Journal "Problems of modern teacher education» is included in the RSCI system (Russian Science Citation Index, license agreement No. 171-03/2014). The journal is registered with the ISSN International Center in Paris (print identification number: ISSN 2311-1305), which operates with the support of UNESCO and the Government of France.

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

Dear colleagues!

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

Dear Colleagues!

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

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

flexible pedagogy

flexible information technology

flexible learning

personalized learning

1. Blokhin A.L. The system of higher education as one of the main factors in the formation of human capital // Problems of modern pedagogical education. - 2016. - No. 52-6. - S. 19-24.

2. Kelarev V.V., Kotova N.S. Case study how effective method training technologies in the training of managerial personnel // State and municipal government. Scientific notes of SKAGS. - 2014. - No. 3. - S. 209-214.

3. Kelarev V.V., Kotova N.S. Convergent approach to organizing business education at a university: foreign experience // State and municipal management. Scientific notes of SKAGS. - 2015. - No. 4. - P. 188-193.

4. Kotov S.V., Kotova N.S. Patriotic paradigm educational process in the conditions of the growth of neo-fascist ideology // Integration of science and practice as a mechanism for the effective development of modern society: materials of the XI International scientific and practical conference. - Ekaterinburg: Research and Development Center "Institute strategic research", 2014. - S. 316-321.

5. Kotov S.V., Kotova N.S. Formation of inclusive education in Russia // European Social Science Journal. - 2015. - No. 6. - P. 263-267.

6. Kotova N.S., Kotov G.S. higher education through remote technologies(foreign experience) // Theory and methodology of the modern educational process: collection scientific papers Based on the materials of the I International Scientific and Practical Conference. - Nizhny Novgorod, 2016. - S. 51-54.

7. Barnett R. Imagining the University. – London: Routledge, 2013.

8. Collis B. and Moonen J. Flexible Learning in a Digital World. – London: Routledge, 2004.

9. Ryan A., Tilbury D. Flexible Pedagogies: new pedagogical ideas. – The Higher Educational Academy, 2013.

10. Watling S. Technology-Enhanced Learning: A New Digital Divide? – The Future of Higher Education: Policy, Pedagogy and the Student Experience. – London: Continuum, 2009.

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

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

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

Purpose and objectives of the study

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

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

a) "tempo" includes, along with standard, accelerated programs, taking into account the experience of previous learning, expressed in credits;

b) "place" includes learning and sharing good practices through the involvement of an employer;

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

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

Material and research methods

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

Research results

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

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

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

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

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

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

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

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

interest in such educational outcomes obvious. Graduate of higher educational institutions must demonstrate flexibility in working in different systems, the ability to think critically and creatively, develop intercultural competence, offer alternatives, adapt to changing conditions and develop skills that will support his ability to quickly adapt to new conditions.

One of the important aspects of the development of "flexible pedagogy" is the institutional conditions in which "new pedagogical ideas" can be implemented in life. The challenge of rethinking pedagogy in a flexible format is one of the pedagogical innovations in the curriculum. There is a true educational potential in creating a flexible curriculum that requires an understanding of the issues of implementing at the institutional level the expansion of the range of educational programs using information technology, which entails changes in educational strategy in corporate and educational aspects.

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

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

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

Obviously, in "flexible pedagogy" a balance must be struck between "flexible learning" (eg Open University) and the corresponding consequences of the student-teacher dynamic and relationship. It is about supporting more active participation of students in the learning process in order to strengthen the perception of higher education as a quality education.

The idea of ​​"empowerment of the learner" recognizes the most innovative and significant degree of orientation towards the educational model of "co-creation". Such models challenge the authority of the experienced educator and expand student engagement by changing the dynamics of learning through interaction, as well as providing an alternative to the conservative, non-conversational institutional structure that underpins the traditional academic project as a whole.

