1. Bezzubtseva M.M. Program "Energy Management and Engineering of Power Systems" // International Journal of Experimental Education. - 2015. - No. 1. - P. 44–46.
2. Bezzubtseva M.M. Formation of technical competence of undergraduates-agricultural engineers in the study of the energy efficiency of electrical equipment // Success of modern natural science. - 2014. - No. 3. - S. 170-171.
3. Bezzubtseva M.M. Methods of organizing scientific research work of undergraduates-agricultural engineers // International Journal of Experimental Education. - 2015. - No. 4 (part 2). - P. 385.
4. Bezzubtseva MM Engineering processing and storage of agricultural products // International Journal of Experimental Education. - 2016. - No. 11–2. - S. 255–256.
5. Bezzubtseva MM Innovative electrical technologies in the agricultural sector (workshop on electrical engineering calculations) // International Journal of Experimental Education. - 2016. - No. 11–2. - S. 239–241.
6. Bezzubtseva MM Scientific substantiation of the energy efficiency of technological processes (textbook) // International Journal of Experimental Education. - 2016. - No. 11–2. - S. 256–257.
The textbook examines the modern problems of science and education, the solution of which contributes to the sustainable development of the agro-industrial complex - one of the main conditions for the socio-economic stability of society and strengthening the energy security of the agricultural sector of the economy. Energy, economics and ecology are components of sustainable agro-energy development. At the same time, the priority role belongs to reliable and efficient energy supply - the foundation of the agro-industrial complex consumer systems. The specificity of agro-industrial consumer energy requires the introduction of an independent scientific and applied concept of energy efficiency at the enterprises of the industry, the development of special methods of systemic scientific analysis and the introduction of preventive measures to reduce the energy intensity of products. The material presented in the textbook allows future scientists to lay the foundations of knowledge for a deeper and more systematic understanding of the specifics of agro-industrial consumer energy, to continue independent work on the development of these areas. The structure of the chapters of the manual predetermines not only an understanding of the problems of effective development of agro-energy, but also presents a wide range of problematic issues for independent research and practical activities of students. Tutorial recommended for students (master's level) studying at the EPE "Energy Management and Engineering of Power Systems". Can be used in part-time education... It is of interest to specialists and scientific workers dealing with the problems of increasing the energy efficiency of agricultural enterprises.
Bibliographic reference
Bezzubtseva M.M. MODERN PROBLEMS OF SCIENCE AND EDUCATION // International Journal of Experimental Education. - 2017. - No. 4-1. - S. 40-40;URL: http://expeducation.ru/ru/article/view?id=11329 (date of access: 02/01/2020). We bring to your attention the journals published by the "Academy of Natural Sciences"
"EDUCATIONAL-METHODOLOGICAL COMPLEX MODERN PROBLEMS OF SCIENCE AND EDUCATION in the direction: 550,000" Pedagogical education "(Master's degree) Bishkek 2015 UDC BBK U Recommended ..."
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Ministry of Education and Science of the Kyrgyz Republic
Kyrgyz State University. I. Arabaeva
Soros Foundation-Kyrgyzstan
Ecological Movement "BIOM"
TRAINING AND METODOLOGY COMPLEX
MODERN PROBLEMS OF SCIENCE AND EDUCATION
in the direction: 550,000 "Pedagogical education" (magistracy)
Arabaeva This educational and methodological complex of the discipline "Modern problems of science and education" for training undergraduates in the direction: 550,000 "Pedagogical education" was developed with the financial and organizational support of the "Educational reform" program of the Soros-Kyrgyzstan Foundation within the framework of the project implemented by the Ecological Movement " BIOM ".
Director of the "Educational Reform" program of the Soros Foundation-Kyrgyzstan:
Deichman Valentine
Coordinator of the "Educational Reform" program of the Soros Foundation-Kyrgyzstan:
Turarova Nazira
Editorial group:
Abdyrakhmanov T.A. - Doctor of Historical Sciences, prof.;
Konurbaev T.A. - Candidate of Psychol. sciences, associate professor;
Korotenko V.A. - Candidate of Philosophy.
Reviewers:
Bagdasarova N.A. - Cand. psychol. sciences;
Orusbaeva T.A. - Candidate of Pedagogical Sciences, Acting Professor;
Compiled by:
Pak S.N. - Candidate of Pedagogical Sciences, Associate Professor;
Esengulova M.M. - Candidate of Pedagogical Sciences, Associate Professor;
U 91 Training and metodology complex discipline "Modern problems of science and education" in the direction: 550,000 "Pedagogical education" (magistracy). - B .: 2015 .-- 130 p.
ISBN UDC BBK
1.1. Place of discipline in the basic educational program (OOP)
1.2. Goals and objectives of the discipline
2.3. Thematic plan of the discipline
3. TEACHING-METHODOLOGICAL AND MATERIAL AND TECHNICAL EQUIPMENT
DISCIPLINES.4. INSTRUCTIONS FOR PERFORMANCE OF VARIOUS TYPES OF WORK
BY DISCIPLINE.5. CONTROL AND MEASURING MATERIALS OF APPROVAL
TESTS5.1. Knowledge assessment criteria.
5.2. List of qualification tests and used control and measuring materials
6. GLOSSARY OF TERMS (GLOSSARY)
Appendix # 1
1.1 Science and education as cultural values
1.2. Cultural and educational policy: current problems
1.3. The structure of scientific knowledge.
1.3 Foundations of Science
1.4. The dynamics of science as a process of generating new knowledge
1.5 Globalization in education
Appendix 2.1.
Appendix 2.2
Appendix 2.3
Appendix 2.4
Appendix 2.5
Appendix 2.6
Appendix 2.8
Appendix # 2
1. ANNOTATION OF THE TEACHING AND METHODOLOGICAL COMPLEX
1.1. The place of the discipline in the basic educational program (OEP) The discipline "Modern problems of science and education" refers to the disciplines of the basic part of the general scientific cycle. The study of this discipline is based on mastering the disciplines of the basic part of the professional cycle of the training direction 550,000 "Pedagogical education" by undergraduates.
The discipline "Modern problems of science and education" is basic for all subsequent disciplines of the professional cycle, as well as for the productive conduct research activities and writing a master's thesis.
1.2. Goals and objectives of the discipline.
The discipline focuses on the following types professional activity:
Educational and educational,
Socio-pedagogical, and its study contributes to the solution typical tasks professional activity.
The purpose of the discipline:
The formation of future masters of scientific thinking, ideas about the current problems of pedagogical science as part of humanitarian knowledge, the value foundations of their professional activities, as well as the readiness to solve educational and research problems.
Discipline objectives:
To acquaint undergraduates with the modern situation in science and education;
Determine the place of science and education in the cultural development of society;
To develop the research competence of teachers;
Contribute to the development of the teacher's reflective culture.
2. WORKING PROGRAM OF THE DISCIPLINE.
Requirements for the level of mastering the discipline correlate with the qualification characteristics of a specialist, determined by the State Educational Institution of Higher Professional Education.2.1. Requirements for the results of mastering the discipline:
the process of studying the discipline is aimed at the formation of the following competencies:
a) universal:
General scientific (OK):
is able to understand and critically evaluate theories, methods and research results, use an interdisciplinary approach and integrate the achievements of various sciences to obtain new knowledge (OK-1);
is able to create and develop new ideas, taking into account the socio-economic and cultural consequences, phenomena in science, technology and technology, the professional sphere (OK-5);
Instrumental (IR):
is ready to make organizational and managerial decisions and assess their consequences, develop plans for complex activities taking into account the risks of an uncertain environment (IK-5);
Socio-personal and general cultural (SLK) is able to critically assess, determine, broadcast general goals in professional and social activities (SLK-2);
is able to put forward and develop initiatives aimed at developing the values of a civil democratic society, ensuring social justice, resolving worldview, socially and personally significant problems (SLK-3);
As a result of studying the discipline, the undergraduate must:
Modern scientific and educational paradigms;
Modern guidelines for the development of education;
Theoretical foundations of the organization of research activities.
Analyze trends in modern science;
Determine promising areas of scientific research in the pedagogical field;
Use experimental and theoretical research methods in professional activities;
Adapt modern scientific achievements to the educational process.
Modern research methods;
Methods of comprehending and critical analysis of scientific information;
Skills to improve and develop their scientific potential.
2.2. The structure and complexity of the discipline.
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Section 1. Science as a sociocultural phenomenon
1.1 Science and education as cultural values Key questions What is education?
What skills does a "cultured person" have?
What is the value of education for study and life, for the individual and for society?
What do the experts say?
Science and education as cultural values In order to determine the mechanisms of the influence of education on the formation of personality, it is necessary to determine what education is.
In modern psychological and pedagogical literature, education is interpreted as follows:
Education is a process aimed at expanding the possibilities of a competent choice of an individual life path and self-development of the individual (A.G. Asmolov);
Education is a process and result of a goal-oriented, pedagogically organized and planned socialization of a person (B.M.Bim-Bad, A.V. Petrovsky);
Education is the creation by a person of the image of the world in himself by actively placing himself in the world of objective, social and spiritual culture (AA.
Verbitsky);
Education is a mechanism for mastering culture (P.G. Shchedrovitsky).
Revealing the essential status of education is possible only by referring to it as a phenomenon of cultural creativity. Culture and education are closely related to each other.
A cultured person is an educated person. “Education as training, upbringing, formation is the main cultural form of human existence, it lies at its foundation. It is impossible to imagine human life without the transfer of cultural samples and ways of human interaction with the world, carried out in the educational space. " Education acts not only as a means of transmitting culture, but also itself forms a new culture, develops society.
The implementation of a progressive trend in the development of education is associated with a consistent rethinking of the following traditional functions of education: 1) translation and reproduction of truth in the form of ready-made knowledge, skills, and abilities; 2) total control over the child; 3) the vision in the teacher of the subject of pedagogical activity, and in the student - the object of his influence.
An alternative model today is a humanistic, co-creative model of education, defined by the following functions: 1) the discovery of problematicity and meanings in the realities surrounding a person; 2) creation of conditions for free choice of spheres of familiarization with social and cultural values; 3) creating conditions for co-creative communication between a teacher and a student for the formulation and solution of essential issues of life; 4) cultivation of all kinds of creative activity of both the teacher and the student.
Since the 1960s. Russian psychology and pedagogy were enriched with the ideas of dialogue, cooperation, joint action, and respect for the individual. The reorientation of pedagogy towards a person and his development, the revival of humanistic traditions are the basis for a qualitative renewal of the educational process.
The following cultural and humanistic functions of education can be distinguished:
development of spiritual forces, abilities and skills that allow a person to overcome life contradictions;
the formation of character and moral responsibility in situations of adaptation and development of the social and natural sphere;
mastering the means necessary to achieve intellectual and moral freedom and personal autonomy;
creation of conditions for the self-development of creative individuality and the disclosure of spiritual potencies.
Watch the program "Observer" (Culture channel) topic: About education or interviews with Sh. Amonashvili and D. Shatalov (July 1, 2013). (Appendix # 2)
Write a short summary of the specified article and programs, including the following points:
Required literature:
Zlobin N.S. Culture and social progress. M., 1980.
Lotman Yu.M. Culture and time. M., "Gnosis", 1992.
Kuhn T. The structure of scientific revolutions. M., Progress, 1975.
Gershunsky B.S. Philosophy of Education for the 21st Century. M., 1998.
1.2. Cultural and educational policy: topical issues Key issues
What is education policy?
What is included in the concept of cultural policy?
What do the experts say?
Changing the nature of educational policy.
Educational policy in its usual sense is a set of necessary measures to maintain the functioning and development of the education system. In its extreme meaning, educational policy is a nationwide system of values, goals and priorities in education and the development of mechanisms for their effective implementation. It is social values and priorities (in their broadest sense) that are of primary importance in educational policy.
As a result, education itself is built up under them in its three main essences, hypostases - as a social institution, as an education system and as educational practice. At the same time, the nationwide educational policy in its true sense is the resultant of its two components - state and public, that is, state-public policy. In other words, educational policy is a field of active interaction between the state and society for the implementation of social values, goals and priorities in education.
The main features of the current educational policy:
1. its purely departmental character, isolation from genuine state and public demands in the field of education, from the needs and interests of the educational community;
2. uncertainty, indistinctness of its initial socio-political and socio-pedagogical positions; hence - the lack of independence and conformism of educational policy, the dominance in it of His Majesty the Apparatus and various kinds of lobbies - university, academic, etc .;
3. lack of strategic thinking and systemic vision of problems; hence - the sporadic nature and reactivity of educational policy, its ragged, patchwork character, its tail-style, movement on a trailer near the departing train of Russian educational life;
Obviously, no changes in school affairs are possible without fundamental changes in the current educational policy. This policy cannot be in the service of the department and its apparatus. It should be placed at the service of the state and society, school, and the younger generations.
Self-study assignment:
Write a short resume including the following points: Write a short resume including the following points: 1. What was important? 2.What was new?
3. What questions do you have? 4.What do you disagree with and why?
Seminar lesson:
Isolation of the problem.
Educational and cultural policy of the country. Who initiates?
What are the principles of the educational policy of the Kyrgyz Republic?
Questions for discussion on the proposed articles:
1. What was important? 2.What was new? 3. What questions do you have? 4.What do you disagree with and why?
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1.3. The structure of scientific knowledge. Foundations of Science.
Key questions What is knowledge?
What is scientific knowledge?
What is the difference between knowledge and information?
What is included in the concept of "the basis of science", formulate.
In a scientific search, what can be the basis?
What do the experts say?
Analysis of the structure of scientific knowledge shows its three-level nature (empirical, theoretical, metatheoretical level) and n-layering of each of the levels. In this case, it is characteristic that each of the levels is sandwiched, as it were, between two planes (below and above). The empirical level of knowledge is between sensory knowledge and the theoretical, the theoretical level is between the empirical and the metatheoretical, and finally, the metatheoretical level is between the theoretical and the philosophical. Such "tightness", on the one hand, significantly limits the creative freedom of consciousness at each of the levels, but at the same time, it harmonizes all levels of scientific knowledge with each other, giving it not only internal integrity, but also the possibility of organic integration into a wider cognitive and sociocultural reality.
Three main levels in the structure of scientific knowledge (empirical, theoretical, metatheoretical) have, on the one hand, relative independence, and, on the other hand, an organic relationship in the process of functioning of scientific knowledge as a whole. Speaking about the relationship between empirical and theoretical knowledge, we emphasize once again that there is irreducibility between them in both directions. Theoretical knowledge is not reducible to empirical knowledge due to the constructive nature of thinking as the main determinant of its content. On the other hand, empirical knowledge is not reducible to theoretical knowledge due to the presence of sensory knowledge as the main determinant of its content. Moreover, even after a specific empirical interpretation of a scientific theory, there is only its partial reducibility to empirical knowledge, because any theory is always open to other empirical interpretations.
