The new role of higher education in the era of the development of an innovative economy, globalization and depopulation. The role of higher education I. The education system in the modern world

The transition to a knowledge society requires creative employees who create new and different, and not just improve the quality of existing products. The formation of such employees requires a different system of education. At school and university, teachers are called upon to develop creative abilities, to teach not to know, but above all to understand.

The modern system of education both in Russia and abroad does not meet these requirements. The paper considers the main factors that determine the new requirements for education in Russia and the world. At the end of the work, the main conditions for the formation of a new education system are substantiated; the most important of them is to overcome the cultural and spiritual degradation of society.

Keywords : innovative economy, intellectual employees, development of creative abilities, innovations, free education, spiritual revival.

The transition to a new, innovative economy causes changes in the aim of production: nowadays it is required not to produce more goods and services while reducing their costs, but to create new, different goods and services. In the new circumstances the formation of a new type of education is needed. In schools and universities, above all, creativity, ability to think rather than memorize facts and figures should be taught. A truly modern education consists of three elements: the formation of a creative person, training and upbringing. To meet current demands, education should be available to anyone, especially to the most talented individuals, rather than to the rich only. Therefore, a qualified education is becoming a top priority for the state. In my opinion in order to be available for every young talented and gifted person education should be free of charge. Only an educated and spiritually healthy population of the country can make a nation competitive in the era of globalization.

TO eywords : innovation economy, intellectual employees, formation of creativity, innovations, free education, spiritually healthy population.

The development of globalization leads to increased competition between producers of goods and services both at the national and international levels. In these conditions, to remain competitive requires the creative work of innovators who create new and different things, and not just improve the quality of existing products. For this, new incentives are needed - incentives for the creative self-realization of the individual. What is needed today is not blind executors of the leader's orders, as was the case for many hundreds of years, but creative employees who are willing and able to create something new. The formation of such employees requires a different system of education. At school and university, teachers are called upon to develop creative abilities, to teach not to know, but above all to understand.

I. The education system in the modern world

Education has played an important strategic role already in the past, the twentieth century. After the Soviet Union launched the world's first satellite, and then an astronaut into space in the 1960s, US Admiral H. Rickover noted that the USSR was threatening the US not with weapons, but with the education system. Then they tried to solve the problem by improving the education system in the United States, even translated a number of Soviet school textbooks, in particular in mathematics, physics, and chemistry. However, in Western countries it was not possible to overcome the practice of simplifying education, reducing it to learning to solve a fixed set of standard tasks in a narrow professional field, that is, they taught and teach to know, not to understand. Bill Gates has already openly stated today that the American school collapsed precisely because it moved away from the classical fundamental education systems.

In addition, in the United States and in most countries of the world, the division of the higher education system into public and elite dominated and dominated. But a class approach to education, where not the smartest, but the richest can study at the best universities, becomes unacceptable both economically and politically. This is beginning to be recognized by many politicians and business leaders in Western countries. As a result, the intensification of competition in the era of globalization forced the authorities of almost all developed countries to expand the availability of higher education, including at elite universities. This is done in different ways. In countries with a (still) social economic model (Germany, France), 80–90% of students study at the expense of the budget. In countries with a liberal economic model (Great Britain, USA), the share of budget students is from 30 to 40%. But there is a developed system of educational lending.

This year, not even the richest Turkey, which, however, is increasingly trying to become a full member of the European community, went to a radical increase in the availability of higher education, making it completely free. In Russia, 2/3 of students pay for their education at the university. Moreover, the system of educational lending is very poorly developed (it can be said that it does not exist).

In the Soviet period, according to the UN, our youth were among the three most educated generations of their time. Today, according to the same UN data, we are in 41st place. The quality of Russian secondary education can be judged by the fact that the average marks of school graduates in Russian language, mathematics, and history do not exceed a solid three. At the same time, as noted by the director of the Center for the Study of Post-Industrial Society, Doctor of Economic Sciences V. L. Inozemtsev, the development of the education system in our country over the past 20 years has been abnormal. Firstly, the number of students increased sharply (from 2.6 million in 1993/94 to 7.4 million in 2010/2011) while the number of schoolchildren decreased (from 21.1 million to 13.2 million in the same period) . As a result, the number of applicants to universities reaches 90% of the number of school graduates who want to study at universities. This is more than 2 times higher than the average for countries of the Organization for Economic Cooperation and Development (OECD). Secondly, the threshold level, indicating the development of the school curriculum, decreased to 20 points out of 100 in a foreign language, 21 points in mathematics and 36 points in the Russian language, as was done by Rosobrnadzor in 2011. Thirdly, growth in the number of students by 3 times and higher education institutions by 2.2 times (from 514 to 1114) in 1992–2010. not provided with a corresponding increase in the teaching staff: the number of teachers increased from 220 thousand to 342 thousand people, that is, by 55.4%. As a result, the ratio of the number of teachers to the number of students in Russia is 2.7 times lower than, for example, in the USA. Fourth, the profile of higher education does not meet the needs of the economy: 45% of graduates specialize in social sciences, entrepreneurship and law, compared to 36.2% in the US and 22.5% in Germany. As a result, less than 50% of university graduates start working in their specialty in our country (76% in the USA) [Inozemtsev 2011].

With an increase in the number of students, there is a drop in the level of education in Russian universities. As a result, today Russian universities (except Moscow State University) are not in any version of the list of the 100 best universities in the world. I note that 30 universities in China are among the top 100 universities in the world. If in 1991 UNESCO ranked Soviet higher education in third place in the world, by 2010 Russia had dropped to 29th place in the same ranking.

Many factors influence the ranking of universities, in particular the number of foreign scientists and students. Currently, less than 400 foreign teachers and researchers work in Russia on a permanent basis, and the number of foreign students in our universities has decreased from 92,300 people in the 1990/1991 academic year to 17,100 people in 2009/2010, that is, by 5. 4 times.

The number of different ratings is increasing, and currently the most famous are the ratings QS-THES, Shanghai, Webometrics, Reytor. These ratings are different. Accordingly, different places are occupied by Russian universities.

The first place in this list was occupied by the British Cambridge (in 2009 it was on the second line). The second and third places were shared by American universities - Harvard and Yale universities, respectively.

The top 10 also included: University College London (UK), Massachusetts Institute of Technology (USA), Oxford University (UK), Imperial College London (UK), University of Chicago (USA), California Institute of Technology (USA), Princeton University ( USA).

Lomonosov Moscow State University is in 116th place (112th in 2011), and St. Petersburg State University is in 253rd place (251st in 2011). On the other hand, Bauman Moscow State Technical University clearly demonstrates its success, which has grown by 27 positions and ranked 352nd in the world. Novosibirsk State University is in 371st place (400th in 2011), MGIMO is in 367th place (389th last year), RUDN University is in 537th place (600th in 2011) , and the Higher School of Economics - in 542nd place (previously 564th).

reputation in the academic environment (this is the main criterion);
employers' attitude towards university graduates;
citation of publications of university staff;
the ratio of the number of teachers and students;
the relative number of foreign teachers at the university;
the attitude of foreign students towards all students.

During the preparation of the rating, more than 46 thousand academic experts, 25 thousand employers were interviewed and more than 2.5 thousand universities were audited. In total, 729 universities were included in the rating. The lowest indicators of the main Russian university - Moscow State University - in comparison with the leading universities of the world are the values of parameters 2, 5 and 6. In fact, they are two or more times less than those of the leaders. At the same time, such parameters as the citation index and the opinion of the academic community fall into the upper range of estimates for Moscow State University.

Unlike the ranking of the best universities, in which they are evaluated by many parameters, in the Times reputation ranking only one criterion plays a role - the opinion of scientists with great authority and merits in scientific work. The compilers acknowledge that the ranking is subjective, but say that no one can better assess the reputation of universities than scientists. For the third year in a row, Harvard University has been the leader in the ranking, followed by the Massachusetts Institute of Technology and the University of Cambridge. At the same time, universities in Asian countries and Australia increased their presence in the ranking.

The only Russian university, Lomonosov Moscow State University, shares 50th place in the 2013 ranking with the American Purdue University, behind the Australian University of Sydney. In general, the education system in Russia and the world no longer meets the needs of the emerging knowledge society. Even the best universities have to change the philosophy of education. Universities are called upon not only to teach, imparting knowledge, but above all to provide education (that is, to educate a person, to form the image of a doctor, lawyer). The need for changes in education is caused by objective factors.

II. Factors Determining Modern Requirements for Education

At the present stage of development of globalization, the transition to a new economy based on knowledge (knowledge based economy) has been clearly defined. Fundamentally new in the new economy is the loss of the dominant role of financial capital in wealth creation. Intellectual and social capital began to play a decisive role. To increase the intellectual level of the population, it is necessary to change the requirements for education, which basically forms human capital. New conditions require the formation of a new type. At school and university, they should teach, first of all, a creative approach. A truly modern education includes three elements: the formation of a creative personality, training and education. Only in this case, a new type of employees will play an increasingly important role in the state apparatus and economy: knowledge workers(intellectual employees). These are the knowledge workers who can and want create something new (innovators). They are not just performers, but creators. Today, quality education is becoming the most important priority of the state. To be accessible to all capable young people, education should be, in the opinion of the author of this article, free of charge.

What are the most important factors that determine modern requirements for education? First of all - the transition to a new, sixth technological order. The priorities of the modern fifth technological order were telecommunications, the Internet and electronics. The new technological paradigm involves the transition to biotechnology, nanotechnology, artificial intelligence, as well as the special role of investments in people. This way of life assumes a system of education of a new level. We are talking about a new phase in the development of civilization - the phase of information civilization. The main thing is the creation and development of a system for the accumulation and transmission of information into the future, that is education system.

Russian scientists talk about the very imminent transition of the world to the sixth technological order - in 2015-2020. This is a qualitative leap in development, which will have serious consequences. The efficiency of production and labor productivity will increase sharply, and the demand for raw materials, energy and labor will fall just as sharply. Millions of people working in the old industries will become redundant. It is education that is called upon in these conditions to give people new competencies that will be in demand in the conditions of the sixth technological order. The second factor determining the new requirements for education is the development of an innovative economy. This is a new type of economy, which is different from the traditional one of the last 300 years. In particular, the idea of economic resources is changing.

Classical economic theory considers labor, capital, land and entrepreneurship as resources. In the case of an innovative economy, the situation is different. It is not just about labor, but about the labor of highly skilled workers. Already today decisive role a new type of employees, the intellectual employees, are playing in society and the economy. Even in the best companies, they are a minority (12-15%), but not only competitiveness, but the very existence of companies in the context of globalization depends on their work. Today, the resource of an innovative economy is an idea. I think the idea is the main resource. Labor and capital in the conditions of an innovative economy appear only after how the idea came about. So, at first the idea of mobile communication appeared, then production facilities were founded that embodied this idea in real mobile phones.

The main condition for the development of an innovative economy is intellectual resources - the education system and the scientific base. Personal development (and not just training, retraining, advanced training) was proclaimed by many philosophers of the past as the highest goal of society. Today, practitioners are already talking about this. “Only upbringing and versatile training, combined with the formation of a comprehensively developed personality, create the true capital of our society,” writes E. von Künheim, former president of the BMW automobile concern (Germany). And he emphasizes that only the implementation of this three-single task will allow Germany to hold its position in the group of the world's leading industrial countries in the future.