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

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

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

The above list, although not exhaustive, indicates areas that can provide large-scale and pragmatic solutions, which are key to gaining widespread adoption and implementation of "flexible pedagogy". Although some technologies are already well established - such as the use of virtual learning environments to provide educational content - the use of other technologies, such as personalized automated testing, is often not available or not available as such. We also came to the conclusion that the new educational technologies in terms of pedagogy and learning, they offer definitely new opportunities and tools for finding and using educational content, for interaction between teachers and students, for pre-university study of online courses that will help students get some university credits, which will allow them to choose their own training course with a small number of loans to increase the share of loans for research or project work.

Flexible learning allows students to choose aspects of their learning. As a rule, the choice of aspects means “when, where and how” to study, although there are some broader approaches, such as student-centered education. With the definition of "flexible learning", "flexible pedagogy" refers to a paradigm of approaches to teaching and learning that allows students to make choices. The use of information and communication technologies (ICT) in the broadest sense helps to support and improve the learning process. Thus, agile technologies and pedagogy can be seen as natural partners, and agile learning can be implemented and supported by ICTs, and vice versa, new technologies can stimulate the development of agile approaches to learning delivery and assessment. They also correlate with the fact that truly flexible pedagogical technologies and their effective use in education (e-learning) help to adapt institutional systems, staff and students to rapidly changing realities. Thus, the concept of "flexible pedagogy" is a symbiosis of participants pedagogical process, including educational (teachers and students), able to think, act and innovate through existing structures and in highly unpredictable scenarios.

Bibliographic link

The journal "Problems of Modern Pedagogical Education" is included in the RSCI system (Russian Science Citation Index, license agreement No. 171-03/2014). The journal is registered with the ISSN International Center in Paris (print identification number: ISSN 2311-1305), which operates with the support of UNESCO and the Government of France.

Included in the list of peer-reviewed scientific publications (VAK), in which the main scientific results of the dissertation for the degree of candidate of science, for the degree of doctor of science should be published (Order of the Ministry of Education and Science of the Russian Federation No. 13-6518 dated 01.12.2015), by groups of scientific specialties: 19.00.00 Psychological sciences and 13.00.00 Pedagogical sciences.

Dear colleagues!

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

Dear Colleagues!

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

Article

on the topic of:

"Problems modern education»

Pershina Elena Evgenievna

Kolomna, 2016

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

INTRODUCTION

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

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

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

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

2. UNITY AND INTERRELATION OF DIFFERENT APPROACHES, TECHNIQUES AND METHODS OF LEARNING

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

3. JUSTIFICATION OF THE MEANING OF TRAINING AND EDUCATION

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

4. PEDAGOGY OF NON-VIOLENCE AND SPIRITUAL-TRANSFORMING COMMUNICATION - THE WAY TO OVERCOME THE CRISIS IN PEDAGOGICAL ACTIVITY