Theoretical knowledge is always richer than any finite set of its possible empirical interpretations.
Formulating the question of what is primary (and what is secondary):
empirical or theoretical - wrong. It is a consequence of the previously adopted reductionist attitude. An equally wrong attitude is global anti-reductionism, based on the idea of incommensurability of theory and empiricism and leading to boundless pluralism. Pluralism, however, only becomes fruitful when supplemented by ideas of consistency and integrity. From these positions, new empirical knowledge can be "provoked" (and this is convincingly shown by the history of sciences) both by the content of sensory cognition (data from observation and experiment) and by the content of theoretical knowledge. Empiricism absolutizes the first type of "provocation", theoreticism - the second.
A similar situation takes place in the understanding of the relation scientific theories and metatheoretical knowledge (in particular, between scientific-theoretical and philosophical knowledge). Here, in their extreme versions, both reductionism and anti-reductionism are also untenable.
The impossibility of reducing philosophy to scientific and theoretical knowledge, which the positivists stand for, is due to the constructive nature of philosophical reason as the main determinant of the content of philosophy.
The impossibility of reducing scientific theories to "true" philosophy, on which natural philosophers insist, is due to the fact that the most important determinant of the content of scientific and theoretical knowledge is such an "independent player" as empirical experience. After a certain concrete-scientific interpretation of philosophy, there is only a partial reducibility of it to science, for philosophical knowledge is always open to its various scientific and non-scientific interpretations.
Thus, in the structure of scientific knowledge, three levels of knowledge that are qualitatively different in content and functions can be distinguished: empirical, theoretical and metatheoretical. None of them is reducible to the other and is not a logical generalization or consequence of the other. However, they form a coherent whole.
The way to make such a connection is the procedure of interpreting the term of one level of knowledge in terms of others. The unity and interconnection of these three levels provides for any scientific discipline its relative independence, stability, and the ability to develop on its own basis. At the same time, the metatheoretical level of science provides its connection with the cognitive resources of the present culture.
Foundations of Science.
Science, on the one hand, is autonomous, but on the other, it is included in the cultural system.
These qualities are due to its foundations. The following components of the foundations of science are distinguished: methodological, ideals and norms of scientific activity, scientific pictures of the world, philosophical foundations, sociocultural foundations.
Methodological foundations are a system of principles and methods of scientific research, on the basis of which the process of obtaining scientific knowledge is carried out.
Science acquires the quality of autonomy only when its development begins to be based on its own methodological foundations. In the early stages of the formation of science, philosophical positions act as the bases. In modern times, its own methodological foundations are being formed, which allowed science to acquire independence both in setting the tasks of scientific research and in ways of solving them.
R. Descartes was one of the first to draw attention to the "guiding principles" of scientific activity. In his Discourse on Method, he introduces four basic principles of scientific activity: never take for granted what is clearly not sure; to divide each problem chosen for study into as many parts as possible and necessary for its best solution; to start with the objects of the simplest and easily knowable and gradually ascend to the knowledge of the most complex;
make lists as comprehensive as possible and reviews so comprehensive as to be sure nothing is overlooked.
I. Newton was clearly aware of the need for methodological reflection, substantiation and introduction of methodological rules.
Thus, science develops on the basis of methodological provisions, principles, rules that determine the "technology" of obtaining scientific knowledge.
Ideals and norms of scientific activity. Like any activity, scientific knowledge is governed by certain ideals and standards, which express ideas about the goals of scientific activity and the ways to achieve them.
Types of ideals and norms of science:
1) cognitive attitudes that regulate the process of reproducing an object in various forms of scientific knowledge;
2) social standards.
These two aspects of the ideals and norms of science correspond to two aspects of its functioning: as a cognitive activity and as a social institution.
The ideals and norms of research form an integral system with a rather complex organization. By defining the general scheme of the method of activity, ideals and norms regulate the construction of various types of theories, the implementation of observations and the formation of empirical facts.
At the same time, the historical variability of ideals and norms, the need to develop new regulations for research gives rise to the need for their comprehension and rational explication. The result of this reflection on the normative structures and ideals of science are methodological principles, in the system of which the ideals and norms of research are described.
The scientific picture of the world is a set of ideas about reality, obtained in the process of empirical and theoretical study different areas of reality.
NCM is formed on the basis of created scientific theories and has an active influence on scientific research, structure and content of scientific theories of the future.
A generalized characteristic of the subject of research is introduced into the CM by means of ideas: 1) about fundamental objects, of which all other objects studied by the corresponding science are assumed to be constructed; 2) about the typology of the studied objects; 3) about the general laws of their interaction; 4) about the space-time structure of reality.
All these ideas can be described in the system of ontological principles, through which the picture of the investigated reality is explicated and which act as the basis of scientific theories of the corresponding discipline.
The transition from mechanical to electrodynamic, and then to a quantum-relativistic picture of physical reality was accompanied by a change in the system of ontological principles of physics.
The picture of the world can be considered as a certain theoretical model of the investigated reality. But this is a distinct model, different from the models underlying specific theories. They differ: 1) in the degree of generality: many theories, including fundamental ones, can be based on the same picture of the world, and 2) a special picture of the world can be distinguished from theoretical schemes by analyzing the abstractions that form them (ideal objects).
Philosophical foundations of science. The inclusion of science in the system of culture, first of all, presupposes its philosophical substantiation, the foundation of which is philosophical categories and ideas.
As the philosophical foundations of science, one can single out ontological, epistemological, methodological and axiological components. At a specific stage in the development of science, it is not influenced by all of these foundations, but only a certain part of them. For classical science of the XX century. gnoseological problems were significant, revealing the specifics of subject-object relations, as well as the problems of understanding the truth. For modern post-non-classical science, axiological philosophical statements, problems of the relationship between values and knowledge, and ethical problems are of interest.
Thus, the philosophical foundations of science should not be identified with the general body of philosophical knowledge. From the vast field of philosophical problems, science uses only a few ideas and principles as substantiating structures.
In other words, philosophy in relation to science is oversupplied, because it discusses not only the problems of scientific knowledge. At the same time, science influences the development of philosophy, contributes to the philosophical foundations.
Socio-cultural foundations of science. The question of how and how culture acts as the basis of science can be considered in two aspects - civilizational and cultural. From the point of view of a civilizational approach, it can be stated that science is not in demand in a traditional society. Science receives a powerful impetus for its development in the conditions of a technogenic civilization, where the growth of scientific knowledge and its technological application are the highest value and the most important basis for the life of a technogenic civilization. The question of the socio-cultural foundations of science can be approached from the standpoint of three key types of culture - ideational, idealistic and sensual, which P. Sorokin considers in his work “Sociocultural dynamics.
He calls the ideational unified system of culture based on the principle of supersensitivity and superintelligence of God. Sorokin calls an idealistic system of culture based on the premise that objective reality partly supersensible and partly sensual. The sensory system of culture, to a greater extent than the previous ones, stimulates the development of science, for this culture, says Sorokin, is based and unites around the new principle "objective reality and its sense are sensory." So, socio-cultural attitudes have an impact on science: they can either contribute to its development, or hinder it. This indicates that science is included in the system of culture and, despite its autonomy, is an organic part of it.
Self-study assignment:
Required literature:
Vernadsky V.I. Selected works on the history of science. M., Science, 1981.
P.P. Gaidenko Evolution of the concept of science (XVII ... XVIII centuries). M., Science, 1981.
I. Nizovskaya, N. Zadorozhnaya, T. Matokhina. Learning to think critically. B., 2011.
Seminar lesson:
Highlighting the problem:
Knowledge, information and thinking their role in education?
How to shape scientific thinking?
Questions for discussion on proposed articles and broadcasts:
1. What was important? 2.What was new? 3. What questions do you have? 4.What do you disagree with and why?
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Write a reasoned essay on the topic: "The school must teach thinking."
In small groups, make a group presentation, a concept on the topic:
"Scientific thinking is ..."
1.4. Dynamics of science as a process of generating new knowledge. Scientific traditions and scientific revolutions.
Key questions:
What is the difference between the concepts of "dynamics" and "statics"?
What is the mechanism of cognition?
What is the role of thinking in the formation of knowledge?
What are the “tools” for the formation of knowledge?
What is tradition? revolution?
What is the impact of tradition and revolution on the development of science?
What do the experts say?
THE DYNAMICS OF SCIENCE AS A PROCESS OF GENERATION OF NEW KNOWLEDGE
The most important characteristic of scientific knowledge is its dynamics, i.e. its growth, change, development, etc. The development of knowledge is a complex process that includes qualitatively different stages. So, this process can be viewed as a movement: from myth to logos, from logos to "pre-science", from "pre-science" to science, from classical science and non-classical and further to post-non-classical, from ignorance to knowledge, from shallow, incomplete knowledge to more deep and perfect.In Western philosophy of science of the second half of the 20th century, the problem of growth, the development of knowledge is central and is presented especially clearly in such currents as evolutionary (genetic) epistemology and post-positivism.
Evolutionary epistemology is a direction in Western philosophical and epistemological thought, the main task of which is to identify the genesis and stages of development of knowledge, its forms and mechanisms in an evolutionary manner, in particular, to build on this basis the theory of evolution of a unified science.
The dynamics of scientific knowledge can be represented as a process of formation of primary theoretical models and laws. I. Lakatos noted that the process of formation of primary theoretical models can be based on three kinds of programs - the Euclidean program (Euclidean system), empiricist and inductivist, and all three programs proceed from the organization of knowledge as a deductive system.
The Euclidean program proceeds from the fact that everything can be deduced from a finite set of trivial statements, consisting only of terms with a trivial semantic load, therefore it is usually called a program of trivialization of knowledge.
She works only with true judgments, but cannot master assumptions or refutations.
The empiricist program is built on the basis of the basic provisions of a well-known empirical nature. If these positions turn out to be false, then this assessment penetrates the upper levels of the theory through the channels of deduction and fills the entire system. Both of these programs are based on logical intuition.
The Inductive Program, Lakatos notes, arose as an effort to construct a channel through which truth "flows" upward from basic positions, and thus to establish an additional logical principle, the principle of retransmission of truth. However, in the course of the development of science, inductive logic was replaced by probabilistic logic.
The formation of scientific laws, as well as the development of particular laws into problems, suggests that an experimentally or empirically grounded hypothetical model turns into a scheme. Moreover, theoretical schemes are introduced at first as hypothetical constructions, but then they are adapted to a certain set of experiments and in this process are substantiated as a generalization of experience. This is followed by the stage of applying a hypothetical model to the qualitative variety of things, i.e.
qualitative expansion, then - the stage of quantitative mathematical formalization in the form of an equation or formula, which marks the phase of the emergence of the law.
Thus, the growth of scientific knowledge can be represented as the following diagram:
model – scheme – qualitative and quantitative extensions - mathematization of the law formulation. Moreover, one of the most important procedures in science is the substantiation of theoretical knowledge.
In relation to logic scientific discovery a very common position associated with the refusal to search for rational foundations of a scientific discovery. In the logic of discoveries, a large place is given to bold guesses, they often refer to the switching of gestalts ("samples") to analog modeling, point to the heuristics and intuition that accompanies the process of scientific discovery.
So, the mechanism for generating new knowledge includes the unity of empirical and theoretical, rational and intuitive, constructive and modeled components of cognition.
Scientific traditions and scientific revolutions
The model of the growth of scientific knowledge by T. Kuhn is of particular interest. Dividing the existence of science into two periods - normal (paradigmatic) and extraordinary or revolutionary, he, as is known, pointed out a number of essential characteristics of these periods. Within the framework of the period of normal science, a scientist works within the rigid framework of a paradigm, understood as a set of methods, knowledge, models for solving specific problems, values shared by the entire scientific community.
In other words, the paradigm in this case is identical to the concept of "tradition". It is she who helps the scientist to systematize and explain the facts, to improve the methods of solving emerging problems and tasks, to discover new facts based on the predictions of the prevailing theory. The period of paradigmatic (normal) science "does not set itself the goal of creating a new theory ...". Then how to explain their appearance? Kuhn gives an answer to this naturally arising question, explaining that a scientist, acting according to the rules of the dominant paradigm, accidentally and incidentally comes across phenomena and facts that are inexplicable from her point of view, which ultimately leads to the need to change the rules of scientific explanation and research. It turns out, according to Kuhn's logic, that the paradigm (or tradition), although it does not have the goal of creating new theories, nevertheless contributes to their appearance.
However, the theory of science is replete with examples of just the opposite action - when a paradigm, setting a certain "angle" of vision, narrows, so to speak, the scientist's vision and everything outside of it is simply not perceived, or if it is perceived, then it is "adjusted" under the existing traditional point of view, which often leads to misconceptions.
The designated problem posed a task for the philosophers of science - to find out the mechanisms of correlation between traditions and innovations in science. As a result of understanding this problem, two important ideas arose: the diversity of scientific traditions and the structure of innovations, their interaction on the basis of continuity.
Much credit in this matter belongs to Russian philosophers of science.
So, in the works of V.S. Stepin and M.A. Rozova speaks about the diversity of traditions and their interaction.
Traditions differ, first of all, in the way of their existence - they are either expressed in texts, monographs, textbooks, or do not have a clearly expressed verbal means (means of language) of existence. This idea was expressed in one of his most famous works "Implicit Knowledge" by Michael Polani. Based on these ideas of M. Polani and developing the concept of scientific revolutions by T. Kuhn, M.A. Rozov puts forward the concept of social relay races, where a relay is understood as the transfer of any activity or form of behavior from person to person, from generation to generation by reproducing certain patterns.
In relation to the philosophy of science, this concept acts as a set of interacting "programs", partially verbalized, but mainly set at the level of samples, passed on from one generation of scientists to another. He distinguishes two types of such patterns: a) action patterns and b) product samples. Action patterns allow you to demonstrate how certain scientific operations are performed. And here is how they are conceived, how axioms, guesses, "beautiful" experiments appear - that is, all that constitutes the moment of creativity is impossible to convey.
Thus, it turns out that the paradigm, or scientific tradition, is not a rigid system, it is open, includes both explicit and implicit knowledge, which the scientist draws not only from science, but also from other spheres of life, his personal interests. preferences due to the influence of the culture in which he lives and creates. Thus, we can talk about the diversity of traditions - scientific in general, traditions adopted in a particular science, and traditions conditioned by culture, and they all interact, i.e. are influenced by them.