In Germany, the call of Eberhard von Künheim has not yet been heard. The country continues to underestimate the importance of the trinity "upbringing - training - personality formation." As a result, the quality of training of graduates of German universities already today does not meet the needs of the formation of an innovative economy. The level of training in German universities is very low: according to the results of the international Pisa-Studien study, they rank 32nd in the world. As a result, the head of the German branch of McKinsey, Jurgen Kluge, is forced to write with concern: “The situation in the German education system is critical. Even if, by magic, we were to have the best education system in the world tomorrow, it would take 20 years for it to bring its effect. Over the years, the young man would have completed his school education and received a specialty at the university. That is why we must act quickly, because the backwardness of the German education system is leading us to a serious economic crisis. J. Kluge examines the problems of education and the modern economy in more detail in his latest book, Ending the Poverty of Education. The concept of recovery”, which was published in Germany.

The same can be said about the quality of education in most countries of the world. So it was necessary to change the model of education ... yesterday. However, the world has been living in a crisis for many years. I believe that, first of all, this is a management crisis, due to the fact that the object of management (the economy) has changed dramatically, while the methods of influencing it (management) have remained the same. But in order for managers to change their approach to management, they need to be trained to do so.

China can be cited as an example of the successful development of a new model of education. It was the level of education that made it possible to put forward a new task for the country's economy. At the session of the National People's Congress in 2010, the task was set: to move from "Chinese assembly production" to "Chinese creativity", that is, to create their own brands, develop their own innovations. Popular brands of cars have already appeared, Chinese technology is becoming more and more high quality. China has developed a fourth-generation fighter "Jian-20", the so-called "stealth aircraft". In China, spending on science has been growing for 10 consecutive years by more than 20% annually. Thanks to the high level of education in China, there are people who work in the scientific field, create new products and services. The PRC government emphasizes: “The basis of the knowledge economy is education. In the modern world, the driving force of the economy - competition - is increasingly reduced to the competition of knowledge" [Decision of the State Council of the People's Republic of China. Cit. Quoted from: Analytical… 2005: 267].

The country's leadership has set a goal: in 2020, Chinese universities should enter the top ten educational institutions on the planet. I repeat, today China occupies 30 positions in the list of 100 leading universities in the world. This is a lot. The state generously finances universities: the budget of an average Chinese institute is $120 million (for comparison, in Russia $40 million is considered a large budget), the budget of large Chinese universities is 2–2.5 times larger [Kitaiskaya… 2009]. One of the important outcomes of the development of education in the PRC is the growing attractiveness of studying at Chinese universities. For a long time, it was considered fashionable for the Chinese to study in the West or in Japan. In 2007, there was a turning point: the Chinese diploma began to come into fashion. It is now valued more than a Western degree, with the exception of the top five American universities.

The most important factor determining modern requirements for education is the need not for simple performance in work, but for creativity. Already today, the winner in the competition is the one who reveals the creative potential of employees better than others. Of course, the school can either form this potential or destroy it. A creative approach to business has become necessary due to the changed conditions of production. Today, knowledge instantly becomes obsolete, and technologies are easily copied. Employees need courage, emotion, independent thinking, inspiration, creativity and intuition to survive. It is no coincidence that corporate universities of companies such as IBS, Unilever, as well as VTB (Russia), Xerox, World Bank and others, turned to art to solve the business problems of their organizations. Today, the successful management of any company is increasingly an art and a science.

At the same time, modern people have little creativity, a creative approach. This was confirmed by a study conducted in March-April 2012 by Adobe and eYeka.

The study was to find out what the world thinks about creativity. According to Adobe, a “global creavity gap” (“a global lack of creativity”) was discovered. More than half of the respondents see the reason for the low level of development of creative abilities in people in modern education systems, that suppress creativity in the bud.

In general, the modern education system must change radically so that school graduates (secondary and higher) can "fit" into the changing world.

III. Conditions for the formation of a new education system

The creation of a new education system presupposes, first of all, a change in the cultural values of society. Prof. J. Galtung, an outstanding scientist, said at an international congress in Germany (September 2006): “Which country is dying? - The one where it is lost meaning of life. Today, that country is the United States. Germany is getting closer and closer to them.” In these countries, people have jobs, but there is no point. They don't ask the question "How to live?" They ask the question "Why live?" The real sector of the economy is becoming less and less attractive, the service sector is developing more and more.

As was said at the International Congress "Education, Science, Labor - Prospects for the 21st Century", this is an economy that is killing itself.

In most countries, a consumer society has been formed. It is this society that is going through a crisis from which they cannot find a way out. The meaning of human life cannot be the consumption of material goods. “We eat to live, but we don’t live to eat,” they used to say in antiquity. According to Yu. Galtung, two countries have realized the need to change the development paradigm and are implementing in practice the formation of a new society and a new economy - China and India. They develop not a consumer society, but a Labor society (labor society). Only in this society, where the meaning of life is work, creation, and not consumption, can the cult of knowledge, the cult of education, which was in the Soviet Union, be created.

The decrease in the intellectual level of the population has been happening in different countries for a long time and purposefully. Starting from the mid-1950s, L. LaRouche notes, a counterculture has been introduced into American society, asserting hedonistic irrationalism and radical existentialism. The name of the magazine "Playboy" ("The Rake") most accurately reflects the meaning of the imposed counterculture. The pornographic drug lobby used the magazine to instill in society unnatural ways of behavior in the sexual sphere, to praise wild orgies. The principle of the counterculture, wrote L. LaRouche, was and remains irrationalism, degeneration leading to an undeveloped state of intellect and morality.

As a result, there was a serious change of values in the USA. The social status of those employed in production was reduced to the level of the "lower class". If earlier a person was judged by the question: “What are you building?” Now they ask: “What entertainment can you afford?” And "entertainment" became like a rapid immersion in the whirlpools of previously forbidden pleasures.

Another American scientist, Neil Postman, wrote about the same in his book. The world is dominated by the culture of Coca-Cola and McDonald's, the author writes, there is "information pollution" by more than 40 television channels in North America and growing illiteracy(!) If an event is not mentioned in the media, it has not happened. Television information should be limited to 30 seconds, because people cannot and do not want to perceive a longer "information impact". Today, information must be presented in the form of entertainment in order to be digested. And then the author writes that only a few media trusts control information around the world. Who controls them?

The author has no answer... The answer was given by Mike Nichols, an American Oscar-winning director: “A handful of people control the media of the world. Today it is about six people, soon there will be only four people who will take over everything: all newspapers, magazines, all films, all television channels. There was a time when there were different opinions in the media, there was a variety of directions in the media. Today there is only one opinion, which is formed within four or five days, then it becomes the opinion of everyone. Quoted from: Entrepreneurship… 2000: 38].

Many write about the intellectual level of the population of modern Russia. In his article “Russia is being turned into a country of fools”, the outstanding Russian scientist S. Kapitsa wrote: “The data of the All-Russian Public Opinion Research Center show that we have finally come to what we have been striving for all these 15 years - we have raised a country of idiots. If Russia continues to move along the same course, then in another ten years there will not be even those who today at least occasionally pick up a book. And we will get a country that will be easier to rule, from which it will be easier to suck out natural resources. But this country has no future!” [Kapitsa 2009].

Patrick Buchanan convincingly writes about the decline of culture in the West in his book “Death of the West”, noting that violence, homosexuality, swearing from TV screens and in movies, swearing in song lyrics surrounded modern youth from the cradle, and therefore traditional culture is simply incomprehensible to them. .

Speaking about the formation of a new education system, it must be admitted that, simultaneously with the development of new approaches to learning in schools and universities, it is necessary to overcome the existing cultural degradation of society. A soulless society cannot be innovative. The top leaders of Russia have already started talking about "spiritual bonds". How to change the values of the consumer society to the values of the society of creation is the topic of independent research. Here I will only note that the new education system will be in demand only in the new society. In this society, teachers and educators will become a privileged professional group. This refers to financial position, authority and status.

As Academician V.A. Sadovnichiy, rector of Moscow State University, notes, for the formation and development of a knowledge-based society, a person who owns fundamental knowledge is needed. If he knows mathematics as a tool for understanding the world, natural sciences as philosophy for understanding natural phenomena, and social sciences as analysis for developing a position, then he will be “fashionable” in the new society and new economy. The new system of education is called upon to form such a personality.

The German scientist Jurgen Habermas believes that knowledge, man, society and nature are one. Here is the philosophy of the new era and education.

Only an educated, spiritually healthy population of the country is able to ensure the competitiveness of the nation in the era of globalization.

Literature

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Inozemtsev VL Good education in Russia is a myth. Vedomosti.ru: [website].

October 3rd. URL: www.vedomosti.ru/opinion/news/1381026/zlokachestvennoe_obrazovanie .

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Adobe is 25 years old. It is a global leader in digital marketing solutions and media resources. Another company, eYeka, is a global market leader in engaging consumers in online co-creation.

Today, education occupies the first place in the life of our society and is the main branch of human activity. The future of people depends on the quality and productivity of the knowledge they acquire. Attitudes towards education change from year to year. People improve the experience gained from their ancestors and apply it to update and improve their knowledge. Higher education plays a major strategic role in the development of states.

In today's society, everyone wants to get a higher education. People want to be smart, intellectually developed, have a high status in society. Young people strive to get a higher education, make a career and thereby gain confidence in the future. An educated person looks at life differently, in a new way, he has his own priorities, vital interests, great opportunities for the modernization of existing sciences and technologies. This explains the desire of all to improve their level of education and acquire knowledge in higher educational institutions. Higher education gives professional knowledge to students, so that later, in the workplace, a person can perfectly apply, update and adapt them to solving problems in ecology, industry, and healthcare. Each graduate of any faculty receives a significant position in society.

A person is sociable by nature, loves freedom, is able to create and create. In the absence of favorable conditions, he moves away from family, work, society, culture, art. Only education can help the individual realize his abilities and take his place in society. An educated person successfully adapts to life and improves it himself.

The Russian state has always taken care of increasing the level of education of citizens, because if there are a sufficient number of thinking, knowledgeable and able to apply their knowledge in the country, then the country will only develop in a better direction, raising the standard of living.

The country will not develop without specialists with higher education, therefore, the state gives impetus to the development and support of universities.

Higher education provides prospects for the development of new directions in the sciences and the improvement of individual industries. Universities have laboratories, computing centers. Some even have research institutes that expand and become research centers

According to Kurennaya A.F., the network of educational institutions oriented to the production of social interactions characteristic of professional education.

As noted in their works Tsylev V.R. and Dyumina N.N. - for today's youth, it is a priority to receive higher education. Everyone aspires to enter universities after graduating from schools and secondary educational institutions.

The modern structure of education is being reviewed and reformed as political and economic trends develop.

One of these changes is the master's degree, which is the next stage of higher professional education after the bachelor's degree. It allows you to deepen the acquired professional knowledge, as it improves the qualifications of bachelors and specialists. Increases the scientific potential of a specialist in graduate school. Under the guidance of his supervisor, the master is engaged in scientific research on the chosen topic, prepares and defends a dissertation. The master is one step higher than the bachelor, his scientific activity is more perfect and serious.

According to Mamedova A.V. - with the help of a master's degree, qualifications are improved and the degree of education of a person is improved. Masters are professionals who direct their scientific activities to a deeper and more detailed study of specialization for best solution difficult questions. The task of the magistracy is to prepare modern specialists for state, economic, managerial, scientific, intellectual, analytical structures with more fundamental training, for further professional development, in order to achieve better results.

