly from the point of view of logistics and the diversity of modern forms of education, but we believe that in pedagogical theory and practice flexible pedagogical technologies should be considered not independently, but as an attribute of the broader concept of “flexible pedagogy”, in which students and teachers participate equally and which is understood as one of the integral characteristics of institutional educational strategy. In this sense, rethinking pedagogy from a flexibility perspective means understanding how pedagogical approaches can shape and develop learners' flexibility in thinking and acting to effectively address the challenges and situations they face in their lives and work. The new horizons of “flexible pedagogy”, formulated in six new pedagogical ideas, are based on four main considerations:

1) they are forward-looking and strategically innovative syllabus;

2) they are new in the sense that they have not been practiced in general practice higher education, even there;

3) they demonstrate a pedagogical concern with “flexibility” and an emphasis on developing students' ability to anticipate, prepare, and respond in the face of complexity, uncertainty, and change;

4) they transform education towards democratic and inclusive learning and rely on a pedagogy of change and innovation.

This approach takes into account the future pedagogical landscape, recognizing that as the world changes, pedagogy must also seek new forms to help students not only respond to current trends or reproduce dominant patterns of thinking, but be able to respond to challenges constructively with an eye to alternatives. Such an assumption indicates the need for new pedagogical directions in higher education, which in turn will require the development pedagogical models, different from those traditionally represented in this sector. It's about not only about the formation and application of new flexible pedagogical technologies (they already exist), but also about the transition to the formation of curricula and educational programs, preparing graduates for a rapidly changing environment and a future in which their skills will be tested to their limits.

Interest in such educational results obvious. A graduate of higher education institutions must demonstrate flexible ability to work in different systems, the ability to think critically and creatively, develop intercultural competence, offer alternative options, adapt to changing conditions and develop skills that will support his ability to quickly adapt to new conditions.

One of the important aspects of the development of “flexible pedagogy” is the institutional conditions in which “new pedagogical ideas” can be implemented in life. The task of rethinking pedagogy in a flexible format is one of pedagogical innovations in the curriculum. There is true educational potential in the creation of a flexible training program, which requires an understanding of the issues of implementation at the institutional level of expanding the range of educational programs using information technology, which entails changes in educational strategy in corporate and educational aspects.

It is the flexibility of the formed competencies that can influence the formation of key attributes of graduates of higher education. educational institutions and set the vector for the formation of a flexible curriculum, as well as provide a broader student experience that includes formal, informal learning and mobility.

The development of “flexible learning” has great importance for pedagogy as it responds to emerging technologies and changing stakeholder expectations. “Flexible pedagogy” as a modern strategy is defined by six “new pedagogical ideas” that have cross-cutting implications for teaching and learning in the emerging “flexible higher education”.

The idea of ​​“learner empowerment” occupies a central position in the dynamic interaction with the other five ideas and emphasizes the importance of the interaction of ideas in the convergence of the concepts of flexibility and pedagogy into a single concept. However, the main question is to what extent flexibility as an attribute is related to flexibility in pedagogy itself (we consider it necessary to study this issue in comparison with the more widely used concepts of “traditional pedagogy” and “the use of flexible pedagogical technologies”).

It is clear that in 'flexible pedagogy' a balance must be achieved between 'flexible learning' (e.g. Open University) and the associated implications of student-teacher dynamics and relationships. It is about supporting greater student participation in the learning process in order to strengthen the vision of higher education as a quality education.

The idea of ​​“empowering the student” is the most innovative and significant and recognizes a greater degree of orientation towards the educational model of “co-creation”. Such models challenge the authority of the experienced educator and allow for increased learner engagement by changing the dynamics of interactional learning, as well as the possibility of an alternative to the conservative, non-conversational institutional structure that underlies the traditional academic project as a whole.

The idea of ​​“student empowerment” solves the problem of changing the basis of interaction between teacher and student towards more active participation in the learning process and thereby involves students and the university in restructuring the teaching and learning processes.