How does innovation arise? Let us turn to the concept of M.A. Rozov, who, first of all, clarifies what “innovation” is. Innovation as new knowledge in its structure includes ignorance and ignorance. “Ignorance” is a moment in the process of cognition when a scientist knows what he does not know and thinks over a series of purposeful actions using the already existing knowledge about certain processes or phenomena.
The new received in this case acts as an extension of knowledge about something already known.
Ignorance is "not knowing what you do not know." In science, it often happens that some phenomena are discovered that cannot be explained with the help of existing knowledge, procedures of the cognitive process. For example, the discovery of "black holes"
astrophysicists allowed to talk about this phenomenon in terms of "we do not know how to explain this phenomenon, which of the known refers to this phenomenon."
Ignorance excludes a purposeful, organized search, the application of existing methods, the construction of a research program - it is beyond the capabilities of a scientist's cognitive activity in this tradition. How is this problem overcome if new discoveries in science still become the property of knowledge?
M.A. Rozov points to the following ways to overcome it:
The path (or concept) of the alien. A scientist comes to some science from another field, who is not bound by its traditions and is able to solve problems with the help of the methods and traditions of "his" (from which he came) field of science. Thus, he works in the tradition, but applies it to another area, making a "montage" of methods from different areas of science. It is no secret that many of the latest discoveries in the field of natural science became new scientific discoveries precisely at the junction, for example, of physics and astronomy, chemistry and biology ...
The path (or concept) of side effects. Often scientists working in one field accidentally stumble upon results that they did not plan and are unusual in the tradition in which they work. This unusualness requires an explanation, and then scientists turn to tradition or even the traditions of other traditions that have developed in cognition for help.
The third way (or concept) is “transferring traffic”. Often the side results obtained within the framework of one tradition are unpromising and useless for it, but they may turn out to be important for the tradition of another area of knowledge.
This technique of M.A. Rozov calls "movement with transplantation" of some traditions to others, as a result of which new knowledge arises.
All of the above allows us to draw the following conclusions: innovations in science are possible only within the framework of traditions (which confirms the idea of T. Kuhn), however, there is a variety of traditions, which allows us to speak of interdisciplinarity (interaction of traditions) as the most important condition for obtaining new knowledge.
According to the results and the degree of their influence on the development of science, scientific revolutions are divided into global scientific revolutions and “micro-revolutions” in individual sciences; the latter lead to the creation of new theories only in one or another area of science and change ideas about a certain, relatively narrow, circle of phenomena, without exerting a significant influence on the scientific picture of the world and the philosophical foundations of science as a whole.
Global scientific revolutions lead to the formation of a completely new vision of the world and entail new ways and methods of cognition. A global scientific revolution may initially occur in one of the fundamental sciences (or even shape this science), turning it into a leader in science. In addition, one should take into account the fact that scientific revolutions are not a short-term event, since fundamental changes require a certain time.
The first scientific revolution took place in an era that can be called a turning point - the 15th-16th centuries. - the time of transition from the Middle Ages to the New Time, which later became known as the Renaissance. This period was marked by the emergence of the heliocentric teaching of the Polish astronomer Nicolaus Copernicus (1473 His teaching turned the previous picture of the world, based on the geocentric system of Ptolemy - Aristotle, the fact that the Earth is one of the planets moving around the Sun in circular orbits and at the same time rotating around its axis, but also to the important idea of motion as a natural property of celestial and terrestrial objects, subject to the general laws of unified mechanics. Aristotle about a stationary "prime mover" that allegedly sets the universe in motion. In turn, this discovery revealed the inconsistency of the principle of cognition, based on direct observation and trust in the readings of sensory data (we visually see that the Sun "walks" around the Earth), and indicated on the fruitfulness of a critical attitude towards indications of the senses.
Thus, Copernicus's doctrine was a revolution in science, since his discovery undermined the basis of the religious picture of the world, proceeding from the recognition of the central position of the Earth, and, consequently, the place of man in the universe as its center and ultimate goal. In addition, the religious doctrine of nature contrasted earthly, perishable matter - heavenly, eternal, unchanging.
Nevertheless, Copernicus could not help but follow certain traditional views of the universe. So, he believed that the Universe is finite, it ends somewhere in a solid sphere, to which the stars are somehow attached.
Almost a hundred years passed before another great thinker of this period, so fruitful for bold ideas and discoveries, managed to "surpass" Copernicus.
Giordano Bruno (1548-1600) in his work "On the infinity of the Universe and the worlds" outlined the thesis about the infinity of the Universe and about the many worlds that may be inhabited.
This scientific work is also a contribution to the first scientific revolution, accompanied by the destruction of the previous picture of the world.
The second scientific revolution, which began in the 17th century, stretched out for almost two centuries. It was prepared by the ideas of the first scientific revolution - in particular, the posed problem of movement becomes the leading one for scientists of this period. Galileo Galilei (1564-1642) destroyed the principle generally recognized in science of that time, according to which the body moves only when there is an external influence on it, and if it stops, then the body stops (Aristotle's principle, which is quite consistent with our everyday experience). Galileo formulated a completely different principle: a body is either at rest, or moves without changing the direction and speed of movement, if no external influence is made on it (the principle of inertia). And again we see how there is a change to the very principle of research activity - not to trust the testimony of direct observation.
Such discoveries as the discovery of the weight of air, the law of oscillation of a pendulum, and a number of others, were the result of a new research method - experiment (see Lecture No. 3 about this). Galileo's merit lies in the fact that he clearly pointed out that belief in authorities (in particular, Aristotle, the Church Fathers) hinders the development of science, that the truth is revealed by studying nature through observation, experiment and reason, and not by studying and comparing the texts of ancient thinkers (or the Bible).
The second scientific revolution ended with the scientific discoveries of Isaac Newton (1643-1727). The main merit of his scientific activity lies in the fact that he completed the work begun by Galileo on the creation of classical mechanics. Newton is considered the founder and creator of the mechanistic picture of the world, replacing Aristotle-Ptolemaic. Newton was the first to discover the universal law - the law of universal gravitation, which obeyed everything - small and large, earthly and heavenly.
His picture of the world was striking in its simplicity and clarity: everything superfluous was cut off in it - the dimensions of the heavenly bodies, their internal structure, the violent processes taking place in them, the masses and distances between their centers, connected by formulas, remained.
Newton not only completed the process of changing the scientific picture of the world, which began with Copernicus, not only approved new principles of scientific research - observation, experiment and reason - he was able to create a new research program. In his work "Mathematical Principles of Natural Philosophy", he sets out his research program, which he calls "experimental philosophy", which indicates the decisive importance of experience, experiment in the study of nature.
Discoveries in physics, astronomy, mechanics gave a powerful impetus to the development of chemistry, geology, and biology.
The mechanistic picture of the world, however, remained, in Kuhn's language, a paradigm until the end of the 19th century. During this period, a number of discoveries took place, which later prepared a blow to the mechanistic picture of the world. The idea of development marks the third scientific revolution in natural science (XIX-XX centuries). This idea began to make its way, first in geology, then in biology, and it culminated in evolutionism. Then scientists proclaimed the principle of the universal connection of processes and phenomena that are present in nature. It is confirmed by discoveries: the cellular theory of the structure of organisms, the law of the transformation of one form of energy into another, proving the idea of unity, the interconnectedness of the material world,
- in a word, there is a dialectization of natural science, which is the essence of the third scientific revolution. At the same time, there was a process of cleansing natural science from natural philosophy. Ultimately, the third scientific revolution destroyed the mechanistic picture of the world, based on the old metaphysics, opening the way for a new understanding of physical reality.
The fourth scientific revolution began with a whole cascade of scientific discoveries at the end of the 19th and 20th centuries. Its result is the destruction of classical science, its foundations, ideals and principles and the establishment of a non-classical stage, characterized by quantum-relativistic concepts of physical reality.
Thus, the first scientific revolution was accompanied by changes in the picture of the world; the second, although it was accompanied by the final formation of classical natural science, contributed to the revision of the ideals and norms of scientific knowledge; the third and fourth led to a revision of all the indicated components of the foundation of classical science.
Self-study assignment:
Read the article by N.B. Novikov The relationship between intuition and logic in the process of generating new scientific knowledge. ((Appendix # 1) Write a short summary, including the following points: 1. What was important? 2. What was new? 3. What questions have arisen? 4. What do you disagree with and why?
Required literature:
P.P. Gaidenko Evolution of the concept of science (Antiquity and the Middle Ages) M., Nauka, 1981.
Kuhn T. The structure of scientific revolutions. M., Progress, 1975. A.A. Brodny Another how to understand you? - M .: Knowledge, 1990 .-- P. 40.
D. Halpern, "The Psychology of Critical Thinking" - St. Petersburg, 2000
Seminar lesson:
Isolation of the problem.
Discussion of the article: Novikov N.B. The ratio of intuition and logic in the process of generating new scientific knowledge. (Appendix # 1).
Discussion of the "Observer" program. Topic: Interesting about raising children.
(Appendix # 2).
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Assignment for work in small groups: Create a concept map on the topic: "What is important for science: intuition or logic?"
1.5. Globalization in education
Key questions:
What is globalization?
What is sustainable development?
What do the experts say?
There are several points of view of the emergence of such a process as globalization.
In the interpretation of M. Steger, the first (prehistoric) period of globalization covers the III - V millennium BC; the second period - fifteen centuries after the birth of Christ (early globalization); third period - 1500 - 1750
(pre-modern globalization); the fourth period - 1750s - 70s of the XX century (globalization of the modern era) and the fifth (modern) period - the time period from the 1970s of the last century to the present day.
In another opinion, the process and, accordingly, the very concept of globalization was first expressed only in 1983 by the American T. Levitt in his article "Harvard Business Review". He characterized globalization as the process of merging markets for individual products produced by transnational corporations (TNCs) 575. However, this concept was fixed as one of the stereotypes of consciousness in the second half of the 90s. It began to be introduced into active circulation since 1996, after the 25th session of the World Economic Forum in Davos.
In 1997, the Moscow weekly "Expert" noted: "Globalization" is a world terminological hit of this year, sung in all languages in all ways ... The exact generally accepted definition has not yet been worked out. "It, apparently, cannot be worked out, because everything that circulates in the mass consciousness, which deals not with concepts, but with logical representations, it does not lend itself to a rigorous definition.
In 1998, K. Annan said: “For many, our era differs from all previous ones by the phenomenon of globalization. to designate the transformation of the world economy from the sum of national economies linked by the exchange of goods into a single production zone and a "single global market" In 1998, J. Sachs characterized globalization as a "genuine economic revolution" 15 years.
Currently, there are several dozen definitions of the concept of "globalization". J. Soros, one of the authoritative experts on this problem, believes that "globalization is a too often used term that can be given a variety of meanings." But the most accurate and successful is the definition of M. Delyagin, which (slightly modifying it) can be formulated as follows: globalization is the process of forming a single (world, but at the same time - having clear and rather narrow boundaries) military-political, financial-economic and information space, functioning almost exclusively on the basis of high and computer technologies.
A.I. Utkin in the book "The World Order of the XXI Century" gives such a definition to this concept.
Globalization is a merger of national economies into a single, global system based on a new ease of capital movement, on a new information openness of the world, on a technological revolution, on the commitment of developed industrial countries to liberalize the movement of goods and capital, based on communication convergence, a planetary scientific revolution, international social movements, new types of transport, implementation of telecommunication technologies, international education.
M.V. Korchinskaya believes that globalization is a consequence of the development of civilization. Communication compression of the world; the sharply increased degree of interdependence of modern society; strengthening the process of interaction between different cultures; "denationalization" of international relations, the strengthening of the role of transnational corporations - this is not a complete list of the factors of globalization.
Thus, by globalization we mean the gradual transformation of the world space into a single zone, where capitals, goods, services move freely, where ideas freely spread and their carriers move, stimulating the development of modern institutions and polishing the mechanisms of their interaction.
Globalization, therefore, implies the formation of an international legal, cultural and informational field, a kind of infrastructure for interregional, incl. information, exchanges. Globalization is designed to give the world community a new quality, and understanding this process will allow a person to better navigate in an era of changing worldviews. From this point of view, globalization appears to be an attractive process that promises the peoples of mutual benefit and benefit.
Self-study assignment:
main problems and ways to solve them "(Appendix # 1)
3. For the articles read, write a short summary, including the following points:
1. What was important? 2.What was new? 3. What questions do you have? 4.What do you disagree with and why?
Required literature:
Aleksashina A.V. Global education: ideas, concepts, perspectives. S.-P., 1995.
Altbach, F.G. Globalization and the University: Myths and Realities in the World of Inequality / F.G. Altbach // Almamater. - 2004. - No. 10. - S. 39-46.
Bauman Z. Globalization: Consequences for Man and Society. - M. 2004.
Beck U. What is globalization. - M .: Progress-Tradition. 2001.
Seminar lesson:
Isolation of the problem.
What is the role of globalization in education?
The impact of globalization on sustainable development of individuals and society?
Discussion of the article: Gordon Friedman “Issues of globalization of education:
main problems and ways to solve them "
Issues for discussion:
1. What was important? 2.What was new? 3. What questions do you have? 4.What do you disagree with and why?
Solution:
Write an analytical essay on the topic: "The sustainable development of the country influences ..." and prepare for the presentation.
In small groups, prepare a stand-presentation "The Impact of Globalization on Education and Sustainable Development of the Country" and conduct the presentation in the form of a tour of the gallery.
Section 2. Modern problems of pedagogical science.
2.1. Competence-based approach in education: problems, concepts, tools Key words: competence, competencies, competence-based approach, key competencies.
The essence of the competence-based approach in education, its determination by modern socio-cultural processes. Challenges of modern society.
Methodology for creating a new generation of SES VPO. Building standards based on a competency-based approach.
Features of state educational standards of a new generation of secondary schools, primary and secondary institutions vocational education;
problems of their development and implementation.
Challenges of modern society.
Timely receipt of reliable information and adequate perception of new information are becoming more and more important tasks of organizing the world community every decade. Now it is no longer enough to pass on to the younger generation the most important knowledge accumulated by mankind. It is necessary to develop the skills of highly effective self-education, which makes it possible not from case to case, but to constantly monitor the changes taking place in the world.
One of the main tasks of education is to teach everyone to keep up with life and at the same time to deeply and diversifiedly perceive the life experience passed on from generation to generation.