Serious reforms in the country provide for global changes in the structure of education, and as a result, certain difficulties arise. All improvements in the economy, culture, management, politics, imply mandatory changes in the training of future specialists, for their successful work in research and the improvement of scientific achievements.

The existence and development of modern society requires intellectually developed, active and enterprising professionals. Therefore, the processes of training specialists are being modified, one of the significant goals is student motivation. After all, only specialists with increased level motivation, are able to benefit from good results of their activities.

The need for motivation in learning arose long ago, when people realized the expediency of universal compulsory education. Therefore, learning has become a structured activity established by law. One can find many points of view on what exactly influences the desire of students to acquire knowledge in a quality manner. These include: passion, necessity, ability, dependence, optimism.

The unanimous opinion of all scientists is that the interest in the educational process of students, in a more meaningful acquisition of knowledge, develops thinking, increases activity in learning and scientific activities.

The problem of student motivation is the most significant in the system of modern education. It regulates the activity and activity of students, influences the ethics of behavior and the desire to acquire a profession and achieve the desired goal. Many interesting studies have been devoted to it, it determines the internal and external state of a person. Educators need to determine what exactly motivates the student to acquire knowledge or why the student has no interest in learning.

“Motive” and “motivation” are analyzed and interpreted in all works in their own way, and there is no exact, single solution to this issue. All scientists in their writings explore and formulate the motivation for improving teaching methods.

To this day, methods are being developed and methods are being implemented to address this issue. As we can see, our domestic scientists also have a lot of research. Interesting phenomena have been noticed: the motivations of students in the daytime and evening departments are significantly separated. There are also students who are distance learning They have a completely different level of motivation. It is necessary to investigate and structure the motivation for teaching students who receive humanitarian specialties, for the qualitative assimilation of the acquired knowledge, mastery of the profession by students, and obtaining a specialist diploma.

Hypertext

Chapter 1. Modern development of education in Russia and abroad

1. The role of higher education in modern civilization

2. The place of the technical university in the Russian educational space

3. Fundamentalization of education in higher education

4. Humanization and humanization of education in higher education

5. Integration processes in modern education

6. Educational component in vocational education

7. Informatization of the educational process

Chapter 2. Pedagogy as a science

1. The subject of pedagogical science. Its main categories

2. The system of pedagogical sciences and the relationship of pedagogy with other sciences

Chapter 3

1. General concept of didactics

2. Essence, structure and driving forces of learning

3. Principles of teaching as the main guideline in teaching

4. Teaching methods in higher education

Chapter 4

1. Pedagogical act as an organizational and managerial activity

2. Self-awareness of the teacher and the structure of pedagogical activity

3. Pedagogical abilities and pedagogical skills of a teacher of higher education

4. Didactics and pedagogical skills of a teacher of higher education

Chapter 5. Forms of organization of the educational process in higher education

2. Seminars and practical classes at the Higher School

3. Independent work of students as the development and self-organization of the personality of students

4. Fundamentals of pedagogical control in higher education

Chapter 6. Pedagogical Design and Pedagogical Technologies

1. Stages and forms of pedagogical design

2. Classification of technologies for teaching higher education

3. Modular construction of the content of the discipline and rating control

4. Intensification of learning and problem-based learning

5. Active learning

6. Business game as a form of active learning

7. Heuristic learning technologies

8. Technology of sign-context learning

9. Developmental learning technologies

10. Information technology education

11. Technologies of distance education

Chapter 7

Chapter 8

Chapter 9

PSYCHOLOGY OF HIGHER SCHOOL

Chapter 1. Features of the development of the student's personality

Chapter 2. Typology of student and teacher personality

Chapter 3. Psychological and pedagogical study of the student's personality

Appendix 1. Psychological schemes "Individual psychological characteristics of the personality"

Annex 2. Psychological schemes "Communication and socio-psychological impact"

Chapter 4. Psychology of vocational education

1. Psychological foundations of professional self-determination

2. Psychological correction of the student's personality with a compromise choice of profession

3. Psychology of professional development of personality

4. Psychological features of student learning

5. Problems of improving academic performance and reducing student dropout

6. Psychological foundations for the formation of professional systems thinking

7. Psychological features of education of students and the role of student groups

Appendix. Psychological schemes "Social phenomena and the formation of the team"

Bibliography

PEDAGOGY OF HIGHER EDUCATION

1. MODERN DEVELOPMENT OF EDUCATION IN RUSSIA AND ABROAD

1. 1 The role of higher education in modern civilization

In modern society, education has become one of the most extensive areas of human activity. It employs more than a billion students and almost 50 million teachers. The social role of education has noticeably increased: the prospects for the development of mankind today largely depend on its orientation and effectiveness. In the last decade, the world has changed its attitude towards all types of education. Education, especially higher education, is regarded as the main, leading factor in social and economic progress. The reason for such attention lies in the understanding that the most important value and the main capital of modern society is a person capable of searching for and mastering new knowledge and making non-standard decisions.

In the mid 60s. advanced countries have come to the conclusion that scientific and technological progress is not capable of solving the most acute problems of society and the individual, a deep contradiction is revealed between them. Thus, for example, the colossal development of the productive forces does not ensure the minimum necessary level of well-being for hundreds of millions of people; the ecological crisis has acquired a global character, creating a real threat of total destruction of the habitat of all earthlings; ruthlessness in relation to the plant and animal world turns a person into a cruel, spiritless creature.

Everything is real in last years began to realize the limitations and danger of further development of mankind through purely economic growth and an increase in technical power, as well as the fact that future development is more determined by the level of culture and wisdom of man. According to Erich Fromm, development will be determined not so much by what a person has, but by who he is, what he can do with what he has.

All this makes it absolutely obvious that in overcoming the crisis of civilization, in solving the most acute global problems of mankind, a huge role should be played by education. "It is now generally accepted," says one of the UNESCO documents (Report on the state of world education for 1991, Paris, 1991), "that policies aimed at combating poverty, reducing child mortality and improving the health of society, protecting the environment, strengthening human rights, improving international understanding and enriching national culture will not work without an appropriate education strategy.

But at the same time, in the last 10-15 years, problems that cannot be resolved within the framework of reforms, i.e. within the framework of traditional methodological approaches, and more and more often they talk about the global crisis of education. The existing educational systems do not fulfill their function - to form a creative force, the creative forces of society. In 1968, the American scientist and educator F. G. Coombs, perhaps for the first time, gave an analysis of the unresolved problems of education: show through to the same extent in all countries - developed and developing, rich and poor, who have long been famous for their educational institutions or create them now with great difficulty. Almost 20 years later, in his new book "A View from the 80s," he also concludes that the crisis in education has worsened and that the general situation in the field of education has become even more alarming.

The statement of the crisis in education has moved from scientific literature to official documents and statements of statesmen.

A report from the US National Commission on Educational Quality paints a bleak picture: "We have committed an act of insane educational disarmament. We are raising a generation of Americans illiterate in science and technology." The opinion of former French President Giscard d'Estaing is also interesting: "I think that the main failure of the Fifth Republic is that it was unable to satisfactorily solve the problem of education and upbringing of young people."

The crisis of Western European and American education has also become a topic of fiction. Examples include a series of novels about Wilt by the English satirist Tom Sharp, or the novel The Fourth Vertebra by the Finnish writer Marty Larney.

In domestic science, until recently, the very concept of "global education crisis" was rejected. According to Soviet scientists, the educational crisis seemed possible only abroad, "with them." It was believed that "in our country" we can only talk about "difficulties of growth." Today, no one disputes the existence of a crisis in the domestic education system. On the contrary, there is a tendency to analyze and define its symptoms and ways out of a crisis situation.

Analyzing the complex and capacious concept of the "crisis of education", the authors emphasize that it is by no means identical to the absolute decline. Russian higher education objectively occupied one of the leading positions, it has a number of advantages, which will be highlighted below.

The essence of the global crisis is seen primarily in the orientation of the current system of education (the so-called supportive education) to the past, its orientation to past experience, in the absence of orientation to the future. This idea is clearly seen in the brochure by V.E. Shukshunova, V.F. Vzyatysheva, L.I. Romankova and in the article by O.V. Dolzhenko "Useless thoughts, or once again about education".

The modern development of society requires a new system of education - "innovative education", which would form in students the ability to projectively determine the future, responsibility for it, faith in themselves and their professional abilities to influence this future.

In our country, the crisis of education has a dual nature. First, it is a manifestation of the global education crisis. Secondly, it takes place in an environment and under the powerful influence of the crisis of the state, the entire socio-economic and socio-political system. Many are wondering whether it is right to start reforms in education, in particular higher education, right now, in the conditions of such a difficult historical situation in Russia? The question arises whether they are needed at all, because the higher school in Russia, no doubt, has a number of advantages in comparison with higher schools in the USA and Europe? Before answering this question, let's list the positive "developments" of the Russian higher education:

It is capable of training personnel in almost all areas of science, technology and production;

In terms of the scale of training of specialists and the availability of personnel, it occupies one of the leading places in the world;

Differs in a high level of fundamental training, in particular in the natural sciences;

Traditionally focused on professional activities and has a close relationship with practice.

These are the advantages of the Russian educational system (higher education).

However, it is also clearly recognized that the reform of higher education in our country is an urgent need. The changes taking place in society are increasingly objectifying the shortcomings of domestic higher education, which we once considered as its advantages:

In modern conditions, the country needs such specialists who not only are not "graduating" today, but for the training of which our educational system has not yet created a scientific and methodological basis;

Free training of specialists and incredibly low pay for their work devalued the value of higher education, its elitism in terms of developing the intellectual level of the individual; its status, which should provide the individual with a certain social role and material support;

excessive infatuation vocational training went to the detriment of the general spiritual and cultural development of the individual;

The average approach to the individual, the gross output of "engineering products", the lack of demand for decades of intelligence, talent, morality, and professionalism have led to the degradation of moral values, to the de-intellectualization of society, and the decline in the prestige of a highly educated person. This fall materialized in a galaxy of Moscow and other janitors with a university education, as a rule, extraordinary personalities;

Totalitarian management of education, over-centralization, unification of requirements suppressed the initiative and responsibility of the teaching corps;

As a result of the militarization of society, the economy and education, a technocratic idea of the social role of specialists has formed, disrespect for nature and man;

Isolation from the world community, on the one hand, and the work of many industries based on foreign models, import purchases of entire plants and technologies, on the other, distorted the main function of an engineer - the creative development of fundamentally new equipment and technology;

The economic stagnation, the crisis of the transitional period led to a sharp decline in both financial and material support for education, higher education in particular.

Today, these negative characteristics have become especially aggravated and supplemented by a number of other quantitative ones, emphasizing the crisis state of higher education in Russia:

There is a steady downward trend in the number of students (for 10 years the number of students has decreased by 200 thousand);

The existing system of higher education does not provide the population of the country with the same opportunities for studying in universities;

There has been a sharp reduction in the number of higher education teaching staff (most of them leave to work in other countries) and much more.

It should be emphasized that the Government of Russia is making considerable efforts aimed at the successful reform of higher education. In particular, the main attention is paid to the restructuring of the higher education management system, namely:

Broad development of forms of self-government;

Direct participation of universities in the development and implementation of the state educational policy;

Providing universities with broader rights in all areas of their activities;

Expanding the academic freedoms of teachers and students.