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

The need for changes in the education system is also determined by the spirit of the times, which requires the combination of scientific rationality in cognition and the principle of individual responsibility in behavior. The traditional education system prepared a knowledgeable and fulfilling person. Today, it is necessary to prepare a creative, understanding person, capable of dialogue, to overcome his own egoism. Therefore, one of the criteria for education becomes spiritual maturity, i.e. the ability to think independently, navigate independently in life, “live with your own mind”, think critically, make decisions not only from the standpoint of utility, but also moral validity.
Current situation in society is very difficult for the moral formation and survival of the individual. The collapse of the totalitarian public organization and, accordingly, education systems, difficulties, difficulties, crisis phenomena of perestroika, loss of protective functions by the media in market relations in relation to the spiritual health of a person - all this leads to a weakening of the "brakes" of aggressiveness, which are not given to a person from birth, but are formed in the field of human culture; to the growth of lack of spirituality, which survives by suppressing the freedom of others, opposing their own private interests to the interests of other people.
In the fight against evil and violence, non-violence pedagogy proceeds from an active non-violent form, as opposed to non-resistance to evil by violence or simple reciprocal violence. Active non-violent resistance (expressed in the Christian thesis “love your enemy”) focuses on the good in a person, implies the maximum manifestation of spirituality. This is not an abstract struggle against evil, but a struggle in the name of saving a person who does evil.
On present stage humanity has realized the global nature of the problem of violence - the death of civilization on the paths of violence. The reasons for the manifestation and intensification of violence in the behavior of an individual can be the aggressiveness of public, social and family institutions, moral and legal ignorance, lack of spirituality, thoughtless impulsiveness of the individual. Therefore, violence becomes the last refuge for people whose life is inexpressibly dreary and who strive for a different life, much brighter and richer than the one they eke out. Therefore, the ultimate task of pedagogical activity is not just teaching knowledge, but moral education, that is, understanding the differences between vices and virtues, bad and good.
The purpose of education is to promote peace and reduce violence, not just respond to them. At the same time, a simple instruction that turns into moral demagoguery is not the best way teaching moral values. Here, the unity of the objective (existing sample) and the subjective (one's own efforts in the search for moral truths) is necessary. By itself, this search may not come. This is the task of the educator, teacher, teacher. At the same time, moral, peace-loving education must begin at an early age - from 4 to 8 years, before aggressiveness acquires the character of a persistent habit and becomes fixed as a stereotype of behavior.
Moral reasoning alone, the collective search for moral truth is not enough in the formation and development of peacefulness and non-violence. The main ways are the self-criticism of the teacher and the selfless, gratuitous creation of good, not only criticism of the student, but also real help in overcoming vice.
Thus, the pedagogy of non-violence cannot be the pedagogy of a monologue. Moreover, an exploratory moral dialogue in the formation of non-violence is necessary but not sufficient. Most effective way the formation of morality is a dialogue of spiritually transforming communication, in which the teacher (educator, educator) acts as a model of moral behavior, takes the position of the "spiritual self" of the student. Understanding the meaning of a person's actions outside the current situation, the absence of subjective sympathies or antipathies, identifying the causes of negative actions, disinterested, gratuitous assistance in overcoming them become tactical goals.
A feature of such communication is the unintentional influence of the teacher on the student, which is carried out in the game, direct participation in work and joint activities. It is in joint activities, and not in moralizing conversations, that the teacher infects with interest, captivates, surprises, delights, helps, shares experience, that is, practically morally influences the student ..
Philosophy, ethics and pedagogy of non-violence, focusing on the understanding, affirmation and formation of a non-violent, peace-loving personality, are a response to the challenge, the need of the time, society, human civilization, which has realized fatality on the paths of violence, globality and significance, the primacy of the problem of the moral meaning of education and upbringing.
Thus, comprehension of pedagogical activity makes it possible to identify modern approaches to the further, promising development of educational problems: changing the content of education in terms of introducing students not only to natural-science, materialistic pictures of the world, but also to other, non-scientific ones; improvement of educational methods that preserve and develop emotional-figurative and conceptual-logical thinking, rational and reasonable, rational and irrational; understanding the meaning of education, which involves the formation of not only a knowledgeable person, but also a reasonable, moral, peace-loving, non-violent person.

REFERENCES

1. Oboturova G.N. Philosophical understanding of educational myth-making, materials for a special course on the problems of the philosophy of education for students pedagogical universities, Vologda, "Rus", 1998
2. Oboturova G. N. World outlook synthesis as a philosophical concept of education of world citizens // Education will save the world: Sat. materials under the program “World Decade of Education. National Doctrine of Education. - Part III. - OVFO "Super". - M., 1996. - S. 58 - 69
3. . Nemov R.S. Psychology. - In 2 books. - Prince. 1. General foundations of psychology. - M .: Education, Vlados, 1994.
4. Bibler V. S. From science teaching to the logic of culture. - M., 1991.
5. Garai L., Kyochki M. Another crisis in psychology: possible reason noisy success of the ideas of L. S. Vygotsky // Questions of Philosophy. - 1996. - M b. - S. 62 - 76.
6. Givishvili GV Does natural science have an alternative to God? // Questions of Philosophy. - 1996. - No. 2. - S. 37 - 47.
7. Guseynov A. A. The concepts of violence and non-violence // Questions of Philosophy. - 1994. - No. 6. - P. 35 - 41.
8. Konev V. A. Culture and architecture of pedagogical space // Questions of Philosophy. - 1996. - M 10. - S. 46 - 57.
9. Lipman M. Education to reduce violence and develop peacefulness // Questions of Philosophy. - 1995. - No. 2. - P. 110 - 121.
10. Belyaeva L. A. Philosophy of education as the basis of pedagogical activity / Uralsk, state. ped. in-t. - Yekaterinburg, 1993. - 125 p.
11. Philosophy of education. - M.: Fund "New Millennium", 1996. - 288 p.
12. Philosophy of education: state, problems and prospects (materials " round table”) // Questions of Philosophy. - 1995. - No. 11.