In this regard, the goals of education should be adjusted: along with the "knowledge" paradigm, focused on general education, to the competence paradigm that ensures the formation of the student's personal qualities (competencies) that would ensure his readiness for social and individual self-determination in a dynamic environment. the changing multicultural interaction characteristic of the informational post-industrial society.
The Declaration of the UNESCO World Conference on Education for Sustainable Development (March - April 2009, Bonn) notes that “… in the first decade of the 21st century, the world faces significant, complex and interrelated development and lifestyle challenges and challenges. The global financial and economic crises have highlighted the riskiness of unsustainable models and systems of economic development based on short-term gains. Difficulties arise from false values generated by unstable models of society. Building on the agreements reached in Jomtien, Dakar and Johannesburg, we need to come to common agreements on education that will enable people to understand the need for change ... such education must be of high quality, providing values, knowledge, skills and competencies for a sustainable life in society. "
For the first time the concept of "competence" and "key competencies" began to be used in the United States in the field of business in the 70s of the last century, in connection with the problem of determining the quality of a successful professional. Initially, competencies began to be opposed to special professional knowledge and skills, i.e. began to be considered as independent universal components of any professional activity. Naturally, the question arose: is it possible to teach competencies? Thus, the issue of competencies entered education and eventually took a leading place in it.
Competence-based approach in education, as opposed to the concept of "assimilation of knowledge" (and in fact, the sum of information) presupposes the acquisition of skills by students that will allow them to act effectively in the future in situations of professional, personal and public life.
Moreover, special importance is attached to skills that allow one to act in new, uncertain, unfamiliar situations, for which it is impossible to develop appropriate means in advance. They need to find in the process of resolving such situations and achieve the required results.
There is still no established definitions for the content of the concept of "competence".
In the glossary of terms of the European Education Foundation (ETF, 1997), competence is defined as:
The ability to do something well or effectively;
Compliance with the requirements for applying for a job;
The ability to perform special labor functions.
That is, competence is a characteristic given to a person as a result of assessing the effectiveness / efficiency of his actions aimed at resolving a certain range of tasks / problems that are significant for a given community.
Knowledge, skills, abilities, motives, values and beliefs are considered as possible components of competence, but in themselves do not make a person competent.
This definition sees two approaches to the content of the concept of "competence". Some researchers focus on competence as an integral personal quality a person, others - on the description of the components of his activity, his various aspects that allow him to successfully cope with the solution of problems.
What are “core competencies”?
The term itself indicates that they are the key, the basis for others, more specific and subject-oriented. It is assumed that the core competencies are of a supra-professional and supra-subject nature and are necessary in any activity.
The strategy of modernization of education assumes that the basis of the updated content of general education will be based on “key competencies”.
The documents on the modernization of education write: "The main result of the activity of an educational institution should not be a system of knowledge, skills and abilities in itself, but a set of key competencies declared by the state in the intellectual, socio-political, communication, information and other spheres."
The introduction of the concept of educational competencies into the normative and practical component of education allows solving the problem when students can master the theory well, but experience significant difficulties in activities that require the use of this knowledge to solve specific problems or problem situations.
Educational competence involves the assimilation of students not separate knowledge and skills, but the mastery of a complex procedure, in which for each selected area there is a corresponding set of educational components that have a personality-activity nature.
The state educational standard of secondary (complete) general education (2004) already contains a list of general educational skills, skills and methods of activity, which includes:
Cognitive activity;
Information and communication activities;
Reflective activity.
The foregoing allows us to characterize key competencies as the most general (universal) abilities and skills that allow a person to understand the situation and achieve results in his personal professional life in the context of the increasing dynamism of modern society.
In Russia, attempts are being made to develop competence models within the framework of a new generation GOS for higher professional education - bachelor and master's.
H: the competence model of a specialist includes the following groups of competencies:
Universal:
Health-saving competencies (knowledge and adherence to a healthy lifestyle; physical education);
Competence of value-semantic orientation (understanding the value of culture and science, production);
Competence of citizenship (knowledge and observance of the rights and duties of a citizen; freedom and responsibility);
Self-improvement competencies (awareness of the need and ability to learn throughout life);
Social interaction competencies (the ability to use the cognitive, emotional and volitional characteristics of personality psychology;
willingness to cooperate; racial, national, religious tolerance, the ability to settle conflicts);
Communication competencies: oral, written, cross-cultural, foreign language;
Social and personal (master: Organizational and managerial);
General scientific;
General professional;
Special (see Appendix 2.1 GOS) New approach- a new model of education.
The use of the competence-based model of education presupposes fundamental changes in the organization of the educational process, in management, in the activities of teachers and lecturers, and in the methods of assessing educational results. The main value is not the assimilation of the amount of information, but the development of such skills by students that would allow them to define their goals, make decisions and act in typical and non-standard conditions.
The position of a teacher is also fundamentally changing. He ceases to be, together with the textbook, the bearer of objective knowledge that he is trying to convey to the student. Its main task is to motivate students to show initiative and independence. He must organize the student's independent activity, in which everyone could realize their interests and abilities. In fact, he creates conditions, a developing environment in which it becomes possible for each student to develop certain competencies at the level of development of his intellectual and other abilities. And what is very important, this takes place in the process of realizing one's own interests and desires, making efforts, taking responsibility.
The meaning of the term "development" is also changing. The individual development of each person is associated, first of all, with the acquisition of skills to which he already has a predisposition (ability), and not with the acquisition of thematic information, which is not only never needed in practical life, but in fact, does not have any relationship to his personality.
Self-study assignment:
Required literature:
Toolkit. Novosibirsk. 2009 (chapter 1.)
Seminar lesson:
Isolation of the problem.
Discussion of the article: "Competence-based approach in vocational education" G.I. Ibragimov (Tatar State Humanitarian Pedagogical University) (1 minute presentation method).
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Solution.
Development of a model of a university (school) graduate (in their specialty).
(work with app. 2.1. GOS)
2.2. Innovation Processes in Modern Education Key words: innovation, innovation process, innovation activity, innovation, pedagogical innovation.
The need for innovation in society. The main aspects of innovation in education. The subject of pedagogical innovation. Integration of science and education as necessary condition innovative development... Research of innovative processes in education and a number of theoretical and methodological problems.
Active research aimed at building a theory of innovative development in education has been conducted since the 1930s. XX century, I. Schumpeter and G. Mensch introduced into the scientific circulation the very term "innovation", which was considered the embodiment of a scientific discovery in a new technology or product. From that moment on, the concept of "innovation" and the associated terms "innovation process", "innovation potential" and others acquired the status of general scientific categories of a high level of generalization and enriched the conceptual systems of many sciences.
The sharp informatization of human culture poses to the higher education system not only the problem of accepting, receiving a stream of new knowledge, but also the problem of their transfer and use. Innovative technologies are beginning to come to the fore, practically solving the indicated problem. The role of innovation will be decisive in the near future. Innovative technologies in the conditions of higher education are designed to reveal the future, to indicate the main trends that may arise in the "man-society-nature-space" system, while clearly linking knowledge with the existing reality, forming a new "innovative product".
One of the important tasks of modern educational innovation is the selection, study and classification of innovations, the knowledge of which is absolutely necessary for a modern teacher, first of all in order to understand the object of school development, to identify a comprehensive characteristic of the mastered innovation, to understand the general that unites it with others. , and something special that distinguishes it from other innovations. According to its basic meaning, the concept of "innovation" refers not only to the creation and dissemination of innovations, but also to transformations, changes in the way of activity, the style of thinking that is associated with these innovations.
Innovative processes in education are considered in three main aspects: socio-economic, psychological and pedagogical and organizational and managerial. The general climate and conditions in which innovation processes take place depend on these aspects. The existing conditions can facilitate or hinder the innovation process.
The innovation process can be both spontaneous and consciously controlled. The introduction of innovations is, first of all, a function of managing artificial and natural processes of change.
Let us emphasize the unity of the three components of the innovation process: the creation, development and application of innovations. It is this three-component innovation process that is most often the object of study in pedagogical innovation, in contrast, for example, from didactics, where the object of scientific research is the learning process.
Another systemic concept is innovation activity - a set of measures taken to ensure the innovation process at a particular level of education, as well as the process itself. The main functions of innovation include changes in the components of the pedagogical process: meaning, goals, content of education, forms, methods, technologies, teaching aids, management system, etc.
Innovative activity covered all spheres of society. Introducing the latest achievements of science and technology, thinking in a new way has become the main feature of any actively developing process. Pedagogical innovation did not stand aside either.
As a means of transformation, today it is still in the stage of formation, empirical search and, accordingly, many questions arise in this area.
The subject of pedagogical innovation is a system of relations arising in an innovative educational activities aimed at the formation of the personality of the subjects of education (students, teachers, administrators).
In fact, one can speak of genuine innovation only if there are seven essential features:
systemic change;
pedagogical facility;
compliance with progressive educational trends;
focus on solving urgent pedagogical problems;
public recognition;
new quality;
readiness for implementation.
Speaking about the emergence of a new quality, we are well aware that both the standard and, in part, the new documents offer us new goals - universal training activities, key competencies, etc. The teacher in his methodological embodiment is not completely “sharpened” for these competence-based results. It is clear that something must change in the very organization of the case. Therefore, it is natural to have an increased interest in innovations at the technological level - a new methodological arrangement. Therefore, when we talk about the typology of innovative products, we are interested in the technological aspect.
And here the following options are possible.
Adaptation innovation. A well-known idea is projected into some new conditions. Group work, for example, is not a novelty, but using it at the stage of testing or assessing knowledge is to a certain extent know-how.
All teachers constantly work with individual cards, but their use at the stage of communicating new knowledge is in many ways an innovation.
Innovation-renovation. This is just a tribute to the idea that much, if not everything, has been created in pedagogy. The huge potential of traditions and an attentive attitude towards them, their use at today's new stage of development are very important. Project ideas today are perceived rather innovatively, although this is also an innovation-renovation. Example: 1905, Stanislav Shatsky with his group, working on the implementation of the project method in teaching. And today we are returning to this technology, but at a new level, introducing partly new meaning and new methodological turns.
Integration innovation. In this case, each teacher has a scattering of various pedagogical techniques, methodological undertakings. Just like an artist has many colors, and every time he creates a new composition. We can talk about some technological innovative ideas that represent a new composition of familiar methods and techniques. The technology of critical thinking can also be attributed to innovation-integration, because it is definitely a new composition of well-known techniques; workshop technology in its most diverse types (value-semantic orientations, knowledge building, cooperation).
When we receive innovative products where technologies are declared, we rarely go out to their detailed comments. It is clear that a holistic, systematic description or transformation of a methodological tool consists in setting out a conceptual framework (principles, leading ideas) when identifying opportunities (those goals that we can achieve). In the content of the new technology, the most important thing is the procedural description of the algorithm for the step-by-step organization of the process and diagnostics. Diagnostic toolkit Is one of the weakest points of any innovative product.
Two main orientations of the educational process, reproductive and problematic, correspond to two types of innovations:
Innovation-modernization, modifying the educational process, aimed at achieving guaranteed results within the framework of its traditional reproductive orientation. The underlying technological approach to learning is aimed, first of all, at communicating knowledge to students and forming methods of action according to the model, focused on highly effective reproductive learning.
Transformation innovations that transform the educational process, aimed at ensuring its research nature, the organization of search educational and cognitive activities. The corresponding search approach to teaching is aimed, first of all, at the formation of students' experience of independent search for new knowledge, their application in new conditions, the formation of the experience of creative activity in combination with the development of value orientations.
Innovative mechanisms for the development of education include:
Creation of a creative atmosphere in various educational institutions, cultivation of interest in the scientific and pedagogical community in innovations;
Creation of socio-cultural and material (economic) conditions for the adoption and action of various innovations;
Initiation of educational search systems and mechanisms for their comprehensive support;
Integration of the most promising innovations and productive projects into real educational systems and transfer of accumulated innovations to the mode of permanent search and experimental educational systems.
Integration of science and education as a prerequisite for innovative development Integration of science and education is one of the key areas of reforming education and the public sector of science, the conditions for creating a competitive research and development sector. It is on its basis that it is planned to narrow the gap between education and science, to ensure the influx of talented youth into these areas, to increase the efficiency of scientific research and the quality of educational programs.
In order to be competitive in the educational services market, a higher education institution must include the results of industry innovation in its educational programs. Training standards are built from the standpoint of increasing the innovative activity of enterprises. Cooperation between the university and innovative firms within the framework of educational programs allows training a specialist with a qualitatively new innovative thinking.
Every higher educational institution that is competitive in the educational services market develops, implements and uses innovations in the educational sphere in its work. The innovative activity of a modern higher educational institution represents innovations in the methodological support of the educational process (creation of methodological literature, publication of electronic textbooks, etc.), in the technology of the learning process (distance learning, training in Internet classes, training together with developers of innovative technologies and etc.), provision of innovative educational services, etc.
Competence-based approach as a factor in the development of innovative education in modern conditions.
The priority of the independence and subjectivity of the individual in modern world requires strengthening the general cultural foundation of education, the ability to mobilize their personal potential for solving various kinds of problems. The main task today, in the words of one of the largest theorists and practitioners of education, the American scientist M. Knowles, was “the production of competent people - people who would be able to apply their knowledge in changing conditions, and whose main competence would be the ability to engage in constant self-study throughout his life. "
Studies of innovative processes in education have revealed a number of theoretical and methodological problems: the ratio of traditions and innovations, the content and stages of the innovation cycle, the attitude to innovations of different subjects of education, management of innovations, personnel training, the basis for the criteria for assessing the new in education, etc. These problems need to be understood already another level - methodological. The substantiation of the methodological foundations of pedagogical innovation is no less relevant than the creation of innovation itself. Pedagogical innovation is a special area of methodological research.
The methodology of pedagogical innovation is a system of knowledge and activities related to the foundations and structure of teaching about the creation, mastering and application of pedagogical innovations.
So, the sphere of the methodology of pedagogical innovation includes the system of knowledge and the corresponding activities that study, explain, substantiate pedagogical innovation, its own principles, patterns, conceptual apparatus, means, limits of applicability and other scientific attributes characteristic of theoretical teachings.
Pedagogical innovation and its methodological apparatus can be an effective means of analysis, justification and design of education modernization. Scientific support for this global innovation process needs to be developed. Many innovations, such as educational standards for general secondary education, new school structure, profile training, the unified state examination, etc. have not yet been worked out in the innovative-pedagogical sense, there is no integrity and consistency in the processes of mastering and applying the announced innovations.