In the intellectual circles of Russia, the possible consequences of the gradual curtailment of education and the decrease in the social protection of students and teachers are becoming increasingly clear. There comes an understanding that the unlawful spread of market forms of activity to the sphere of education, ignoring the specific nature of the educational process can lead to the loss of the most vulnerable components of social wealth - scientific and methodological experience and traditions of creative activity.

So, the main tasks of reforming the system of higher education are reduced to solving the problem of both a substantive and organizational and managerial nature, the development of a balanced state policy, its orientation towards the ideals and interests of a renewed Russia. And yet, what is the main link, the core, the basis for bringing Russian education out of the crisis?

Obviously, the problem of the long-term development of higher education cannot be solved only through reforms of an organizational, managerial and substantive nature.

In this regard, the question of the need to change the paradigm of education is becoming more and more persistent.

We focused on the concept developed by the scientists of the International Academy of Sciences of Higher Education (ANHS) V. E. Shukshunov, V. F. Vzyatyshev and others. In their opinion, the scientific origins of the new educational policy should be sought in three areas: about man and society and the "theory of practice".

The philosophy of education should give a new idea about the place of a person in the modern world, about the meaning of his being, about the social role of education in solving the key problems of mankind.

The sciences of man and society (psychology of education, sociology, etc.) are needed to have a modern scientific understanding of the patterns of human behavior and development, as well as a model of interactions between people within the educational system and the education system itself - with society.

The "theory of practice", including modern pedagogy, social design, management of the education system, etc., will provide an opportunity to present a new education system in the aggregate: to determine the goals, structures of the system, the principles of its organization and management. It will also be a tool for reforming and adapting the education system to the changing conditions of life.

So, the fundamental foundations of the development of education are indicated. What are the directions of development of the proposed paradigm of education?

The proposed methodology can be called humanistic, since it is centered on a person, his spiritual development, and a system of values. In addition, the new methodology, which is the basis of the educational process, sets the task of forming moral and volitional qualities, creative freedom of the individual.

In this regard, the problem of humanization and humanitarization of education is quite clearly realized, which, with the new methodology, acquires a much deeper meaning than just introducing a person to humanitarian culture.

The point is that it is necessary to humanize the activities of professionals. And for this you need:

First, to reconsider the meaning of the concept of "fundamentalization of education", giving it a new meaning and including the science of man and society in the main knowledge base. In Russia, this is far from an easy problem;

Secondly, the formation of systemic thinking, a unified vision of the world without division into "physicists" and "lyricists" will require a counter movement and rapprochement of the parties. Technical activity needs to be humanized. But the humanities should also take steps towards mastering the universal values accumulated in the scientific and technical sphere. It was the gap in technical and humanitarian training that led to the impoverishment of the humanitarian content of the educational process, the decrease in the creative and cultural level of a specialist, economic and legal nihilism, and ultimately to a decrease in the potential of science and production. The well-known psychologist V.P. Zinchenko defined the devastating impact of technocratic thinking on human culture as follows: "For technocratic thinking, there are no categories of morality, conscience, human experience and dignity." Usually, when talking about the humanization of engineering education, they mean only an increase in the share of humanitarian disciplines in the curricula of the university. At the same time, students are offered various art history and other humanitarian disciplines, which is rarely directly related to the future activity of an engineer. But this is the so-called "external humanitarianization." We emphasize that among the scientific and technical intelligentsia, the technocratic style of thinking dominates, which students “absorb” into themselves from the very beginning of their studies at the university. Therefore, they treat the study of the humanities as something secondary, sometimes showing outright nihilism.

Recall once again that the essence of the humanization of education is seen primarily in the formation of a culture of thinking, the creative abilities of a student based on a deep understanding of the history of culture and civilization, the entire cultural heritage. The university is designed to prepare a specialist capable of constant self-development, self-improvement, and the richer his nature is, the brighter it will manifest itself in professional activities. If this problem is not solved, then, as the Russian philosopher G. P. Fedotov wrote in 1938, “... there is the prospect of an industrial, powerful, but soulless and soulless Russia ... Naked soulless power is the most consistent expression of Cain's God-damned civilization."

So, the main directions of the reform of Russian education should be a turn towards a person, an appeal to his spirituality, the fight against scientism, technocratic snobbery, and the integration of private sciences.

The main directions of reform in the field of science:

turn to the person

Fight technocratic snobbery

Integrate private sciences

The necessary conditions

Revival of the prestige of education

Active perception of the sciences of man and society

Democratization, demilitarization, de-ideologization

Focus on post-industrial development technologies

Main federal interests

Harmonious and free development of society members

Rise and enrichment of the moral and intellectual potential of the nation

Provision of a market mixed economy with high-level professionals

At the same time, the Russian program for the development of education should contain mechanisms that guarantee:

Unity of the federal educational space;

Open perception and understanding of the entire palette of world cultural, historical and educational experience.

The main lines for the withdrawal of Russian education from the crisis have been determined; possible options for implementing the education reform have been developed. It remains only to bring education to a level that will give a new vision of the world, new creative thinking.

1.2 The place of the technical university in the Russian educational space

The implementation of the ideas of reforming higher education requires an adequate change in the types of higher educational institutions. In this regard, a number of Russian polytechnic universities received the status of technical universities, which are subject to high requirements. In the history of the national higher education, a number of prototypes of technical universities can be distinguished. One of the representatives of technical universities are universities that historically approached the heights of university education through the created engineering products. Among such universities is the Moscow Technical University, known for its fundamental nature and high ranking at the world level. Other types of universities are represented by polytechnic institutes, which were created on the idea of Yu. S. Witte as technical universities. Among these universities are the oldest polytechnic universities in Russia - SRSTU (NPI) and St. Petersburg State Technical University. The group of technical universities that have recently received this status has historically evolved as a number of sectoral and sometimes multi-sectoral universities, which, due to their development, have become centers of science, education and culture, where education is combined with scientific research.

The Technical University is an elementary educational institution both in terms of the preparedness of teaching staff and in terms of the level of intellectual development of students. Anyone can enter the university on a competitive basis. However, if difficulties of an intellectual or any other nature make it impossible to continue studying in this educational institution, then the developed mechanisms of socially acceptable selection, a flexible educational system, the leading link of which is the university, allow people who left it to complete their education in another educational institution.

Therefore, the technical university is being formed as the leading link in continuous professional education in the region, uniting functional educational institutions of various levels. The exchange of students between these institutions encourages the university to create a much more flexible system of the educational process, capable of assimilating the influx of students from other educational institutions and purposefully producing an outflow of students to other educational institutions, with some restrictions at the entrance. One of the ways to solve this problem is to create a multi-level system of fundamental education in each of the enlarged areas of science and technology, the levels of which correspond to the different quality of education and determine the student's choice of further educational path at the university or beyond.

1.3 Fundamentalization of education in higher education

The turn of the millennium is considered by modern world science as a transitional period from an industrial civilization to a post-industrial civilization. As the past two decades and ever more clearly emerging trends show, the main features of the post-industrial development of the world community and the new technological mode of production are:

Humanization of technology, manifested both in the structure and in the nature of its application; the production of equipment that satisfies the needs of man, giving labor a more creative character is increasing;

Increasing the knowledge intensity of production, the priority of high-tech technical systems using the achievements of fundamental science;

Miniaturization of technology, deconcentration of production, programmed for a quick response due to rapidly changing technologies and demand for products;

Ecologization of production, strict environmental standards, the use of waste-free and low-waste technologies, the integrated use of natural raw materials and their replacement with synthetic ones;

Simultaneous localization and internationalization of production based on local technical systems, exchange of finished products; strengthening integration ties between regions and countries focused on meeting demand, which in turn increases the mobility of the population and the opportunities for specialists to work in different regions and countries.

All this taken together dictates new requirements for the education system, including the strengthening of its humanitarian and fundamental components. specific gravity processes of fundamentalization and humanization of higher professional education, there is an increasing need to integrate fundamental, humanitarian, special knowledge, providing a comprehensive vision of a specialist in his professional activity in the context of future technological and social changes.

The core of the post-industrial technological mode of production are three interrelated basic areas - microelectronics, computer science and biotechnology. However, all achievements in these fields of science should be based on noospheric thinking, universal human values, protection of the human personality from the negative consequences of technologization.

The upbringing of a multidimensional creative personality in a university should be implemented through the optimal combination of fundamental, humanitarian and professional blocks of disciplines, their interpenetration based on interdisciplinary connections, integrated courses, interdisciplinary forms of control that ensure the formation of a holistic consciousness based on systemic knowledge.

The relevance of the fundamentalization of higher education

The training of highly qualified professionals is always the most important task of higher education. However, at present, this task is no longer possible to fulfill without the fundamentalization of education. This is explained by the fact that scientific and technological progress has turned the fundamental sciences into a direct, permanent and most efficient driving force of production, which applies not only to the latest high technology, but also to any modern production.

It is the results of fundamental research that ensure a high rate of development of production, the emergence of completely new branches of technology, the saturation of production with measuring, research, control, modeling and automation tools that were previously used exclusively in specialized laboratories. The achievements of such areas of knowledge as relativistic physics, quantum mechanics, biology, laser and plasma physics, elementary particle physics, etc., which were previously considered very far from practice, are increasingly being involved in production. More and more fundamental theories are beginning to be used for practical purposes, transforming into engineering theories. The competitiveness of the most prosperous firms is largely ensured by fundamental developments in research laboratories at firms, at universities, in various scientific and technical centers up to powerful industrial parks. More and more basic research initially provides for reaching specific applied and commercial goals.

In addition, the fundamentalization of education effectively contributes to the formation of creative engineering thinking, a clear idea of the place of one's profession in the system of universal knowledge and practice.

If the university does not develop the ability of its graduates to master the achievements of the fundamental sciences and creatively use them in engineering activities, then it will not provide its students with the necessary competitiveness in the labor market. Therefore, in a modern technical university, from the very first year, the desire of students for a deep mastery of fundamental knowledge should be cultivated.

Over the past 2-3 decades, a new scientific direction has finally taken shape on the basis of the fundamental sciences - modern natural science. He built an all-embracing, theoretically substantiated, in many parts empirically confirmed model of the Universe with powerful predictive power. The modern picture of the world built with the help of this model has eliminated the shortcomings of previous similar constructions and continues to improve. It gives a person a clear idea of the world in which he lives, of his place and role in this world. On the basis of the cosmological principle of the unity of everything inanimate, living and thinking, she successfully created a scientific basis for high morality, based on solid knowledge, and not on shaky faith. As a result, the modern scientific picture of the world, built by fundamental sciences, has become an integral part of human culture, greatly strengthening the relationship between the spheres of culture and science within the framework of modern civilization. Therefore, the connection between the humanitarian and fundamental components of higher technical education should be strengthened accordingly. Only on this basis will the higher school be able to form the high personal qualities of the graduate, which he needs for fruitful professional activity in modern conditions.

Initial theoretical positions

The idea of the unity of the world, manifested in the universal interconnection in the sphere of the inanimate, living, spiritual, is taken as the initial theoretical position of the fundamentalization of education. The unity of the world is manifested in the unity of the cultural, scientific and practical spheres of civilization and, as a result, in the organic connections of natural sciences, the humanities, and technical sciences. These connections must inevitably be reflected in the models of specialists, curricula, programs, textbooks and the organization of the educational process. This implies the need to form a new model of the education system at a technical university, which is based on rethinking the relationship between fundamental and technical components, the formation of a multi-level integration of technical and fundamental knowledge.