Publication in a scientific journal
"Problems of modern pedagogical education"

Crimean federal university them. V. I. Vernadsky

We invite you to publish your work in a scientific journal

Problems of modern teacher education

The magazine is included inList of peer-reviewed scientificpublications in which the main scientific results of dissertations for the degree of candidate of sciences, for the degree of doctor of sciences (Letter on the List of peer-reviewed scientific publications from

№ 13-6518 as of 02/09/2016, the serial number of the journal in the document is 1455)

Mass media registration certificate of the Ministry of Communications and Mass Media of the Russian Federation

The magazine is included in scientometric RSCI system

(license agreement No. 171-03/2014).

The journal is registered with the ISSN International Center in Paris (identification number of the printed version:ISSN 2311-1305), supported by UNESCO and the Government of France.

Articles are accepted in the following areas:

The magazine is published 4 times a year.

The cost of publication is 300 rubles per page.

Acceptance of applications, texts of articles until 04/09/2016

Journals are sent to the specified address two weeks after the deadline for receiving articles.

THE TERMS OF PARTICIPATION

Wishing to publish an article until April 9, 2016 send the following materials to the email addressviza _1986@ ukr . net:

1. Application.

2. Those kst articles.

The Organizing Committee reserves the right to refuse publication without explanation. The authors are responsible for the content of the materials. Materials that do not meet the requirements for registration will not be accepted.

TERMS OF PUBLICATION

In order to reimburse organizational, publishing, printing costs, authors must pay an organizational fee at the rate of300 rub. for 1 page.

The payment for the publication of one article (regardless of the number of co-authors) includes one copy of the journal (excluding the cost of its postage). To receive the journal in order to reimburse the costs of shipping, you must make an additional contribution in the amount of 150 rubles. for 1 copy.

APPLICATION FORM AND REQUIREMENTS FOR COMPLETING IT

REQUIREMENTS FOR ARTICLE DESIGN

Article structure requirements:

1. Section of sciences(Pedagogy or Psychology, upper right corner of the page, Times New Roman font, font size 14)

2. UDC index(upper left corner of the page, Times New Roman font, font size 14, bold).

3. Author or authors (left corner of the page, Times New Roman font, font size 14, bold). Full name of the authors (WITHOUT abbreviations), in the nominative case, information about the scientific degree and academic title (without abbreviations), the following line: the place of work or study of the author (in full, without abbreviations)

4. Title of the article (centered on the page, Times New Roman font, font size 14, bold, all caps, up to ten words).

5. Abstract(in Russian, English).

6. Keywords(in Russian, English).

7. Those kst in a structured form highlighting the following elements:

Introduction.

Formulation of the purpose of the article and tasks.

Presentation of the main material of the article.

Conclusions.

Literature.

Technical requirements for the design of the article:

Page format - A4.

The volume of the article - not less thanTENprinted pages.

Margins on all sides 20 mm.

Font - Times New Roman (size 14), line spacing 1.5.

Paragraph indent - 1.25 cm.

The working languages ​​of the journal are Russian, English.

Article text template

Pedagogy

UDC:378.2

doctor pedagogical sciences, Professor Vezirov Timur Gadzhievich

Dagestan State Pedagogical University(Makhachkala)

INFORMATIONAL EDUCATIONAL ENVIRONMENT OF A PEDAGOGICAL UNIVERSITY IN THE DEVELOPMENT OF PROFESSIONAL COMPETENCE OF MASTER STUDENTS

Annotation.

Keywords:

AnnOstation .

keywords:

INconducting.

Statement of the purpose of the article.

Presentation of the main material of the article .

Conclusions.

Literature:

Inform the organizer of the event that the information is taken from the portal www.site