Within the framework of the ways of solving the listed tasks, let us consider the problem of the typology of pedagogical innovations.
We offer a taxonomy of pedagogical innovations, consisting of 10 blocks.
Each block is formed on a separate basis and differentiated into its own set of subtypes. The list of grounds was compiled taking into account the need to cover the following parameters of pedagogical innovations: attitude to the structure of science, attitude to subjects of education, attitude to the conditions of implementation and characteristics of innovations.
According to the developed (Khutorskoy Andrey Viktorovich, Doctor of Pedagogical Sciences, Academician of the International Pedagogical Academy, Director of the Center for Distance Education "Eidos", St.
Moscow) taxonomy, pedagogical innovations are divided into the following types and subtypes:
1. In relation to the structural elements of educational systems: innovations in goal-setting, in tasks, in the content of education and upbringing, in forms, in methods, in techniques, in teaching technologies, in teaching and educational aids, in the diagnostic system, in control, in evaluation of results, etc.
2. In relation to the personal formation of subjects of education: in the development of certain abilities of students and teachers, in the development of their knowledge, abilities, skills, methods of activity, competencies, etc.
3. By the field of pedagogical application: in the educational process, in the curriculum, in the educational field, at the level of the education system, at the level of the education system, in education management.
4. By the types of interaction between the participants in the pedagogical process: in collective learning, in group learning, in tutoring, in tutoring, in family learning, etc.
5. By functionality: innovations-conditions (provide updating educational environment, socio-cultural conditions, etc.), innovations, products (pedagogical tools, projects, technologies, etc.), managerial innovations (new solutions in the structure of educational systems and managerial procedures that ensure their functioning).
6. By methods of implementation: planned, systematic, periodic, spontaneous, spontaneous, random.
7. By the scale of distribution: in the activities of one teacher, methodological association of teachers, at school, in a group of schools, in the region, at the federal level, at the international level, etc.
8. According to the socio-pedagogical significance: in educational institutions of a certain type, for specific professional-typological groups of teachers.
9. In terms of the volume of innovative events: local, mass, global, etc.
10. According to the degree of the proposed transformations: corrective, modifying, modernizing, radical, revolutionary.
In the proposed taxonomy, one and the same innovation can simultaneously have several characteristics and take its place in different blocks.
For example, such an innovation as the educational reflection of students can act as an innovation in relation to the system of diagnostics of learning, the development of the methods of activity of students, in the educational process, in collective learning, innovation as a condition, periodic, in a senior specialized school, local, radical innovation.
Innovation processes must be carried out today in all educational structures Oh. New types of educational institutions, management systems, new technologies and techniques are manifestations of the enormous potential of innovative processes. Their competent and thoughtful implementation contributes to the deepening of positive changes in it. At the same time, the implementation of innovations in practice should be associated with minimal negative consequences.
Self-study assignment:
Research analysis: "Civilized choice and scenarios of world development."
V. Stepin (appendix 2.3.)
Required literature:
1. Polyakov S.D. Pedagogical innovation: from idea to practice, M. Pedagogical search, 2007, 167 p.
3. Yusufbekova N.R. Pedagogical innovation as a direction of methodological research // Pedagogical theory: Ideas and problems. - M., 1992, pp. 20-26. (Chapter 1).
Seminar lesson:
Highlighting the problem:
Work on the text.
“The change in the role of education in society has led to most of the innovation processes. “From the socially passive, routine, taking place in traditional social institutions, education becomes active. The educational potential of both social institutions and personal is being actualized. "
Previously, the formation of knowledge, skills, informational and social skills (qualities) that ensure "readiness for life", in turn, understood as the ability of an individual to adapt to social circumstances, were the unconditional guidelines for education. Now education is increasingly focused on the creation of such technologies and methods of influencing the personality, in which a balance between social and individual needs, and, which, launching the mechanism of self-development (self-improvement, self-education), ensure the readiness of the individual for the realization of his own individuality and changes in society.
Many educational institutions began to introduce some new elements into their activities, but the practice of transformations encountered a serious contradiction between the existing need for rapid development and the inability of teachers to do this.
To learn how to competently develop a school, you need to freely navigate in such concepts as “new”, “innovation”, “innovation”, “innovation process”, which are by no means as simple and unambiguous as it might seem at first glance.
V domestic literature the problem of innovation has long been considered in the system of economic research. However, over time, the problem arose of assessing the qualitative characteristics of innovative changes in all spheres of social life, but it is impossible to determine these changes only within the framework of economic theories. A different approach to the study of innovation processes is needed, where the analysis of innovation problems includes the use of modern achievements not only in the field of science and technology, but also in the spheres of management, education, law, etc. ... "... ... continue the thought.
From the report "Innovative processes in education" Leshchina M.V.
What is common in the article "Civilized choice and scenarios of world development."
V. Stepin and in the report "Innovative Processes in Education" by MV Leshchina?
Who do you prefer? Justify your answer.
Discussion:
What are the strengths and weaknesses of innovative processes in education?
What do experts say about this?
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Essay writing: "Ideal school (or university) of the future."
A free-form essay can cover the following questions:
The school (or university) to which I want to send my children should be ...
The school (or university) in which I would like to teach is ...
What is unique about us?
What are the priorities for us at the present time?
What can and should be given by our school (or higher educational institution) that society really needs?
What should our school (or university) do so that I feel / aloofness to my organization and pride in the fact that I work in this institution?
2.3 Philosophical understanding of the content, structure of presentation and the meaning of education.
Key words: content of education, didactic theories, structure of presentation.
Various structures of material presentation. Principles of selection of educational content.
Today, the entire education system is steadily acquiring a professional orientation.
Secondary school ceases to be a general education school. The study of the foundations of a wide range of sciences is replaced by the receipt of information from different areas of knowledge and life spheres, the creation of specialized schools and specialized classes is practiced, education orients young people to career growth, replacing personal growth. A similar picture can be observed in high school.
The purpose of the training is the possibility of including a specialist in the economy of the modern civilized world, which describes the orientation towards Western liberal values and contributes to the preservation of a rationalistic and materialistic worldview.
Orientation to the labor market forces out from the educational sphere the understanding of the uniqueness of the human personality, its high purpose, the presence of talents and abilities. The target and meaning of human life are reduced to the usefulness of a person in a specific economic and political system, which naturally leads to specific pedagogical goals, among which social adaptation and professionalization are decisive.
The idea of the leading role of the content of education in the development of personality in modern system education is based on the knowledge available in philosophy, logic, psychology, methodology about the mechanisms of the work of consciousness.
From the point of view of educational and pedagogical reflection, it is very important what material is put into consciousness for its work as an object of the direction of consciousness.
On the other hand, the material is absolutely unimportant, and what is important is how this material is included in thought activity, turning into an object of the direction of consciousness.
Colliding and opposing these two theses, we get the third: it is very important what material is put into consciousness for its work, if we take into account precisely the possibilities of including this material in thought activity and building from this material the subject of the direction of consciousness. a program for considering the problem of educational content. For traditional approaches to the content of education, the material of educational work is of great importance.
And, in fact, this educational material is identified with the content of education, it must be mastered and made your own on the basis of memorization. In didactics, there are various interpretations of the concept of the content of education.
So, Yu. K. Babansky defines it as follows: “The content of education is a system of scientific knowledge, skills and abilities, the mastering of which ensures the all-round development of the mental and physical abilities of schoolchildren, the formation of their worldview, morality and behavior, preparation for social life and work ". Here, the content of education includes all the elements of social experience accumulated by mankind. At the same time, the content of education is considered as one of the components of the learning process.
Another definition of the content of education is given by V.S. Lednev, who believes that it must be analyzed as an integral system. It should be borne in mind that the content of education is not a component of education in the usual sense of the word. It represents a special "cut" of education, in other words, it is education, but without taking into account its methods and organizational forms, from which in this situation they are abstracted. Thus, "the content of education is the content of the process of progressive changes in the properties and qualities of an individual, a necessary condition for which is a specially organized activity."
In pedagogical science, there are various didactic theories that influence the formation of the content of education.
Didactic encyclopedism (didactic materialism). Representatives of this trend (Ya. A. Komensky, J. Milton, and others) proceeded from the philosophy of empiricism and advocated that the school give students such knowledge that would be of practical importance, prepare its graduates for real life and work.
This theory, to this day, has big influence to the school.
This is manifested in the fact that teachers concentrate their attention on the transfer of an extremely large amount of scientific knowledge, drawn from readily available textbooks and teaching aids. This knowledge, as a rule, is not consolidated by practical actions, and is quickly forgotten.
Successful assimilation of the content of education requires a lot of independent work of students and the search for intensive teaching methods on the part of the teacher. Supporters of material education believed that the development of abilities occurs without special efforts in the course of mastering "useful knowledge."
Preference was given to such school subjects as chemistry, drawing, drawing, new languages, mathematics, cosmography. The theory of material education formed the basis for the system of the so-called real direction in teaching.
Didactic formalism. Supporters of this theory (A. Dister-veg, J. J. Rousseau, I. G. Pestalozzi, I. Herbart, J. V. David, A. A. Ne-meier, E. Schmidt, etc.) stood on the positions philosophy of rationalism. They believed that the role of knowledge is only to develop the abilities of students. Learning was seen as a means of developing the cognitive interests of students. The role of the teacher was mainly to train the student with the help of special exercises for the development of his thinking abilities on the material supposedly completely "indifferent" in content. The fundamental issue was the improvement of intellectual abilities and skills, mainly thinking.
Didactic formalism underestimated the content of knowledge, its forming values, and its significance for life and social practice. In addition, it is impossible to ensure the development of a student's intellect by means of only instrumental subjects (mathematics, classical languages - Greek and Latin) without using other academic disciplines. Thus, representatives of the theory of formal education, allegedly in the name of developing the abilities of students, sacrificed their education, the system of scientific knowledge.
Didactic utilitarianism (pragmatism) is focused on practical activities. Proponents of this theory (J. Dewey, G. Kershenshteiner and others) underestimated the knowledge itself, preferring the formation of practical skills. They interpreted learning as a continuous process of "reconstruction of experience"
student. To master the social heritage, a person needs to master all known types of activity. The learning process is reduced to satisfying the subjective-pragmatic needs of students.
Functional materialism is an integration of the previous three theories. According to this theory, one side of teaching is the cognition of reality and the acquisition of knowledge, the second side is the functioning of this knowledge in the thinking of students, the third is their use in practical activities, including the transformation of reality. The theory of functional materialism was proposed by V. Okonem.
Structuralism as a theory of selection and construction of educational content was proposed by K. Sosnitsky, who believed that in the content of each academic subject it is necessary to highlight the main form-building elements that have strong scientific and educational significance, as well as secondary derivative elements, the knowledge of which is not necessary for students of a general education school ...
There are other approaches and theories concerning the construction of educational content. For example, M. N. Skatkin, V. V. Kraevsky developed a theory of the content of education based on the system-activity approach; D. Bruner - the theory of the content of education, built on the basis of a structural approach; S.B. Bloom - based on the taxonomy of learning objectives, etc.
There are various structures of presentation (presentation) of educational material.
The most common ones adopted in educational science are the following:
linear structure, when individual parts of educational material are a continuous sequence of interconnected links based on the principles of historicism, consistency, systematicity and accessibility. This structure is used in the presentation of literature, history, languages, music. The proposed material, as a rule, is studied only once and follows one after the other;
concentric structure, involving repetitions of the same material, the study of a new one is carried out on the basis of what has been covered. At the same time, each time there is an expansion, deepening of the studied, replenishment with new information. This structure is used in the presentation of physics, chemistry, biology;
spiral structure. In this case, the problem under consideration always remains in the field of vision of the student, gradually expanding and deepening the knowledge associated with it. This is where the logical system of problem deployment takes place. In contrast to the linear structure, in the spiral structure there is no disposability in the study of the material, and there are no discontinuities characteristic of a concentric structure.
This structure is used in the study of social, psychological and pedagogical sciences;
the mixed structure is a combination of linear, concentric and spiral and is the most used in writing textbooks and teaching aids today.
The sequence of the introduction of educational material is of great importance in didactics. Basis for selection of content school education serve general principles... There is also no unambiguous approach to solving this problem.
The content of training is a system of philosophical and scientific knowledge, as well as related ways of activity and relationships presented in academic subjects. The content of the educational material is the system of knowledge and methods of activity that is offered to the future generation as a model of cognition and development of the surrounding world and is embodied in various educational subjects.
It should be noted that with the same content of education, people receive different levels of education. Therefore, according to A.A. Verbitsky, if the content of training is the products of social experience, presented in a symbolic form educational information, of all that is presented to the student for perception and assimilation, the content of education is that level of personality development, subject and social competence of a person, which is formed in the process of performing educational and cognitive activities and can be recorded as its result on this moment time.
Along with the principles of selection of the content of education, Yu. K.
Babansky developed a system of criteria necessary for the implementation of these selection procedures:
1. A holistic reflection in the content of education of the tasks of forming a comprehensively developed personality.
2. High scientific and practical significance of the content included in the foundations of the sciences.
3. Correspondence of the complexity of the content to the real learning opportunities schoolchildren of this age.
4. Compliance with the amount of content of the time allotted for the study of the subject.
5. Taking into account international experience in constructing the content of secondary education.
6. Compliance of the content of the existing educational and methodological and material base modern school.
Task for SRM:
Article A. Torgashev "The meaning of education." (Appendix 2.4. Torgashev A.) Article by N.V. Nalivaiko. "Pedagogy of non-violence for environmental education" (Appendix 2.5. Nalivaiko NV) Philosophy tells us that the form is always more conservative and stable than the content. Consider if this is true for pedagogy. Give examples of forms of organization of training, the content of which has changed or significantly updated in last years... Give reasons for your answer.
Required literature:
1. Sitarov V.A. Didactics: Textbook. manual for stud. higher. ped. study. institutions / Ed. V. A. Slastenin. - 2nd ed., Stereotype. - M .: Publishing Center "Academy", 2004. - 368 p.
Seminar lesson.
Pedagogy of Nonviolence.
Amonashvili Sh.A. "Reflections on humane pedagogy", M., 1996, pp. 7-50,77.
Highlighting the problem:
What, in your opinion, is the meaning of education?
What do you think prevents a student from learning well?
Formulate your attitude to the position of A. Torgashev in the article "The meaning of education."
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Solution:
Develop your principles of nonviolence pedagogy.
Compose a lecture on one of the topics of nonviolence pedagogy (a lecture for parents or for young teachers).