Fundamental sciences are natural sciences (i.e. sciences about nature in all its manifestations) - physics, chemistry, biology, sciences about space, earth, man, etc., as well as mathematics, computer science and philosophy, without which it is impossible deep understanding of knowledge about nature.

In the educational process, each fundamental science has its own discipline, which is called fundamental.

Fundamental knowledge is knowledge about nature contained in the fundamental sciences (and fundamental disciplines).

Fundamentalization of higher education - systemic and comprehensive enrichment of the educational process with fundamental knowledge and methods creative thinking developed by the fundamental sciences.

Since the vast majority of applied sciences arose and develops on the basis of the use of the laws of nature, almost all engineering disciplines have a fundamental component. The same can be said about many humanities. Therefore, almost all disciplines studied by a student during their studies at a university should be involved in the process of fundamentalization. A similar thought is true for humanitarization. The foregoing underlies the fundamental possibility and practical expediency of integrating the humanitarian, fundamental and professional components of an engineer's training.

The fundamentalization of higher education presupposes its constant enrichment with the achievements of the fundamental sciences.

Fundamental sciences cognize nature, while applied sciences create something new, moreover, exclusively on the basis of the fundamental laws of nature.

The fact that applied sciences arise and develop on the basis of the constant use of the fundamental laws of nature makes general professional and special disciplines also carriers of fundamental knowledge. Consequently, in the process of fundamentalization of higher education, along with the natural sciences, general professional and special disciplines should be involved.

This approach will ensure the fundamentalization of student learning at all stages from the first to the fifth year.

1.4 Realities of post-industrial civilization and new value orientations of Russian education

In the social structure of the world community of the XXI century. one of the basic social groups will include workers in the sphere of reproduction - workers, technicians, programmers, scientists, designers, engineers, teachers, employees. As can be seen from the above list, most of it is graduates. Political relations adequate to the post-industrial civilization and changes in the state-legal sphere create prerequisites for the participation of social groups in public life up to entry into the management of state structures.

In the transition period, the role of the individual increases, the processes of humanization of society are activated as a guarantor of its survival in the conditions of the crisis of industrial civilization. All this cannot but affect the formation of priority areas and value orientations of higher professional education.

The value dominants of Russian education, actualized in the professional and social activities of specialists, are determined by the realities of the transition period from the crisis of industrial to the formation of post-industrial civilization.

Thus, the development of high technologies, their rapid change presupposes the priority development of the creative and projective abilities of students.

The decrease in the intellectual potential of science requires an increase in the quality of training of specialists, its fundamentalization.

The general environmental crisis sets before education, and especially engineering, the task of changing the general environmental consciousness, educating professional morality and orienting specialists towards the development and application of environmentally friendly technologies and industries.

The information revolution and the transformation of society into an information society dictate the need to form the information culture of students, information protection from the harmful effects of the media, and at the same time require strengthening the information orientation of the content of education and the widespread introduction of information technologies in the educational process.

The lag in the development of public consciousness from the speed of development of global problems of mankind requires equalizing their dynamics, in particular through the education system, the formation of planetary thinking among students, the introduction of new disciplines, such as system modeling, synergetics, forecasting, global studies, etc.

Alignment of the dynamics of the technological and social development of society is associated primarily with the formation of a new worldview paradigm, the rejection of anthropocentrism and the formation of a new holistic worldview, noospheric consciousness, new value orientations based on general humanistic dominants, which in no way contradicts the revival of national identity, but only cleanses it of chauvinistic and nationalist accretions.

All these processes primarily relate to the education system and are directly related to the strengthening of the educational component of education, the spiritual and moral education of young people through knowledge and beliefs.

The role of the educational component of Russian vocational education is especially high, because it is he who will become the protective system of society, capable of instilling in generations of specialists in the 21st century. moral qualities necessary for the future successful development of the Russian state.

The negative consequences of Russia's rapid and sudden entry into the market, the collapse of a totalitarian society and its moral values have activated among the youth such negative social phenomena as egocentrism, group egoism, moral inferiority, a social inferiority complex, a sharp drop in the scale of moral values, disbelief in social progress, uncertainty, etc.

Such moods of the students will have to be overcome by the teaching corps of higher education, intensifying educational work with students.

Today there are no social instruments, youth organizations dealing directly with the problems of education. Education should permeate the educational process. Its content and procedural characteristics should correspond to the new educational paradigm, strategy and tactics for the development of Russian education.

Every teacher today needs personal and professional habilitation* to make adjustments to their activities or develop a fundamentally new individual pedagogical trajectory.

* The term "habilitation" from the French "habile" - skillful, dexterous, skillful. It means the acquisition of qualifications that meet modern requirements.

All of the above confirms the importance of humanization and humanitarization of higher education.

1.5 The essence of the concepts of "humanization" and "humanization"

The humanization of education is understood as the process of creating conditions for self-realization, self-determination of the student's personality in the space of modern culture, the creation of a humanitarian sphere at the university that contributes to the disclosure of the creative potential of the individual, the formation of noospheric thinking, value orientations and moral qualities, followed by their actualization in professional and social activities.

The humanization of education, especially technical education, involves expanding the list of humanitarian disciplines, deepening the integration of their content in order to obtain systemic knowledge.

Both of these processes are identical, complement each other and should be considered in conjunction, integrating with the processes of fundamentalization of education.

Concepts of humanization and humanitarization at a technical university

Obviously, in technical universities, solving the problem of humanization, it is necessary to achieve the penetration of humanitarian knowledge into the natural sciences and technical disciplines, the enrichment of humanitarian knowledge with natural science and fundamental components. The main provisions of the concept of humanization and humanitarization include:

An integrated approach to the problems of humanization of education, which involves a turn towards a holistic person and a holistic human being;

Humane technologies for teaching and educating students;

Education at the border of humanitarian and technical spheres (on the border of living and non-living, material and spiritual, biology and technology, technology and ecology, technology and living organisms, technology and society, etc.);

Interdisciplinarity in education;

The functioning of the cycle of social and humanitarian disciplines in the university as a fundamental, initial educational and system training;

Overcoming of stereotypes of thinking, establishment of humanitarian culture.

What should be the criteria for the humanization of education? Without an answer to this question, it is impossible to start solving the problem of the humanization of Russian education. These criteria are:

1. Mastering universal human values and methods of activity contained in humanitarian knowledge and culture.

2. Mandatory presence of in-depth language training, while the linguistic module becomes integral part the whole complex of humanization.

3. Humanitarian disciplines in the total volume of disciplines studied should be at least 15-20% for non-humanitarian educational institutions, and their percentage should increase.

4. Elimination of interdisciplinary gaps both vertically and horizontally.

At present, there are illusory interdisciplinary connections between natural sciences, technical and humanitarian disciplines, on the one hand, and disciplines within the humanities cycle, on the other. In addition, the narrow focus of education has led to the fact that the system of knowledge, skills and abilities of students at all levels (school, colleges, universities) is a conglomerate of loosely connected information about nature, society, man, which are also poorly used by students in practice, in the matter of independent acquisition of knowledge, self-development.

The humanitarization of education involves increased attention to expanding the range of academic disciplines of the humanities cycle and at the same time enriching natural science and technical disciplines with material that reveals the struggle of scientific ideas, the human fate of pioneer scientists, the dependence of socio-economic and scientific and technological progress on the personal, moral qualities of a person, his creative abilities.

Thus, the prospect of updating and updating the humanitarization of education is associated with the interpenetration of the natural sciences and the humanities, on the one hand, and on the other hand, with the strengthening of the role of humanitarian education.

Speaking about the humanization and humanitarization of higher technical education, we must keep in mind that engineering education in the XXI century. must necessarily take into account the new relationship of engineering activity with the environment, society, man, i.e. The activity of an engineer must be humanistic. Because of this, in technical universities and universities, special attention should be paid to the philosophy of technology, since it differs significantly from the philosophy of science. While the philosophy of science ultimately revolves around the question of how to evaluate scientific truth and what is the meaning of this truth, the philosophy of technology revolves around the question of the nature of the artifact, i.e. made by man.

Because of this, the fundamental scientific problem to be comprehended for technical universities is: "What is the nature of what we create, and why do we do it?" And this is one of the tasks of the philosophy of technology. Answering the above questions, the philosophy of technology claims that they must be humane in nature, not be hostile to nature, society, man; they must be harmonized with them.

The creation of such "humanistic" technologies presupposes a change in the view of their creators on the essence of their activity. The only way to change the view of engineers and other workers in the technical field lies through the humanization and humanitarization of education.

Humanitarian knowledge includes the sciences of man, the sciences of society, the sciences of the interaction of man and society, the prognosis of social processes and the development of human nature.

The main focus in the organization of the educational process at universities should be interdisciplinarity in teaching, which is based on the interdisciplinary nature of modern knowledge. There are two main directions here:

1) intensive introduction of humanitarian disciplines into purely technical universities;

2) enrichment of humanitarian specialties and disciplines with the basics of technical and natural science knowledge and vice versa.

This way of learning through an interdisciplinary approach contributes to the formation of globalization and non-standard thinking in students, the ability to solve complex problems that arise at the intersection of various fields, to see the relationship between fundamental research, technology and the needs of production and society, to be able to evaluate the effectiveness of a particular innovation, to organize its practical implementation. .

In the formation of specialists, engineers of a new type, humanitarian training affects the essence of their creative activity not only in the technical, but also in the social, environmental and economic spheres. The existing system of education in technical universities in Russia does not give the engineer an understanding of technologies for effective social interaction and communication culture.

Until now, in Russia there has been a sharp division and even opposition between the humanitarian and technical spheres of activity, thinking and education. The Russian education system is divided into two weakly interacting parts: humanitarian and technical. This is a painful problem of Russian education, which still cannot be properly solved, which is why the activity of an engineer is practically not fertilized by the humanistic spirit of creativity.

The Technical University of the Future is a humanitarian and technical university, i.е. university of a single culture of mankind, because in the XXI century. there will be a convergence of engineering and humanitarian activities, their new relations with the environment, society, man will be established, there will be a further convergence of biology and technology, living and non-living, spiritual and material. In the future, an engineer cannot do without serious humanitarian training. That is why the humanization of education in general, and especially technical education, is a top priority for Russian higher education. The solution to the problem of humanitarization of education in technical universities of Russia should be carried out in the following directions:

¦ expansion of the range of disciplines of the humanitarian module (see the structure of the main modules of education at a modern technical university);

¦ ensuring the interpenetration of humanitarian knowledge and non-humanitarian disciplines (science and technical);

¦ enrichment of natural science and technical disciplines with knowledge that reveals the struggle of scientific ideas, the human fate of pioneer scientists, the dependence of socio-economic and scientific and technological progress on the personal, moral qualities of a person, his creative abilities;

¦ interdisciplinarity in education;

¦ training in solving scientific and technical problems at the border of the technical and humanitarian spheres;

¦ ensuring the possibility for students at a technical university to receive a second humanitarian or socio-economic specialty;

¦ strengthening the training of engineers in the legal, linguistic, environmental, economic, ergonomic fields;

¦ creation of a humanitarian environment at the university;

¦ student-centered learning.