Below are some parameters of learning within the framework of “flexible pedagogy”, taking into account the aspects of “flexible planning”, “flexible learning”, “flexible educational technologies”:

• personalized learning: the curriculum is adjusted to the needs of the individual student;
• providing synchronous and asynchronous educational activities, of which the former are activities carried out in real time with interaction in real space and time, and the latter with a time lag. As a rule, in the communication aspect, synchronous educational events are traditional lectures, seminars, practical classes, online webinars, and asynchronous includes communication via e-mail, lectures on online educational portals, etc.;
• flexible learning: similar to the student-centered approach, but with greater emphasis on how educational material adapts to the learner's progress, which may include adaptive testing;
• “learning by playing”: the use of game methods (especially game mechanics) that encourage and motivate educational activities;
• online learning: the use of various forms of e-learning and Internet resources to deliver educational content anytime and anywhere, which is key to many flexible learning approaches;
• Blended learning: a combination of physical/real-world interaction complemented by e-learning, this hybrid is particularly relevant for introducing elements of flexibility into traditional courses.

The above list, while not exhaustive, points to those areas that can provide the scalable and pragmatic solutions that are key to achieving widespread adoption and implementation of Agile Pedagogy. While some technologies are already well established—such as the use of virtual learning environments to deliver educational content—the use of other technologies, such as personalized automated testing, is often unavailable or unavailable as such. We also came to the conclusion that new educational technologies from the point of view of pedagogy and learning, they offer definitely new opportunities and tools for searching and using educational content, for interaction between teachers and students, for pre-university study of online courses that will help students obtain some university credits, allowing them to choose their training course with a small number of credits to increase the proportion of credits for research or project work.

Flexible learning allows students to choose aspects of their learning. Generally, the choice of aspects refers to the “when, where and how” of learning, although there are some broader approaches such as personal oriented education. With the definition of “flexible learning”, “flexible pedagogy” refers to a paradigm of approaches to teaching and learning that allows students to exercise choice. The use of information and communication technology (ICT) in its broadest sense helps support and enhance learning. Thus, flexible technologies and pedagogy can be seen as natural partners, and 'flexible learning' can be delivered and supported through ICT, and conversely, new technologies can stimulate the development of flexible approaches to learning delivery and assessment. They also correlate with the fact that truly flexible pedagogical technologies and their effective use in education (e-learning) help adapt institutional systems, staff and students to rapidly changing realities. Thus, the concept of “flexible pedagogy” is a symbiosis of participants in the pedagogical process, including the educational one (teachers and students), who are able to think, act and innovate through existing structures and in highly unpredictable scenarios.

Bibliographic link

Zhiryakova A.V. “FLEXIBLE PEDAGOGY” AS A CONDITION FOR THE DEVELOPMENT OF A MODERN UNIVERSITY // Contemporary issues science and education. – 2016. – No. 5.;
URL: http://science-education.ru/ru/article/view?id=25377 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

The journal “Problems of Modern Pedagogical Education” is part of the RSCI system (Russian Science Citation Index, license agreement No. 171-03/2014). The journal is registered with the ISSN International Center in Paris (printed version identification number: ISSN 2311-1305), which is supported by UNESCO and the French Government.

Included in the list of peer-reviewed scientific publications (VAK), in which the main scientific results of the dissertation for the scientific degree of Candidate of Sciences, for the scientific degree of Doctor of Science must be published (Order of the Ministry of Education and Science of the Russian Federation No. 13-6518 dated December 1, 2015), by groups of scientific specialties: 19.00.00 Psychological Sciences and 13.00.00 Pedagogical Sciences.

Dear colleagues!

Academy of the Humanities and Pedagogics (branch) V. I. Vernadsky Crimean Federal University in Yalta invites you for publishing in a scientific journal "Problems of modern pedagogical education" that is a part of a system RSCI (Russan Science Citation Index). The journal is registered in International Center ISSN in Paris (ID of a print version: ISSN 2311-1305), which works with the assistance of UNESCO and French government.

Dear Colleagues!

Humanitarian and Pedagogical Academy in Yalta at the Crimean Federal University named after V.I. Vernadsky invites you to publish in the scientific journal “Problems of Modern Pedagogical Education,” which is part of the RSCI system (Russian Science Citation Index, license agreement No. 171-03/2014). The journal is registered with the ISSN International Center in Paris (printed version identification number: ISSN 2311-1305), which is supported by UNESCO and the French Government.