2.4. Problems of developing the content of preschool, school and higher education Key words: development, modernization, content of preschool, school and higher education, diversification One of the main tasks of education. The need for qualitative changes in education and rethinking the goals of education. Requirements for preschool education. Renewal of the primary education system. The main components of the content of school education. Diversification and modernization of higher education.
The impending danger of a global environmental crisis has created the need to search for collective action and a global development strategy.
Only through education can a person and society reach their full potential. Education is an indispensable factor for changing people's behavior so that they have the opportunity to comprehend and solve the problems they face.
In this regard, it is necessary to carry out fundamental changes in the consciousness of people, to formulate and voluntarily accept the restrictions and prohibitions dictated by the laws of the development of the biosphere. This, in turn, requires a change in many stereotypes of people's behavior, mechanisms of the economy and social development.
Currently, education for sustainable development (ESD) is considered as a new educational paradigm designed to educate a person with a new type of thinking, which will harmonize the development of civilization with the capabilities of the biosphere.
One of the main tasks of education is to teach everyone to keep up with life and at the same time to deeply and diversifiedly perceive the life experience passed on from generation to generation. The currently discussed problems of school education, expressed, on the one hand, in the overload of students with an increasing volume of information, and on the other hand, in the superficiality of assimilation of knowledge, make it possible to understand that the education system is not ready to solve such a problem. The main reason for the declining effectiveness of universal education is a clear weakening of the desire for basic knowledge and the depth of comprehension of the transmitted experience among schoolchildren. Most of the transmitted knowledge has no application in the daily life of a student, which generates subconscious resistance, and even rejection of the imposed excess of information. Children simply do not have time to use the acquired knowledge.
Therefore, if the rapid development of humanity requires timely re-profiling and lifestyle changes from each person, and the community is required to predict future contradictions and plan actions aimed at preventing them, then education has a leading role in maintaining stability at all levels of society. Education is designed to ensure the global consistency of the worldview and the rules of life by representatives of different peoples and social groups - a necessary condition for ever-increasing international integration.
According to this educational materials are not always adequate to the general priority goals of learning, very often in the classroom there are no conditions for a variety of independent activity schoolchildren, the teaching is focused mainly on the transmission of knowledge and the reproductive activity of students, without ensuring the development of thinking, imagination, cognitive interests, and most importantly - a responsible attitude to preserving the conditions of life on Earth.
The need for qualitative changes in education demanded a rethinking of the goals of education, a change from the mode of functioning to the mode of development.
Due to the growth in the volume of scientific and educational information, the principle of minimizing factual knowledge acquired by children in the learning process, while increasing their didactic capacity, has become especially relevant. Otherwise, this principle can be formulated as the desire to teach a lot with a little. According to him, it is better to consider one object from ten sides than to study ten objects so that each of them is considered from only one side.
In this regard, increased requirements are imposed on preschool education - the first stage organized learning children under 7 years of age, whose programs are aimed at preparing children for school, exercising supervision over them, as well as their social, emotional and intellectual development. One of the most important tasks preschool education is to expand the horizons and provide a vision of a holistic picture of the world in a preschooler in order to form the basis for the development of the child's competence and curiosity, which determine the directions in the development of creative abilities, the nature of further education at school.
The term "preschool education" does not exclude the use of the generally accepted term "preschool education", which covers the entire period of a child's stay in a preschool educational institution, from toddler age until he enters school. But the term "preschool" education covers only the last two years before entering school, i.e. from 5 to 7 years old. It can be considered that "preschool" education is the final stage of "preschool" education. The term was introduced in order to emphasize the special significance of this period in the life of a child, to draw the attention of parents, teachers, scientists, the public to this age in order to organize effective preparation for school for each child as attending preschool, never visiting. Preschool education can be implemented in groups of short-term stays on the basis of educational institutions of various types.
The purpose of preschool education: to create conditions for ensuring equal starting opportunities for children to enter school. The result of preschool education should be the child's readiness for further development - social, personal, cognitive (cognitive), etc., the appearance in him of a primary holistic picture of the world, i.e. meaningful and systematized primary knowledge about the world. This knowledge is not the goal of preschool education; the picture of the world is (in the broadest sense) an indicative basis for adequate human activity in the world. In this regard, the selection of the content basis of preschool education is being updated by enlarging the didactic units of the content of preschool education programs and taking into account the variability of the conditions for their implementation, the length of stay of children.
New cultural and historical trends in the nature of modern man's activity, entering the market have affected almost all aspects of the activities of general education schools: their status, content, organization of activities, value orientations of students and teachers have changed. In this regard, the ideology of education at school has radically changed, which presupposes an orientation towards the priority of the goals of forming the student's personality.
Currently, the primary education system is being updated, both through the development of new content and new structural components... As you know, primary education at the present stage is not a closed independent stage, as it was before 1958, but is considered as a link in the system of basic education. Its development is associated with the goals and objectives of modern society. Therefore, the main goals of primary education are associated with the formation of the personality. junior student, the formation of the mental activity of students, their creativity and moral responsibility.
Today, an elementary school can exist within the framework of a general educational institution, implementing its educational programs;
constitute an independent educational institution working on copyright programs; to be built as a complex "kindergarten - primary school". Currently, parents are given the right to choose educational programs for a child: basic, compensatory education, extended primary education, intensive education, individual training, rehab.
The transition of schools to new, more free forms of organizing the educational process, a change in the status of many schools, the introduction of new curricula, freer choice of subjects and scope of study by schools, curricula, the introduction of alternative textbooks, the freedom of teachers in choosing the content and methods of teaching it, the creation of new teaching technologies significantly affected the structure of the primary school. The modern elementary school is an established, self-valuable, independent and obligatory link in the system of continuous general education.
The educational process in a modern primary school differs from the educational process of the 60-80s. the fact that he is largely focused on the formation of the personality of a younger student, on the development of his cognitive, communication activities, moral qualities, to expand its potential capabilities, focusing, as JL S. Vygotsky once defined, “not for yesterday, but for tomorrow child development". This enables the teacher in organizing the educational process not to adapt to the available opportunities of students, but to consistently raise these opportunities to a qualitatively new level by organizing educational activities.As practice shows, in the work of most teachers primary grades the priority remains: a view of the child as an object of learning, who is taught to answer the question “why?”, but not taught to find a way “how am I going to do this?”; the teacher does not distinguish between the concepts of "teaching" and "education", as a result of which he does not know how to correctly define "what to teach", which leads to a contradiction between the declared goal and the means of achieving it. This contradiction is intensified at the stage of modernization of the content of education in primary schools.
It was found that under the existing system of education in primary school, the formation of the personality of a younger student occurs spontaneously, since the main goals, objectives, the content of education in the conceptual foundations of the majority of primary school teachers have not changed. Teaching a specific subject is the only perceived goal of a primary school teacher. At the same time, it is assumed that the implementation of this goal will by itself ensure the formation of the personality of the younger student. In the process of analyzing the state and problems of pedagogical practice, it was found that the modernization of the content of education in primary school is due to the introduction of new subjects, the development of learning systems, and the use of textbook sets. At the same time, the potential capabilities of these learning systems in terms of the formation of the personality of a younger student are not fully realized. Basically, the teacher focuses on the formation of knowledge, abilities, skills.
Promising directions in the study of the modernization of the content of education as a factor in the formation of the personality of a younger student can be:
training in the system of advanced training for heads of educational institutions on this issue; psychological and pedagogical support of a younger student in educational educational process in the context of modernization of the content of education;
preparation of a future teacher with key competencies for the implementation of the new content of education, etc.
In modern scientific and pedagogical research, it is argued that the assimilation of scientific and cultural concepts should be carried out through the development of certain life ideas of the child and raising him to the level of general cultural and national problems and values. The knowledge gained should not be an accumulation of concepts, laws, facts, but act as a reflection of reality in the thinking of a person, as a product of his spiritual activity. On the basis of such knowledge, students will develop moral principles, they will master social experience during the period of schooling (O. Bondarevskaya, T. Butkovskaya, O. Leshchinsky, O. Mikhailova, O.
Savchenko, O. Sukhomlinskaya, I. Yakimanskaya and others).
The design of the content of education, conducted from a value perspective, determines the need to create such educational subjects and courses, the main purpose of which is the formation of positive motives for the activity, interests and needs of students, providing scientific and cultural concepts of life concreteness, personal meaning.
Another value aspect of constructing the content of education is that the content of the academic subject takes into account the display of science, not only from the rational, but also from the personal side. After all, science, human search contain values such as reverence for the world, surprise, greed for knowledge, which cannot be conveyed in the content as a concept. It is assumed that scientists will not get acquainted with scientific concepts, laws, theories directly, but through the personality of the scientist, whose image humanizes the process of scientific search, and related facts, concepts, theories. After all, sciences in a broad channel of culture are united not only with the help of general concepts, but through the personal ties of a particular scientist who lives and acts in the context of a particular culture and history. It is through such content, which passes through the interests, feelings, and experience of the student, that the integration of someone else's and own value experience will be carried out.
Based on these positions, during the development of a general theoretical understanding of the content of education, the value component acts as a determining one.
The main components of the content of school education were distinguished according to the purpose, functions, principles of modern education, the main trends in the development of content in pedagogical theory and practice based on an analysis of the structure of activity, the structure of the personality, diversified, prepared for life in society:
Informational and active. Its components are cognitive, value, technological, developing - the experience of carrying out cognitive activities, in the process of which knowledge, skills, skills are acquired, the student enters the world of universal and national values, masters the methods of scientific knowledge, and its development takes place;
Communicative - the experience of interpersonal communication;
Reflexive - the experience of self-knowledge of a person.
Each component performs its specific functions in the content of education and, at the same time, they are tightly interconnected - just as different aspects of the personality, which are subject to development, which, only in their unity, determine its integrity. The relationship and relationship between the components of the content of education is expressed in the fact that the assimilation of each affects the level and quality of the assimilation of others.
The orientation of educational structures towards the maximum satisfaction of the educational and cognitive needs of the individual, her aspiration for continuous education as an important condition for human life, led to the diversification of education, and, as a consequence, to the complication of the education system.
The study of the diversification of education as a pedagogical phenomenon that is characteristic both for foreign countries and for our country allows us to identify its essential aspects. Under the diversification of education, it is customary to understand such a variety of organizational forms and contents of education, which allows a person to independently, on the basis of free choice, shape their educational trajectory.
The diversification of education, which has found its expression in our country in multilevel education, multistage training, in the flexibility and variability of educational programs has exacerbated the contradictions that have always existed at the junctions of two levels of education - school and university, secondary vocational (VET) and higher vocational (HPE) ... The variety of educational programs has increased the number of these "joints", revealed various specific features of different levels and stages of education, highlighted the didactic, methodological, psychological, legal and economic problems of their continuity.
Democratization of society, its humanization in the practice of work educational institutions influenced the formation of the content of education, as well as the system of management of the educational process, especially in higher educational institutions, which received autonomy in accordance with the current legislation.
New requirements for the training of specialists in the context of accelerating scientific and technological progress have put the higher school in front of the need to modernize the well-established traditional structural systems of higher education. This made it possible to train specialists who know new information technologies, who are able to quickly adapt to new things in optimal terms. Traditional higher education systems have not been able to achieve such results for a number of different reasons. The main one was that there was a real danger of excessive professionalization of university education, which could lead to the erosion of the university as a special type of higher educational institution and its transformation into a purely specialized educational institution.
An important aspect in terms of designing the content of education is the integrative approach, which allows "to reveal the mechanisms of the transition of the simple to the complex, the formation of the new as a result of combining parts" (I. G. Eremenko), that is, contributing to "intersubject" transitions between previously barred areas of knowledge, and , if possible, creating new educational areas, giving a holistic, rather than a mosaic picture of the world, improving the "subject" system aimed at deepening the interconnections and interdependencies between variable and invariant content, processing an ever-increasing amount of information in accordance with the time limit for its assimilation.
The idea of integration in teaching originates in the works of the great didact Y.A.
Komensky, who asserted: “Everything that is connected with each other must be connected constantly and distributed proportionally between reason, memory and language. Thus, everything that a person is taught should not be fragmented and partial, but united and whole. " Integration is becoming one of the most important and promising methodological directions of the formation of a new education.
Required literature:
1. P.I. Perky. PEDAGOGY. Textbook for students of pedagogical universities and pedagogical colleges. - M: Pedagogical Society of Russia. - 640 p., 1998.
(8.2. Sources and factors of the formation of the content of school education).
2. Lednev VS The content of education. M .: Higher school, 1989 .-- 360 p.
Theoretical foundations of the content of general secondary education / Ed. V.
V. Kraevsky, I. Ya. Lerner. M., 1983 .-- 352 p.
Appendix 2.6. Styling school life.
Adj. 2.7. 8 problems of modernization Seminar lesson.
Highlighting the problem:
1. Write a commentary on the text (Appendix 2.6. The way of school life).
2. What problems in education have become especially urgent lately?
What ways do you know of their solution in pedagogical science?
Discussion:
1. What caused doubts or what do you disagree with in the articles (Method of school life, 8 problems of modernization)? Justify your answer.
2. Give three explanations why it is necessary to change the content of education (in preschool, school, higher education)?
Solution:
1. Suppose what will happen if the content of education at one level of education (for example, in preschool) does not change? Give reasons for your answer.
2. Give your suggestions for the development of (preschool, school, university) education.
3. What is the primary, in your opinion, and what is the secondary task of the modernization of education in the Kyrgyz Republic?
2.5. The education system in the Kyrgyz Republic and the concept of its modernization.
To prepare for the lesson, you must familiarize yourself with:
"The Law on Education in the Kyrgyz Republic", with school curriculums and the State Educational Institution of Higher Professional Education, articles: A.S. Abdyzhaparova "Education reform in Kyrgyzstan:
problems and directions of development of higher education ", I. Bayramukova" Do we need education reform in Kyrgyzstan? ", I. Zvyagintseva" What education in Kyrgyzstan will be by 2020? "
Education system in Kyrgyzstan ”.
Press conference.
The group will be divided into two groups, one group: representatives of the Ministry of Education and Science, the second - journalists.
1. Prepare a report-report for the lesson. Try to provide a theoretical basis for the results obtained and your own conclusions. Provide your own reasoned point of view on the situation.
2. Write down the question you never received an answer to. Why do you think?
3. Give an assessment of the lesson (from the perspective of representatives of the Ministry of Education, and journalists).
2.5. The list of written obligatory independent work.
1. Individual presentation.
Each undergraduate is obliged to make an individual presentation on the chosen topic, issue, problem, agreeing with the teacher and defend it in the final lesson.