1.6 Integration processes in modern education

Integration and a systematic approach in the development of modern science

Scientific and technological revolution (NTR), which marked the second half of the bygone XX century. and which was the reason for the transition of mankind from an industrial civilization to a post-industrial one, affected all spheres of life and activity of human society, including education. Its crisis state today indicates that this civilizational link lags behind the entire system in its development. The essence of scientific and technological revolution helps to explain the causes of the education crisis and ways out of it. The main features of the NTR:

Merging scientific and technological revolutions; scientific discoveries immediately become the basis of new technologies;

The transformation of science into a productive force;

System automation of production;

Replacement in the production of direct human labor by materialized knowledge;

The emergence of a new type of worker with a qualitatively new level of professional training and thinking;

Transition from extensive to intensive production. But the main feature is that the scientific and technological revolution was formed on the basis of deep systemic ties between science, technology, production and the resulting radical change in the productive forces of society, with the decisive role of science. The basis for the classification of scientific and technological revolution is the activity of the company in the sphere of the three indicated elements of the system. It is closely connected with the social environment and significantly affects all aspects of the life of modern society. Education, culture, human psychology are interconnected and interdependent, representing elements of one system: science - technology - production - society - man - environment. In the process of development, changes occur in all parts of the system. Considering the scientific and technological revolution as a complex self-organizing open system, it is easier to understand the causes of failure in a particular subsystem and the patterns of development that lead to its alignment.

One of the most important consequences of the scientific and technological revolution is the transformation of the personality, its role in scientific and technological progress and in eliminating the negative consequences of the scientific and technological revolution through the creation of a new living environment and the development of other needs, which in turn predetermined the choice of a new, personality-oriented educational paradigm.

The modern revolutionary development of scientific knowledge is characterized by the following features:

The differentiation of sciences is combined with integrative processes, the synthesis of scientific knowledge, complexity, the transfer of research methods from one area to another;

Only on the basis of integrating the conclusions of particular sciences and the results of research by specialists from different fields of knowledge is it possible to provide a comprehensive systemic coverage of a scientific problem;

The sciences are becoming more and more precise due to the widespread use of the mathematical apparatus;

Modern science is rapidly developing in time and space. The gap between the emergence of a scientific idea and its implementation in production is reduced;

Today, scientific achievements are the result of collective activity, the object of public planning and regulation;

The study of objects and phenomena is carried out systematically, comprehensively; a holistic study of objects contributes to the formation of synthetic thinking.

These features of modern science, where integration and a systematic approach become the main principles of scientific research, help to understand the patterns and prospects for the development of modern education as one of the subsystems of the key element of scientific and technological revolution.

Scientific and technological revolution has led to a change in the goals and meanings of education. In one of the previous sections of the tutorial, we talked about a new educational paradigm. In this context, we will only briefly recall the main goal of modern education, the prognostic one, the training of specialists capable of projective determination of the future, the cultivation of the country's intellectual elite, the formation of a creative personality who perceives the world in a holistic way, capable of actively influencing the processes taking place in the social and professional fields.

Back in 1826, J. G. Pestalozzi considered education as a harmonious and balanced development in the process of training and education of all human forces. The modern development of education as a system should be realized through the systemic knowledge necessary for the development of a holistic, systemic thinking. This knowledge can be obtained on the basis of the integration of the humanities, fundamental and technical sciences and must be oriented to the world level of science development.

This approach presupposes, first of all, the multidimensionality and unity of education, the simultaneous and balanced functioning of its three components: education, upbringing, creative development of the individual in their interconnection and interdependence. Modern education needs to develop a new methodology, a global theory, in which all parts of the educational system in their interaction with the community and the individual become the object of study. UNESCO introduced the term "educology", which refers to the methodology of education. The working language of UNESCO is French, and therefore it makes sense to refer to the etymology of this word. In French "education" means "education". Therefore, we can consider educology as the science of upbringing, "nurturing" in the education system, in a holistic creative person who is aware of himself as a subject of activity in the world around him.

According to the definition of V. Kinelev (Higher education in Russia. 1993. No. 1), educology is the science "about the principles of the formation of an educated person and the definition of fundamental knowledge as part of universal culture, on the one hand, and being the basis for professional training, on the other."

This definition clearly shows the inseparable connection between fundamental, humanitarian and professional knowledge in the educational process. A systematic approach to education makes the principle of integrity, integrativity fundamental in the development of its methodological foundations.

1.7 Synergetic approach and system analysis in modern education

Thanks to the great discoveries of the second half of the 20th century. in the field of natural sciences in the 70s. a new interdisciplinary scientific direction "synergetics" is emerging, which convincingly confirms the commonality of the laws and principles of self-organization of a wide variety of complex macrosystems - physical, chemical, biological, technical, economic, social. The modern scientific picture of the world and the achievements of synergetics open up wide opportunities for modeling educational processes using methods and approaches traditionally applied to natural and exact sciences.

In forecasts about the prospects for the development of education, one should rely on the principles of complementarity between the natural-science methodological tradition and humanitarian methods of cognition.

The specificity of the methodology of interdisciplinary knowledge lies in the dominance of integrative, synthesizing tendencies.

This approach contributes to the restoration of holistic ideas about the world, the picture of the world as a single process. The integration of knowledge based on interdisciplinary connections makes it possible to cover linear horizontal connections and vertical point connections, to catch not only the sequence, but also the simultaneity of these connections and recreate at a new, higher level a holistic vision of any problems, situations, phenomena in the fullness of versatility, multidimensionality .

The dual unity "nature - culture", which includes all forms of earthly life, is characterized by four main features: archetypal, antithetical, holographic, cyclical. They reflect the openness of the world and are applicable to all elements of the system: to the DNA molecule, and to the natural world, and to the technosphere, and to a single cultural field, a subsystem of which is education. This universality is reflected in the quaternary principle of the sages of the Ancient East: "Everything is everything, everything is in everything, everything is always there, everything is everywhere."

A synergistic approach to education opens up the possibility of self-conscious liberation from the need to judge this or that cultural phenomenon, and in this context, education in accordance with engagement, with a given historical and cultural state of society or one or another established system of scientific criteria.

One of the most important features of modern knowledge is a detailed discussion of fundamental, ideological, philosophical, cognitive and methodological problems, which is a necessary condition for the formation of new ideas of science. Various ways of mastering the world (art, philosophy, science, etc.) provide an opportunity for a multidimensional vision of the problem. That is why today the defining trend of the cognitive process is integration.

Modern education based on integration various methods and various sciences, contributes to a holistic understanding of the world and the growth of the creative potential of the individual: the co-evolution of man, nature and society determines the moral principles of harmonizing their coexistence, and in the education environment - a departure from the subject differentiation of scientific knowledge as a means of effective learning and the search for optimal ways of integrating knowledge. Differentiated ready-made knowledge forms reproductive thinking. The integration of knowledge is impossible without the use of creative efforts. A synergetic approach to education involves the development of variable models of the educational process and course content, the fundamental principles of which will be the integration and creative development of the individual. The method of system analysis organically fits into the synergetic approach to education. The main thing in it is a logically substantiated study of the problem and the use of appropriate methods for solving it, which can be developed within the framework of other sciences. System analysis involves interdisciplinarity. The scientific picture of the world is recreated by the method of system analysis and is a model based on the data of specific sciences about nature and society. System analysis is not only a methodological basis for scientific research and development of new technical and managerial solutions. It can be regarded as a toolkit for the rational acquisition of knowledge, understanding its nature, ways of memorizing and systematizing it. It helps to comprehend new knowledge. Mastering the skills of system analysis contributes to the formation of creative thinking, the reintegration of information at a new qualitative level with an understanding of system relationships. An ancient sage said that an ounce of knowledge is worth a pound of information, and an ounce of understanding is worth a pound of knowledge. Only well-understood knowledge gives a qualitative increase in personality. Speaking of understanding, one should distinguish between logical understanding, which ensures the reproductive assimilation of information, and deep understanding, i.e. comprehensive mastery of the subject of reflection, in which "thinking" and creative activity become possible.

Integrative type of cognition

Today, in higher education, which is focused on subject study and block construction of disciplines, it is difficult to create a modern holistic view of science among students. The emerging trends in the development of higher education, in which integrative processes are increasingly visible, are beginning to be implemented in the leading universities of Russia of the university type, where there are powerful scientific schools, physics, mathematics and humanities faculties. How can students form a holistic view of science, what disciplines and forms of organization of the educational process will help them develop an integral type of knowledge? Psychologists do not have a common opinion about modern styles of thinking. One can cite as an example the classification of A. I. Subetto, who singled out the following styles: synthetic - at the level of a systematic approach;

Theoretical, used in the search for solutions;

Pragmatic, intermediate between the first two;

Analytical - formal-logical methods;

Realistic - inductive-empirical methods.

In practice, these styles are most often combined. The style of thinking is directly related to the modern scientific picture of the world. In the history of the development of science, each picture of the world - mechanical, relativistic - corresponds to its own style of thinking. In modern science, the scientific picture of the world (SCM) is an example of the highest form of knowledge systematization. In higher education, a course of NCM has been introduced, which plays an important role in the formation of an integral type of students' cognition. The scientific picture of the world performs three functions in education:

Worldview, as an integral part of scientific knowledge;

Combining all theories, it systematizes knowledge in the content of education;

Forms modern, systemic and dialectical types of thinking.

VN Spitsnadel considers it expedient to divide the process of forming a scientific picture of the world in students into two stages. At the first, preparatory stage throughout the entire training, it is desirable to introduce questions related to NCM into the subject material. At the second, final stage, he recommends reading a special NCM course to systematize all previously acquired knowledge. At the same time, in the process of studying the integrative course of NCM, a holistic knowledge is formed, which is larger and more complete than each theory separately. Students are developing systemic thinking based on conscious assimilation, understanding of systemic relationships and block storage of knowledge in memory.

In the process of studying integrative courses, students learn the nature of knowledge, methods of memorization, systematization, the structure of scientific theories, and most importantly, they acquire the ability to think systematically, comprehend new knowledge on the model of already known structures of scientific theories.

The integrative type of cognition is formed in the educational process of higher education, combining direct experience, systemic thinking, a non-trivial approach to the problem, and intuition.

Golubev Viktor Vadimovich competitor

Head of Department Rosobrnadzor E-mail: [email protected]

Higher education and some problems of modern civilization

Abstract: It is shown that the modern education system is experiencing a global systemic crisis. To get the system out of the crisis, both practical steps and new theoretical developments are required. A classification of the education system is proposed that distinguishes six levels of educational systems: personal, family, educational institution level, regional, state, interstate. The necessity of the transition of the methodology of the modern education system to the educological principles of the formation of theoretical foundations is substantiated.

Key words: Educology, level of education, education crisis, personality,

educational institution, region, state.

In modern society, education is one of the vast areas of human activity (in the first place it is considered that the production sector comes). In the modern education system at the beginning of the new millennium, more than a billion students and almost 50 million teachers were employed. The social role of education is extremely high. The prospects for the development of mankind today largely depend on the direction and effectiveness of pedagogical technologies. In the last decade, the world has changed its attitude towards all types of education. Education, especially higher education, is regarded as the main, leading factor in social and economic progress. The reason for such attention lies in the understanding that the most important value and fixed capital of modern society is a person capable of searching for and mastering new knowledge and making non-standard decisions.

In the mid 60s. industrially advanced countries have come to the conclusion that scientific and technological progress is not capable of solving the most acute problems of society and the individual. The colossal development of the productive forces does not ensure the minimum necessary level of well-being, the quality of life of hundreds of millions of people; the ecological crisis has acquired a global character, creating a real threat of total destruction of the habitat of all earthlings; ruthlessness in relation to the plant and animal world turns a person into a cruel, spiritless creature.