4. 2. Writing an essay.
5. 3. Report report on the lesson.
6. 4.Portfolio (research works)
3. TEACHING-METHODICAL AND MATERIAL AND TECHNICAL EQUIPMENT OF THE DISCIPLINE.
compulsory literature:
Law on Education in the Kyrgyz Republic.
V.S. Lednev The content of education), Moscow: Higher school, 1989. - 360 s Theoretical foundations of the content of general secondary education / Under the editorship of V.V. Kraevsky, I.Ya. Lerner.M., 1983.-35 P.I. Perky. PEDAGOGY. Textbook for students of pedagogical universities and pedagogical colleges. - M: Pedagogical Society of Russia. - 640 p., 1998.
Polyakov S.D. Pedagogical innovation: from idea to practice, M. Pedagogical search, 2007, 167 p.
Sitarov V.A. Didactics: Textbook. manual for stud. higher. ped. study.
institutions / Ed. V. A. Slastenin. - 2nd ed., Stereotype. - M .: Publishing Center "Academy", 2004. - 368 p.
T.A. Abdyrakhmanov. Transitional Processes and Features of the Democratic Transit of Kyrgyzstan. - Bishkek. 2013, 140 pp.
Chub E.V. Competence approach in education. Modern technologies vocational training action oriented.
Toolkit. Novosibirsk. 2009
Yusufbekova N.R. Pedagogical innovation as a direction of methodological research // Pedagogical theory: Ideas and problems. - M., 1992.- S.20-26.
additional literature:
A.A. Brudny. How can another understand you? - M .: Knowledge, 1990 .-- P. 40.
A.V. Aleksashin. Global education: ideas, concepts, perspectives.
Amonashvili Sh.A. "Reflections on humane pedagogy", M., 1996, p.7 B. S. Gershunsky. Philosophy of Education for the 21st Century. M., 1998.
V. A. Lavrinenko. Science and education in the society of intellectual culture. Cheboksary, 1996.
V. Dvorzhak The role of education and science in the process of world globalization V. I. Vernadsky. Selected works on the history of science. M., Science, 1981.
G.G. Granik, L.A. Kontsevoy, S.M.Bondarenko. What the book teaches. - M:
Pedagogy, 1991.
G. Friedman. Issues of globalization of education: main problems and ways to solve them.
D.V. Galkin. Cultural policy.
D. Halpern, V. Zinchenko. Knowledge, information and thinking - St. Petersburg, 2000.
D. Halpern. The Psychology of Critical Thinking - St. Petersburg, 2000.
Z. Bauman. Globalization: Consequences for Individuals and Society. - M. 2004.
N.B. Novikov. The relationship between intuition and logic in the process of generating new scientific knowledge N. S. Zlobin Culture and social progress. M., 1980.
P.P. Gaidenko. Evolution of the concept of science (XVII ... XVIII centuries). M., Science, 1981.
P.P. Gaidenko. Evolution of the concept of science (Antiquity and the Middle Ages) M., Nauka, 1981.
S.P. Kapitsa. Global scientific problems of the near future (Speech at a meeting of scientists in the editorial office of the journal "Voprosy filosofii" 1972).
Saranov A.M. The innovation process as a factor in the self-development of the modern school: methodology, theory, practice: Monograph.
Volgograd:
Change, 2000 .-- 295 p.
T.A. Abdyrakhmanov. About education policy.
T. Kuhn. The structure of scientific revolutions. M., Progress, 1975.
W. Beck. What is globalization. - M .: Progress-Tradition. 2001.
F.G. Altbach. Globalization and the University: Myths and Realities in the World of Inequality / F.G. Altbach // Almamater. - 2004. - No. 10. - S. 39-46.
Yu.M. Lotman. Culture and time. M., "Gnosis", 1992.
3.2. Visual aids, video-audio, handouts.
Information support of the discipline.
List of applications Electronic information resources.
National Philosophical Encyclopedia http://terme.ru/ Philosophical Portal http://www.philosophy.ru Portal "Social, Humanitarian and Political Science Education" http://www.humanities.edu.ru Federal Portal " Russian education"Http://www.edu.ru/ Portal" Philosophy online "http://phenomen.ru/ Electronic library on philosophy: http://filosof.historic.ru Electronic humanitarian library http://www.gumfak.ru / Russian educational portal http://www.school.edu.ru International conference "Application of new technologies in education"
http://www.bytic.ru Russian educational forum http://www.schoolexpo.ru Wiki Knowledge: hypertext electronic encyclopedia http://www.wikiznanie.ru Wikipedia: free multilingual encyclopedia http://ru.wikipedia.org Pedagogical encyclopedic dictionary http://dictionary.fio.ru Innovative educational network "Eureka" http://www.eurekanet.ru Center for Distance Education "Eidos" http://www.eidos.ru Master's Library (INTERNET PUBLISHING) Electronic publications of works and biographical and critical materials http://www.magister.msk.ru/library/
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The basis of the teaching process of the course "Modern problems of science and education"
lies the competence paradigm, in this regard, in lectures, the emphasis is on active perception, reflection and comprehension of information by a master student.
The interactivity of the lessons can be the main principle of teaching. When interacting (i.e. interacting) with information and with each other, when discussing a problem, undergraduates form other competencies. In this regard, lectures are formed from the point of view of the activity of the student himself.
Recently, in the methodological literature, the concept of an interactive or advanced lecture is increasingly common, where the listener is required to thoughtfully read and write, actively advance his position on a particular issue.
In modern higher education, a seminar is one of the main types of practical training, as it is a means of developing a culture of scientific thinking among undergraduates. Therefore, the main purpose of the seminar for undergraduates is not mutual informing of the participants, but a joint search for qualitatively new knowledge generated during the discussion of the problems posed.
Preparing for the seminar, undergraduates should not only consider different points of view on the issue taken to the seminar, highlight its problem areas, but also formulate their own point of view, foresee controversial aspects of the topic.
To fully prepare for the lesson, reading a textbook is not enough, since they only set out the fundamental foundations, while in monographs and articles from journals the issue raised is considered from different angles, a new, not always standard vision is given, therefore the proposed handouts, additional texts , audio - video materials should be studied and reviewed by undergraduates before the lesson for further discussion.
The message of the master's student should take no more than 3-5 minutes, since the main type of work at the seminar is participation in the discussion of the problem by the whole group. It must be remembered that the seminar does not check your preparation for the lesson (preparation is a necessary condition), but the degree of penetration into the essence of the material under discussion. Therefore, the discussion will go not on the content of the works read, but on problematic ideas.
During the seminar, in the course of the interview, a formative assessment of the mastery of the lecture material and the student's independent work is carried out. In some seminars, it is possible to conduct control works or testing.
With this preparation, the seminar lesson will be held at the required methodological level and will bring intellectual satisfaction to the whole group.
In the time dimension, the seminar should be built taking into account: 25% - highlighting the problem, 30% - discussion, 45% - solution. In those seminars where 2-3 tasks are given to solve the problem, the teacher can choose one, at his discretion.
The duration of the speech should take no more than 5-7 minutes for the main report and no more than 3-4 minutes for the co-report or message.
It is better to prepare the theses of the report, where to highlight the key ideas and concepts and think over examples from practice, comments on them. In the report, you can identify a problem that has an ambiguous solution, can cause discussion in the audience. And invite opponents to reflect on the questions you have posed.
Remember that all scientific terms, words of foreign origin must be worked out in dictionaries, be able to interpret the pedagogical meaning of the terms used, be ready to answer audience questions on the terms that you used in speech.
Use a variety of sources to prepare your keynote address, including keynote lectures for the course under study. Be sure to indicate whose work you studied, and what interpretations on this issue were found by various authors. Learn to compare different approaches. As you structure what you've learned, try applying highest level mental operations: analysis, synthesis, assessment. It is appreciated if you present the material in the form of structured tables, diagrams, diagrams, models.
How to write a good essay?
Writing an essay An essay is an independent essay-reflection of a master student on scientific problem when using ideas, concepts, associative images from other fields of science, art, personal experience, social practice. This type of work is considered a creative type of independent educational activity of undergraduates.
The exact selection of the rules for writing an essay depends on the selected type of essay, among which are:
- “descriptive” essay, indicating the direction or instructing the implementation of the task;
- "causal" essay, which focuses on the premises and consequences of solving the problem under study;
- “defining” essay offering an extended interpretation of the topic;
- “Comparative” essay, fixing differences and / or similarities between positions, ideas, approaches, etc .;
Arguing (counter-arguing) essay, which fixes a reasoned opinion regarding the subject of study;
If the teacher does not determine the type of essay in advance, but offers the master's student to choose it independently, then knowledge of another typology can help him make the best choice:
1) a letter to a friend (potential employer, politician, publisher),
2) a narrative essay - a master's student's description of a personal attitude (assessment) to a particular event,
4) argumentative essay;
5) role-based essay - a master's student is required to choose one or another role for himself in a certain situation and describe the reaction to this situation;
6) synopsis or summary - generalization or synthesis of a large amount of information;
7) expressive essay - a description of a personal opinion about a particular issue or event;
8) a diary or notes - a personal appeal in an informal style;
9) literary analysis- interpretation of any fragment or whole literary work.
“Hold” the essay question.
Write down the theses that you want to disclose in the essay.
Briefly formulate the theses at the beginning of your essay, develop their argumentation in the main part, and in the conclusion clearly and directly formulate conclusions that correspond to the theses stated at the beginning.
Analyze deeper, describe less (except when you are writing a descriptive type of essay).
Provide reasons for all statements you make.
Use the main and additional literature for the course.
Working on the presentation.
Basic principles of presentation:
do not inform, but sell ideas, projects, approaches (remember the cartoon "How the old man sold a cow");
a clear understanding of what you want to say and what goal you want to achieve;
first impression management - "first frame", brevity and simplicity;
one idea per slide;
on a slide: no more than 6 lines, no more than 6 words per line, font 25-30, no more than 10 slides.
Creation of a “portfolio” A portfolio is a way of organizing and systematizing independent educational activities in a subject, as it records the individual achievements of a master's student, provides self-esteem, and develops reflexive skills.
Portfolio - translated from Italian means “folder with documents”, “specialist folder”. The work on its creation allows you to purposefully document and clearly track the real movement of the undergraduate in the process of independently completing various kinds of tasks. This method of organizing educational activities can be used in cases where the task consists of a small number of elements, but is characterized by a complex organization (the organization of the task means the degree of interconnection of its constituent sub-tasks and elements).
The portfolio can include:
generalizations of seminar discussions, critical notes in the process of studying the material, reflections of a master student on a particular problem, as well as on the nature and quality of his own work in the course, a brief analysis of the read literature, bibliographic reviews, self-made translations, etc.
The nature of the materials included in the portfolio is largely determined by the characteristics of the studied subject. The materials included in the portfolio should indicate how successfully the master's students master the content of the course and perform different types of independent work. The structure of the portfolio is usually determined by the teacher.
In a situation where a master's student independently sets tasks for this type of independent work and forms a list of documents necessary for inclusion, it is proposed to focus on the following possible types of portfolio:
"Creation of an effective system of aviation monitoring of the Northern Sea Route and coastal territories through the implementation of the developments of JSC" TsNPO "Leninets", the experience of carrying out aerial work and the use of the infrastructure of the aviation test complex on the basis of the "Pushkin" airfield. MAIN OBJECTIVES AND STRATEGIES ... "
United Nations ECE / ENERGY / GE.5 / 2009/4 Economic Distr .: General 27 February 2010 and Social Council Original: English Economic Commission for Europe Committee on Sustainable Energy Ad Hoc Group of Experts on Cleaner Electricity Production at ...
“Scientific Notes of the Tavricheskiy National University named after VI Vernadsky Series "Biology, Chemistry". Volume 26 (65). 2013. No. 1. S. 258-264. UDC 591.51 STAGES OF DEVELOPMENT OF FOOD BEHAVIOR IN THE CHILD OF THE BLACK SEA DOLPHIN AFALINA IN ONTOGENESIS Chechina ON, Kondratyeva N .... "
"Ministry of Agriculture of the Russian Federation Ministry of Agriculture of the Russian Federation Federal State Educational Institution of Higher Professional Education" Saratov State Agrarian University named after N .... "
"The program of the discipline:" History of nature management "Authors: Ph.D., Assoc. Badyukov D.D., Ph.D., Assoc. Borsuk O.A. The purpose of mastering the discipline: development of ideas about the problems arising as a result of human interaction with nature from antiquity to the present day; acquaintance with the influences of different civilizations ... "
"GBU" Republican Property Treasury "(specialized organization), guided by Art. 448 of the Civil Code of the Russian Federation, Article 18 of the Federal Law of November 14, 2002. No. 161-FZ "On State and Municipal Unitary Enterprises", Article 3 of the Federal Law of 03.11.2006. No. 174-FZ "On ..." Bulletin of the Nikitsky Botanical Garden. 2008. Issue 97 75 VARIABILITY OF ESSENTIAL OIL CONTENT AND COMPONENT COMPOSITION RUSSIAN FEDERATION MINISTRY OF EDUCATION AND SCIENCE Federal State Budgetary Educational Institution of Higher Professional Education TYUMENSKY INYUMENSKIY INYUMENSKIY INYUMENTSKY G..."
ISSN 0869-4362 Russian Ornithological Journal 2014, Volume 23, Express issue 1067: 3521-3527 Phenology of mating behavior of wood grouse Tetrao urogallus in Central Siberia IA Savchenko, AP Savchenko Second edition. First published in 2012 * Among the recoverable natural resources of the animal world, upland game has an important sign ... "
"University named after M.V. Lomonosov Comprehensive studies of NArFU and IEPS in the Arctic region NATIONAL CHALLENGES q Maintaining ecological balance in the Arctic region qSbal ... "
Lomonosov. 2000.4 s. [Electronic resource] http://istina.msu.ru/courses/851153/ ENVIRONMENTAL FUNCTIONS OF LITHOSPHERE Geological faculty ... "(ROSHYDROMET) FEDERAL STATE BUDGETARY INSTITUTION" STATE ... " and protection water resources E. A. Zilov STRUCTURE AND FUNCTIONING OF FRESHWATER ECOSYSTEMS: Textbook for the course "Hydrobiologist ..."
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2.1. Discipline Lecture Notes
"Modern problems of science and education"
Lecture 1.
Modern society and modern education
1 .Science at various stages of development of society and the influence of the type of society on the state, development and prospects of science. Changing the role of science, its purpose, functions, methodology.
Academician V.I. Vernadsky. Defining the phenomenon of science, he wrote: "Science is the creation of life. From the life around it, scientific thought takes the material it brings into the form of scientific truth. It is the thick of life - it creates it first of all ... Science is the manifestation of action in human society of the totality of human thought. Scientific thought. , scientific creativity, scientific knowledge go in the thick of life, with which they are inextricably linked, and by their very existence they excite active manifestations in the environment of life, which in themselves are not only disseminators of scientific knowledge, but also create its countless forms of identification, cause countless large and a small source of scientific knowledge. "
For Vernadsky, there is no doubt that science was generated by life, the practical activities of people, developed as its theoretical generalization and reflection. Science grew out of the needs of practical life. The formation of science by Vernadsky is considered as a global process, a planetary phenomenon. The main stimulus and reason for the birth of science, new ideas, Vernadsky considered the demand for life. The purpose of discoveries was the striving for knowledge, and life moved it forward, and for the sake of it, and not for science itself, artisans, craftsmen, technicians, etc., worked and looked for new ways (knowledge). Humanity in the process of its development has realized the need to seek a scientific understanding of the environment, as a special matter of the life of a thinking person. Already at the very beginning of its inception, science set one of its tasks to master the forces of nature for the benefit of mankind.
It is possible to speak about science, scientific thought, their appearance in humanity - only when an individual person himself began to ponder the accuracy of knowledge and began to seek scientific truth for truth, as the work of his life, when scientific quest was an end in itself. The main thing was the exact establishment of the fact and its verification, which probably grew out of technical work and caused by the needs of everyday life. The truth of the knowledge discovered by science is verified by the practice of scientific experiment. The main criterion for the correctness of scientific knowledge and theories is experiment and practice.
In its development, science has gone through the following stages:
Pre-science- it did not go beyond the existing practice and simulates changes in objects included in practical activity (practical science). At this stage, the accumulation of empirical knowledge took place and the foundation of science was laid - a set of precisely established scientific facts.
Science in the proper sense words - in it, along with empirical rules and dependencies (which pre-science also knew), a special type of knowledge is formed - a theory that allows one to obtain empirical dependencies as a consequence of theoretical postulates. Knowledge is no longer formulated as prescriptions for existing practice, it acts as knowledge about objects of reality "in itself", and on their basis a recipe for the future practical change of objects is developed. At this stage, science acquired predictive power.
Formation of technical sciences as a kind of mediating layer of knowledge between natural science and production, and then the formation of social and humanitarian sciences. This stage is associated with the era of industrialism, with the increasing introduction of scientific knowledge into production and the emergence of the needs of scientific management of social processes.
The production of knowledge in society is not self-sufficient, it is necessary for the maintenance and development of human life. Science arises from the needs of practice and regulates it in a special way. It interacts with other types of cognitive activity: everyday, artistic, religious, mythological, philosophical comprehension of the world. Science aims to identify the laws according to which objects can be transformed. Science studies them as objects that function and develop according to their natural laws. The objective and objective way of viewing the world, characteristic of science, distinguishes it from other methods of cognition. The sign of the objectivity and objectivity of knowledge is the most important characteristic of science. Science is a dynamic phenomenon, is in constant change and deepening. The constant striving of science to expand the field of objects under study, regardless of the current possibilities of their mass practical development, is a system-forming feature that justifies other signs of science. Science has the following characteristics: systemic organization, validity and proof of knowledge. Science uses its own special scientific methods of cognition, which it constantly improves.
Each stage in the development of science was accompanied by a special type of its institutionalization, associated with the organization of research and the method of reproduction of the subject of scientific activity of scientific personnel. As a social institution, science began to form in the 17-18 centuries, when the first scientific societies, academies and scientific journals appeared in Europe. By the middle of the 19th century. the disciplinary organization of science is formed, a system of disciplines with complex connections between them appears. In the 20th century. science has turned into a special type of scientific knowledge production, including various types of associations of scientists, targeted funding and special expertise of research programs, their social support, a special industrial and technical base serving scientific research, a complex division of labor and targeted training of personnel.
In the process of development of science, changed its functions in social life. In the era of the formation of natural science, science defended its right to participate in the formation of a worldview in the fight against religion. In the 19th art. the function of being a productive force was added to the ideological function of science. In the first half of the 20th century. science began to acquire another function - it began to turn into a social force, penetrating into various spheres of social life and regulating various types of human activity.
At each stage in the development of science, scientific knowledge has complicated its organization. New discoveries were made, new scientific directions and new scientific disciplines were created. The disciplinary organization of science is being formed, a system of scientific disciplines with complex connections between them appears. The development of scientific knowledge is accompanied by the integration of sciences. The interaction of sciences forms interdisciplinary research, the proportion of which increases with the development of science.
Modern science as a whole is a complex, developing, structured system that includes blocks of natural, social and humanitarian sciences. There are about 15,000 sciences in the world, and each of them has its own object of research and its own specific research methods. Science would not be so productive if it did not have such a developed system of methods, principles and imperatives of knowledge so inherent in it. The new position of science in the 19th and 20th centuries, under the influence of the intensive growth of scientific thought, brought to the fore the applied importance of science both in the community and at every step: in private, personal and collective life. In the structure of science, fundamental and applied research is distinguished. fundamental and applied sciences. Fundamental and applied research differ primarily in their goals and objectives. The fundamental sciences do not have special practical purposes, they give us a general knowledge and understanding of the principles of the structure and evolution of the world of its vast areas. Transformations in the fundamental sciences are a transformation in the style of scientific thinking, in the scientific picture of the world - there is a change in the paradigm of thinking.
Fundamental sciences are fundamental precisely because on their basis a flourishing of many and varied applied sciences is possible. The latter is possible, since in the fundamental sciences, basic models of cognition are developed, which underlie the cognition of vast fragments of reality. Real knowledge always forms a system of models, hierarchically organized. Each applied research area is characterized by its own specific concepts and laws, the disclosure of which occurs on the basis of special experimental and theoretical means. The concepts and laws of the fundamental theory serve as the basis for bringing all information about the system under study into an integral system. By conditioning the development of research in a fairly wide field of phenomena, fundamental science thereby determines the general features of the formulation and methods of solving a wide class of research problems.
By revising applied research and sciences the emphasis is often placed on the application of scientific results to the solution of well-defined technical and technological problems. The main task of these studies is considered as the direct development of certain technical systems and processes. The development of applied sciences is associated with the solution of practical problems, it has in mind the needs of practice. At the same time, it should be emphasized that the main “purpose” of applied research, as well as fundamental, is precisely research, and not the development of certain technical systems. The results of applied sciences precede the development of technical devices and technologies, but not vice versa. In applied scientific research, the center of gravity rests on the concept of "science" rather than on the concept of "application". The differences between fundamental and applied research lie in the peculiarities of the choice of research directions, the choice of research objects, but the methods and results are of independent value. In fundamental science, the choice of problems is determined, first of all, by the internal logic of its development and the technical possibilities of carrying out the corresponding experiments. In applied sciences, the choice of problems, the choice of research objects is determined by the impact of society's demands - technical, economic and social problems. These differences are largely relative. Fundamental research can also be stimulated by external needs, for example, the search for new sources of energy. On the other hand, an important example from applied physics: the invention of the transistor was by no means a direct result of practical demands.
Applied sciences lie on the path from basic sciences to direct technical developments and practical applications. Since the middle of the 20th century, there has been a sharp increase in the scope and significance of such research. These changes were noted, for example, by E.L. Feinberg: “In our time, it seems to us, we can talk about the flourishing of a special stage in the scientific and technical research chain, intermediate between fundamental science and direct technical (scientific and technical) implementation. It can be assumed that this is the basis for the great development of works, for example, in solid state physics, plasma physics and quantum electronics. A researcher working in this intermediate field is a genuine research physicist, but he, as a rule, sees in a more or less distant perspective a specific technical problem, for the solution of which he must create a basis as a research engineer. The practical usefulness of future applications of his work is here not only an objective basis for the need for research (as it has always been and is for all science), but also a subjective incentive. The flowering of such research is so significant that it changes in some respects the entire panorama of science. Such transformations are characteristic of the entire front of the development of scientific research activity; in the case of social sciences, they are manifested in an increase in the role and significance of sociological research. "
The driving force behind the development of applied sciences is not only the utilitarian problems of the development of production, but also the spiritual needs of man. Applied and basic sciences have a positive mutual influence. This is evidenced by the history of knowledge, the history of the development of fundamental sciences. Thus, the development of such applied sciences as the mechanics of continuous media and the mechanics of systems of many particles, respectively, led to the development of fundamental research directions - Maxwell's electrodynamics and statistical physics, and the development of the electrodynamics of moving media - to the creation of a (special) theory of relativity.
Fundamental research is research that discovers new phenomena and patterns; it is research of what lies in the nature of things, phenomena, events. But in carrying out fundamental research, it is possible to pose both a purely scientific problem and a specific practical problem. One should not think that if a purely scientific task is posed, then such a study cannot give a practical solution. Equally, one should not think that if fundamental research is being carried out aimed at solving a practically important problem, then such a study cannot have general scientific significance.
The gradual increase in the volume of fundamental knowledge about the nature of things leads to the fact that they increasingly become the basis of applied research. The fundamental is the basis of the applied. Any state is interested in the development of fundamental science as the basis of a new applied science and most often military. State leaders often do not understand that science has its own laws of development, that it is self-sufficient and sets tasks for itself. (There is no head of state who could set a competent task for fundamental science. For applied science this is possible, since tasks for applied sciences often follow from the practice of life.) The state often allocates little funds for the development of fundamental research and hinders the development of science. However, fundamental science, fundamental research must be carried out and they will exist as long as humanity exists.
Fundamental sciences and fundamentality in education are especially important. If a person is not fundamentally trained, then he will be poorly trained in a specific task, it will be bad to understand and carry out a specific task. A person must be trained first of all in what lies in the foundation of his profession.
The main property of fundamental science is its predictive power.
Foresight is one of the most important functions of science. At one time, W. Ostwald brilliantly spoke on this issue: “... A penetrating understanding of science: science is the art of foresight. Its entire value lies in the extent to which and with what certainty it can predict future events. Any knowledge that says nothing about the future is dead, and such knowledge should be denied an honorary title - science. " In fact, all human practice is based on foresight. By engaging in any kind of activity, a person presupposes (foresees) to obtain some quite definite results. Human activity is basically organized and purposeful, and in such an organization of his actions, a person relies on knowledge. It is knowledge that allows him to expand the area of his existence, without which his life cannot continue. Knowledge allows us to foresee the course of events, since it is invariably included in the structure of the methods of action themselves. Methods characterize any kind of human activity and they are based on the development of special tools, means of activity. Both the development of instruments of activity and their “application” are based on knowledge, which makes it possible to successfully predict the results of this activity. There are a number of points to be made about foresight. It may be said that scientific foresight leads to a limitation of the possibilities in human actions, leads to fatalism. Such conclusions follow from the fact that science, considering some material processes, reveals the inevitability, inevitability of the onset of certain consequences. The only thing for a person is how to obey the given course of events. However, the state of affairs here is not so simple. Man himself is a material being, has free will, and therefore he can influence the course of other processes, that is, change their course. The general task of foresight when considering some processes means the disclosure of all the possibilities, a variety of options for the course of these processes and the consequences to which they lead. The variety of these options is due to the possibility of various influences on the processes. The organization of practical actions is based on the knowledge of these possibilities and presupposes the choice of one of them.Hence, the difference between the goals and objectives of science and technology is clearly visible: science seeks to identify and assess the range of possibilities in human actions, technology is the choice and implementation in practice of one of these possibilities. The difference in goals and objectives also leads to a difference in their responsibility to society.
When speaking of foresight, one must also bear in mind its relative nature. Available knowledge forms the basis of foresight, and practice leads to continuous refinement and expansion of this knowledge.
At different stages of the development of society, scientific knowledge performed different functions. The place of science also changed, depending on the conditions of its development and the demand for it in certain epochs. Thus, ancient science relied on the experience of mathematical and astronomical research accumulated in more ancient societies (Egypt, Mesopotamia). She enriched and developed the elements of scientific knowledge that appeared there. These scientific achievements were rather limited, but even then many of them were used in agriculture, construction, trade, and art.
During the Renaissance, a keen interest in the problems of man and his freedom contributed to the development of individual creativity and humanitarian education. But only at the end of this epoch the preconditions for the emergence and accelerated development of a new science were formed. The first to take a decisive step in the creation of a new natural science, overcoming the opposition between science and practice, was the Polish astronomer Nicolaus Copernicus. With the Copernican coup four and a half centuries ago, science first began a dispute with religion for the right to completely influence the formation of the worldview. Indeed, in order to accept the heliocentric system of Copernicus, it was necessary not only to abandon some religious views, but also to agree with ideas that contradicted the everyday perception of the world around people.
A lot of time had to pass before science could become a determining factor in solving issues of paramount ideological significance, concerning the structure of matter, the structure of the Universe, the emergence and essence of life, the origin of man. It took even more time for the answers to worldview questions offered by science to become elements of general education. So there was and was strengthened cultural and ideological function Sciences. Today it is one of the most important functions.
In the 19th century, the relationship between science and industry began to change. Becoming so important the functions of science, as the direct productive force of society, K. Marx was first noted in the middle of the last century, when the synthesis of science, technology and production was not so much a reality as a prospect. Of course, even then scientific knowledge was not isolated from the rapidly developing technology, but the connection between them was one-sided: some problems that arose in the course of the development of technology became the subject of scientific research and even gave rise to new scientific disciplines.
An example is the creation of classical thermodynamics, which generalized the rich experience of using steam engines.
Over time, industrialists and scientists have seen science as a powerful catalyst for the continuous improvement process. The realization of this fact sharply changed the attitude towards science and was an essential prerequisite for its decisive turn towards practice.
Today, science is more and more clearly showing another function - it begins to act as a social force, directly involved in the processes of social development and management. Most vividly this function manifests itself in situations where the methods of science and its data are used to develop large-scale plans and programs for social and economic development. An essential feature of such plans and programs is their complex nature, for they involve the interaction of the humanities and technical sciences. Among the humanitarian, economic theory, philosophy, sociology, psychology, political science and other social sciences play a particularly important role.
Not a single serious change in public life, not a single social, economic, military reform, as well as the creation of a national educational doctrine, the adoption of any serious law, can today do without preliminary scientific research, sociological and psychological forecasts, and theoretical analysis. The social function of science is most important in solving global problems of our time.
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