In recent years, the limitations and danger of the further development of mankind through purely economic growth and an increase in technical power have become more and more real. Today it is necessary to take into account the following circumstance - the future development of society as a whole and of each country individually is more determined by the level of culture and wisdom of a person than by technological progress.

All this makes it absolutely obvious that in overcoming the crisis of civilization, in solving the most acute global problems of mankind, a huge role should be played by education. “It is now generally recognized,” says one of the documents of UNESCO back in the last millennium, “that policies aimed at combating poverty, reducing child mortality and improving public health, protecting the environment, strengthening human rights, improving international understanding and enriching national culture are not will be effective without an appropriate education strategy. Efforts to ensure and maintain competitiveness in the development of advanced technology will be futile.”

It should be emphasized that almost all developed countries carried out reforms of national education systems of various depths and scales, investing huge financial resources in them. Higher education reforms have acquired the status of state policy, because states have begun to realize that the level of higher education in a country determines its future development. In line with this policy, first of all, issues related to the growth of the contingent of students and the number of universities were resolved. In this regard, it is also said about the quality of knowledge, the new functions of higher education, the quantitative growth of information and the spread of new information technologies. However, this is more of a declaration than a methodically supported search. In the last 10-15 years, problems that cannot be resolved within the framework of quantitative reforms have been increasingly persistently making themselves felt in the world. It becomes clear that within the framework of traditional methodological approaches it is impossible to move to a new paradigm of education. Today, more and more people talk about the global crisis of education. The existing educational systems do not fulfill their function - to form a creative force, the creative forces of society. Back in 1968, the American scientist and educator F.G. But its internal springs show through to the same extent in all countries - developed and developing, rich and poor, which have long been famous for their educational institutions or are creating them now with great difficulty. Almost 20 years later, in a new book, A View from the 80s, he also concludes that the crisis in education has worsened and that the overall situation in the field of education has become even more alarming.

Today, the statement of the crisis in education has moved from scientific literature to official documents and statements of statesmen.

A gloomy picture is painted by the report of the US National Commission on Educational Quality: “We have committed an act of insane educational disarmament. We are raising a generation of Americans illiterate in science and technology.” It is very important that since then new approaches to solving urgent problems have not been found. In this regard, the opinion of former French President Giscard d'Estaing is not without interest: "I think that the main failure of the Fifth Republic is that it was unable to satisfactorily solve the problem of education and upbringing of young people."

In domestic science, right up to the collapse of the USSR, the very concept of “global education crisis” was rejected. According to Soviet scientists, the educational crisis seemed possible only abroad. It was believed that we can only talk about the "difficulties of growth" even at the turn of the century. Today, the existence of a crisis in both foreign and domestic education systems is no longer disputed by anyone. On the contrary, there is a tendency to analyze and define its symptoms and ways out of a crisis situation.

Currently, various researchers distinguish six levels of the education system:

1) Personal level or self-education. The process of self-education begins in a person in early childhood and continues throughout his life. Self-education is a system of internal self-organization for the assimilation of the experience of generations, aimed at one's own development. It is a means of self-education, since it contributes to the development of purposefulness, perseverance in achieving goals, internal organization, diligence and other moral qualities. In a broad sense, self-education is understood as all types of acquiring knowledge. Separately, it is worth noting that self-education is a powerful factor that fulfills and enriches education organized by society.

2) Family level ( household) education. As a rule, the family level of education means Family education, which is a systematic, purposeful impact on the child of adult family members and family life. The main and general task of family education is to prepare children for life in existing social conditions; narrower, more specific - their assimilation of knowledge, skills and abilities necessary for the normal formation of personality in a family. The goals and means of family education are determined by the socio-economic system, the level of cultural development. Usually it is built on the basis of the ideology, morality and system of relationships of the social stratum to which the family belongs, and is inextricably linked with self-education and self-education of adults,

the formation of their qualities and traits of character, providing an effective pedagogical impact on children.

3) Level of educational institution (OU). When people talk about education, they most often think of education at the primary, secondary, general, special and higher levels of education. Indeed, in a technical sense, education is the process by which a society, through schools, colleges, universities and other institutions, purposefully transmits its cultural heritage - accumulated knowledge, values and skills - from one generation to another.

4) Regional level of education. The concept of “regionalization of education” is a recognized scientific and pedagogical principle of the development of world education and is not a reflection of the current political situation. The relevance of the idea of regionalization is determined by global trends in the socio-cultural development of mankind, aimed at recognizing the intrinsic value, uniqueness of national and regional variants of cultures, their unity, integrity and significance as an integral part of human culture.

The development of regional education systems that are adequate to the peculiarities of the educational needs and interests of students and the specifics of the region represents a step forward in the development of Russian education, its movement towards democratization and modernization. Education, built on the basis of the priority of a person’s personal educational interests, functioning as a system that provides educational services, the consumer of which is a specific person, and not as a system for training personnel, where production, the economy, the state act as a consumer, cannot respond to specific features, including regional, consumer interests.

This specificity of the educational interests and needs of each person is a consequence of differences not only in his personal abilities, but also in the conditions in which a particular person carries out his individual education.

The regional educational space is understood as a set of scientific, educational, cultural and educational, economic institutions (state and non-state, official and unofficial), mass media focused on education, the public involved in solving educational problems, as well as socio-psychological stereotypes that regulate people's behavior in relation to education, functioning in a particular region.

The regional educational space is a kind of complex social system that develops according to its own laws, which are both subjective and objective. In every region Russian Federation there is an educational space that reflects the peculiarities and specifics of a particular region, its traditions, culture, national and religious composition of the population, the level of economic development, etc. The unity of the federal educational space is determined by those common elements that are inherent in the entire educational space of the country and take place in each of the regional educational spaces.

The researchers note that the educational system is promising, focusing not on the momentary demand in the labor market, but on the educational needs of the citizens of the region. These needs determine the location of the network of educational institutions, preferred educational programs, the ratio of state and non-state educational institutions, types and types of schools and educational institutions, etc. up to an acceptable level of quality of educational training. The economic development of the region, its financial situation, income level, national and religious composition of the population, cultural traditions and preferences, climatic and geographical conditions - these factors of the educational space largely regulate the educational needs of a particular individual. The choice of a future profession, the direction of advanced training, retraining, the level of education depends not only on the abilities and interests of the individual, but also on those opportunities for professional and personal socialization that exist in a particular region.

For example, it seems unlikely that a student with an interest and ability in the field of botany, but living in a large city, would choose agronomy as a future profession. Rather, it will be a different way of realizing interests and abilities. At the same time, a person living in a rural area, a small town, an agricultural region is more likely to choose agronomy as the direction of his future professional activity and the realization of personal interests and abilities.

5) Educational system at the state level. Speaking about the state level of education, it is necessary to mention the educational space. It is understood as the whole set of educational institutions of various types and public and state organizations interacting with them, as well as ongoing educational and educational processes in a particular country. All together they create an environment for the socialization of a person, turning him into a person, provide a certain level of education, intelligence and culture of society, interpersonal, political, economic, social, military, ethical and all other relations.

Educational space is multidimensional. It includes the living environment, the living environment, educational and developmental production and other indicators. At the same time, the harmonious development of the inhabitants of this space can only occur in conjunction with the state of the surrounding social and natural environment, with the living conditions in the family, on the street. The leading factor of social life in this space is culture, which acts as the organizing and regulating beginning of the way of life, ensures the preservation and reproduction of human resources, the culture of health and the culture of a healthy lifestyle, the culture of awareness and resolution of the contradictions of being.

The educational space forms a single nation with a common name, a single state language, a common culture, a common understanding of what is happening, with common goals and common actions to achieve them. The spirit of statehood is born in it, national values, national interests and national landmarks are formed, the skills of self-organization and self-government of the people, their way of life are laid, and generations are connected and new results of life are generated.

6) Educational system at the interstate level. With the globalization of the economy, the competitive advantages of any country are provided by the development of education and science. In the Declaration of the Fifth International Conference of UNESCO (1997), it was emphasized that in modern conditions such an educational policy is needed, the implementation of which will allow in the 21st century “to learn to know and do, to learn to be”. Currently, in the global integration processes, the most important strategic task is the creation of a common educational space based on an agreed system of recognition of documents on education (from elementary to higher and postgraduate), which allows you to freely receive education in the educational institutions of the partner states. A unified educational space can only be created if there are common principles of state policy in the field of education, only if equal opportunities and rights of citizens to receive education and uniform approaches to the development of state educational standards and programs are ensured. Its creation, at the same time, should accelerate the formation of a common scientific, technological, economic and information space, expand the opportunities for training qualified specialists for various sectors of the economy, science, culture, education and the social sphere, create conditions for improving relations between national and interstate communication.

Starting from the level of an educational institution and ending with the interstate level, the following main elements can be distinguished:

■ resources (economy);

■ personnel (personology);

■ process (educology).

The economic component of education can be characterized as the preparation of young people for future professional activities in accordance with the society's need for a labor force with a certain level of qualification. At the same time, the economic efficiency of education is determined depending on the degree of satisfaction of this demand, as well as the funds spent for these purposes. We can distinguish the following trends related to the economic aspect of the educational process:

Increase in injections into the economy;

State security (free of charge);

Charity;

Tuition;

Shadow money;

National projects;

System of state educational crediting;

Changing the system of remuneration of teachers;

Stimulation of co-founding;

Strengthening state support and incentives for the work of pedagogical and managerial education workers

Development of differentiated standards for budget financing of institutions (organizations) of higher education.

In recent years, the economic component of the educational process has been dominant. Under these conditions, the key aspect of the educational process was lost sight of - personnel and the educational process itself.

Speaking about personnel, it is necessary to mention the trends that have developed in recent years, connected not only with the teaching staff, but also directly with the students themselves:

Gender (change in the number of men and women);

Cyclicity (for students)

Tutoring;

Rotation (updating);

Improving the professionalism of teaching staff;

Civilization (level of development of information technologies);

Raising the status of a teacher;

Weak motivation of young people to choose a teaching profession;

Insufficient connection of the higher education system with the changing labor market;

Inconsistency of the majority of trained specialists with the needs of enterprises;

Low percentage of employment of graduates in the field of training.

Recently, when speaking about trends related to the educational process, researchers are increasingly mentioning the term "educology". Educology is one of the sciences of education that studies the general patterns of organization, functioning and development of the education sector.

Educology (from Latin educo - I teach + logos - teaching, science) is a science that seeks to comprehend the patterns of functioning and development of the education sector as a whole. It is in its infancy and does not yet have a generally recognized status, as, indeed,

well-established, clearly defined and recognized by all scientists of the subject. The famous Argentine scientist Carlos Olivera proposes to practically integrate all the sciences of education into it. Other scientists, in particular, Lithuanian, Swedish, also consider it as an integration science, but rather investigating the process of both learning and the formation of a person throughout his life. In their interpretation, educology gravitates towards a sociological and philosophical understanding of the process of human learning. The majority of scientists (Australian, Croatian, as well as a number of domestic ones, for example, G. Bordovsky and V. A. Izvozchikov) assign educology the role of a scientific discipline that studies the patterns of organization, functioning and development of the entire field of education.

Gennady Bordovsky and Dmitry Medvedev at the Opening of the Year of the Teacher in Russia

So even K.E. Oliver in the last century proposed to make the term "educology" generally accepted, since it brings clarity and accuracy to the science of education, covering all knowledge about society, about a person, about education, in a word, the entire branch of education in which each element of research has its place. With this approach, educology also involves the development of modern information technologies for teaching in their theoretical, applied and practical aspects.

As a complex of sciences, educology includes: the actual study of educational issues - the philosophy of education, the history of education, comparative pedagogy; a cycle of applied scientific disciplines - anthropology, psychology, sociology, economics, geography, politics, management; cycle of educational sciences - theory of education, structure, planning, goals, content, study of users and personnel of systems, methodology, problems of counseling, resources and funding.

LITERATURE

1. Bordovsky G. A., Quality management of the educational process: monograph

/ St. Petersburg: Ed. RGPU them. Herzen, 2001.

2. Bordovsky G.A., Izvozchikov V.A. New teaching technologies: questions of terminology // Pedagogy. 1993. No. 5.

3. State of World Education Report 1991 Paris, 1991

4. V.A. Infonoospheric educology: New information technologies of education. St. Petersburg: RGPU, 1991.

5. Kirinyuk A.A. Kirsanov K. A. Global problems of education. In 2 volumes - National Institute of Business. 2005.

6. Kirinyuk A.A., Kirsanov K.A. Difficulties in growth // Higher education in Russia. 1999. No. 1. - pp. 37 - 42

7. Coombs, G Philip. The Crisis of Education in the Modern World: System Analysis / F. G

Coombs; per. from English. S. L. Volodina, V. A. Kuznetsova, S. P. Romanova; ed. G. E. Skorova;

post-last V. A. ZHAMINA - Moscow: Progress, 1970. - 261 p.:

8. Oliver K.E. On the theory of comparative pedagogy // Prospects. Questions of education. 1989. No. 2 (66).

Part 1 PEDAGOGY OF HIGHER EDUCATION

Chapter 1. Modern development of education in Russia and abroad

1. The role of higher education in modern civilization

2. The place of the technical university in the Russian educational space.

3. Fundamentalization of education in higher education

4. Humanization and humanization of education in higher education

5. Integration processes in modern education

6. Educational component in vocational education

7. Informatization of the educational process

Chapter 2. Pedagogy as a science

1. The subject of pedagogical science. Its main categories

2. The system of pedagogical sciences and the relationship of pedagogy with other sciences

Chapter 3

1. General concept of didactics

2. Essence, structure and driving forces of learning

3. Principles of teaching as the main guideline in teaching

4. Teaching methods in higher education

Chapter 4

1. Pedagogical act as an organizational and managerial activity

2. Self-awareness of the teacher and the structure of pedagogical activity

3. Pedagogical abilities and pedagogical skills of a teacher of higher education

4. Didactics and pedagogical skills of a teacher of higher education

Chapter 5. Forms of organization of the educational process in higher education

2. Seminars and practical classes at the Higher School

3. Independent work of students as the development and self-organization of the personality of students

4. Fundamentals of pedagogical control in higher education

Chapter 6. Pedagogical Design and Pedagogical Technologies

1. Stages and forms of pedagogical design

2. Classification of technologies for teaching higher education

3. Modular construction of the content of the discipline and rating control

4. Intensification of learning and problem-based learning

5. Active learning

6. Business game as a form of active learning

7. Heuristic learning technologies

8. Technology of sign-context learning

9. Developmental learning technologies

10. Information technology education

11. Technologies of distance education

Chapter 7

Chapter 8

Chapter 9

Part 2. PSYCHOLOGY OF THE HIGHER SCHOOL

Chapter 1. Features of the development of the student's personality

Chapter 2. Typology of student and teacher personality

Chapter 3. Psychological and pedagogical study of the student's personality

Appendix 1. Psychological schemes "Individual psychological characteristics of the personality"

Annex 2. Psychological schemes "Communication and socio-psychological impact"

Chapter 4. Psychology of vocational education

1. Psychological foundations of professional self-determination

2. Psychological correction of the student's personality with a compromise choice of profession

3. Psychology of professional development of personality

4. Psychological features of student learning

5. Problems of improving academic performance and reducing student dropout

6. Psychological foundations for the formation of professional systems thinking

7. Psychological features of education of students and the role of student groups

Appendix. Psychological schemes "Social phenomena and the formation of the team"

Bibliography

Pedagogy and psychology of higher education

Part 1. PEDAGOGY OF HIGHER EDUCATION

Chapter 1. MODERN DEVELOPMENT OF EDUCATION IN RUSSIA AND

ABROAD

The role of higher education in modern civilization

Education, especially higher education, is regarded as the main, leading factor in social and economic progress. The reason for such attention lies in the understanding that the most important value and the main capital of modern society is a person capable of searching for and mastering new knowledge and making non-standard decisions.

In recent years, the limitations and dangers of the further development of mankind through purely economic growth and an increase in technical power, as well as the fact that future development is more determined by the level of culture and wisdom of man, have become more and more real in recent years. According to Erich Fromm, development will be determined not so much by what a person has, but by who he is, what he can do with what he has.

In 1968, the American scientist and educator F. G. Coombs, perhaps for the first time, gave an analysis of the unresolved problems of education: show through to the same extent in all countries - developed and developing, rich and poor, who have long been famous for their educational institutions or create them now with great difficulty. Almost 20 years later, in his new book "A View from the 80s," he also concludes that the crisis in education has worsened and that the general situation in the field of education has become even more alarming.

The statement of the crisis in education has moved from scientific literature to official documents and statements of statesmen.

Gershunskip B. S. Russia: education and the future. The Crisis of Education in Russia on the Threshold of the 21st Century. M., 1993; Shukshunov V. E., Taken to the neck V. F., Romanova L. I. Through the development of education to the new Russia. M., 1993; and etc.

In our country, the education crisis has a dual nature:

Firstly, it is a manifestation of the global crisis in education;

Secondly, it takes place in an environment and under the powerful influence of the crisis of the state, the entire socio-economic and socio-political system.

Many are wondering whether it is right to start reforms in education, in particular higher education, right now, in the conditions of such a difficult historical situation in Russia? The question arises whether they are needed at all, because the higher school in Russia, no doubt, has a number of advantages in comparison with higher schools in the USA and Europe? Before answering this question, let's list the positive "developments" of the Russian higher education:

It is capable of training personnel in almost all areas of science, technology and production;

occupies one of the leading places in the world in terms of the scale of training of specialists and the availability of personnel;

· has a high level of fundamental training, in particular in the natural sciences;

· traditionally focused on professional activity and has a close relationship with practice.

These are the advantages of the Russian educational system (higher education).

· in modern conditions, the country needs such specialists who not only are not "graduating" today, but for the training of which our educational system has not yet created a scientific and methodological basis;

· free training of specialists and incredibly low wages for their work have devalued the value of higher education, its elitism in terms of the development of the intellectual level of the individual; its status, which should provide the individual with a certain social role and material support;

· Excessive enthusiasm for professional training was to the detriment of the general spiritual and cultural development of the individual;

· The average approach to the individual, the gross output of "engineering products", the lack of demand for decades of intelligence, talent, morality, and professionalism have led to the degradation of moral values, to the de-intellectualization of society, and the decline in the prestige of a highly educated person. This fall materialized in a galaxy of Moscow and other janitors with a university education, as a rule, extraordinary personalities;

· totalitarian management of education, over-centralization, unification of requirements suppressed the initiative and responsibility of the teaching corps;

· due to the militarization of society, economy and education, a technocratic idea of the social role of specialists, disrespect for nature and man has formed;

isolation from the world community, on the one hand, and the work of many industries based on foreign models, import purchases of entire plants and technologies, on the other hand, distorted the main function of an engineer - the creative development of fundamentally new equipment and technology;

· economic stagnation, the crisis of the transitional period led to a sharp decline in both financial and material support for education, higher education in particular.

Today, these negative characteristics have become especially aggravated and supplemented by a number of other quantitative ones, emphasizing the crisis state of higher education in Russia:

· there is a steady downward trend in the number of students (for 10 years the number of students has decreased by 200 thousand);

· existing system higher education does not provide the population of the country with the same opportunities for studying in universities;

· There has been a sharp reduction in the number of higher education teaching staff (most of them leave to work in other countries) and much more.

wide development of forms of self-government;

· direct participation of universities in the development and implementation of the state educational policy;

· providing universities with broader rights in all areas of their activities;

· expansion of academic freedoms for teachers and students.

Obviously, the problem of the long-term development of higher education cannot be solved only through reforms of an organizational, managerial and substantive nature.

In this regard, the question of the need to change the paradigm of education is becoming more and more persistent.

We focused our attention on the concept developed by the scientists of the International Academy of Sciences of Higher Education (ANHS) V.E. Shukshunov, V.F. Vzyatyshev and others. In their opinion, the scientific origins of the new educational policy should be sought in three areas: the philosophy of education, the sciences of man and society, and the "theory of practice" (Scheme 1.2).

Philosophy of education should give a new idea about the place of a person in the modern world, about the meaning of his being, about the social role of education in solving the key problems of mankind.

So, the fundamental foundations of the development of education are indicated. What are the directions of development of the proposed paradigm of education?

In table. 1.1 presents possible options for the development of education.

Table 1.1.

Options for the development of education

Elements / Paradigms	Existing paradigm	Possible development
The main task of man	Knowledge of the existing world	Purposeful change of the world
Scientific basis of activity	natural scientific method	The theory of transformative practice
A typical task has	Only one right decision	The set of admissible solutions
Decision Evaluation Criteria	Only one: "right - wrong"	Many criteria: usefulness, efficiency, harmlessness
The role of ethics, morality and morality	They have no place, they have no need	Necessary for making decisions
The main task of education	To give knowledge about the existing world and its laws	To equip the methodology of creative transformation of the world
Possibility of spiritual formation of personality	Only separately through liberal education	It is quite possible and desirable in the course of activity

The point is that it is necessary to humanize the activities of professionals. And for this you need:

· Firstly, to reconsider the meaning of the concept of "fundamentalization of education", giving it a new meaning and including the science of man and society in the main knowledge base. In Russia, this is far from an easy problem;

· secondly, the formation of systemic thinking, a unified vision of the world without division into "physicists" and "lyricists" will require a counter movement and rapprochement of the parties.

Technical activity needs to be humanized. But the humanities should also take steps towards mastering the universal values accumulated in the scientific and technical sphere. It was the gap in technical and humanitarian training that led to the impoverishment of the humanitarian content of the educational process, the decrease in the creative and cultural level of a specialist, economic and legal nihilism, and ultimately to a decrease in the potential of science and production.

The well-known psychologist V.P. Zinchenko defined the devastating impact of technocratic thinking on human culture as follows: "For technocratic thinking, there are no categories of morality, conscience, human experience and dignity." Usually, when talking about the humanization of engineering education, they mean only an increase in the share of humanitarian disciplines in the curricula of the university. At the same time, students are offered various art history and other humanitarian disciplines, which is rarely directly related to the future activity of an engineer. But this is the so-called "external humanitarianization."

We emphasize that among the scientific and technical intelligentsia, the technocratic style of thinking dominates, which students “absorb” into themselves from the very beginning of their studies at the university. Therefore, they treat the study of the humanities as something secondary, sometimes showing outright nihilism.

Table 1.2

The main directions of reform in the field of science:

Turn towards the person.

· Combat technocratic snobbery.

· Integrate private sciences.

The necessary conditions:

· Revival of the prestige of education.

· Active perception of the sciences of man and society.

· Democratization, demilitarization, de-ideologization.

· Focus on post-industrial development technologies.

Main federal interests

· Harmonious and free development of society members.