The role of higher education in human life. Higher education pedagogy and psychology III. Conditions for the formation of a new education system

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

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

Keywords : innovative economy, smart employees, creativity development, innovation, free education, spiritual revival.

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

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

The development of globalization leads to increased competition between producers of goods and services, both at the national and international levels. In these conditions, maintaining competitiveness requires the creative work of innovators who create something new and different, and not just improve the quality of existing products. This requires new incentives - incentives for the creative self-realization of the individual. Today, not blind executors of the orders of a leader, as it was for many hundreds of years, are needed, but creative employees who want and can create something new. The formation of such employees presupposes a different educational system. At school and university, teachers are called upon to develop creativity, teach not to know, but above all to understand.

I. The education system in the modern world

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

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

This year not even the richest Turkey, which, however, is increasingly trying to become a full-fledged member of the European community, has gone to a radical increase in the availability of higher education, making it completely free. In Russia, 2/3 of students pay for university tuition. Moreover, the educational lending system is very poorly developed (one might say, it is absent).

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

With an increase in the number of students, a drop in the level of education in Russian universities is observed. As a result, today there are no Russian universities (except for Moscow State University) in any version of the list of the 100 best universities in the world. Note that 30 universities in China are among the top 100 universities in the world. If in 1991 UNESCO put Soviet higher education in third place in the world, then by 2010 Russia dropped to 29th place in the same ranking.

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

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

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

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

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

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

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

Unlike the ranking of the best universities, in which they are assessed according to many parameters, only one criterion plays a role in the Times' reputation ranking - the opinion of scientists with great authority and merit in scientific work. The compilers admit that the rankings are subjective, but state that no one can better assess the reputation of universities than academics. For the third year in a row, Harvard University has been holding the lead, behind MIT and Cambridge University. At the same time, universities in Asian countries and Australia increased their presence in the ranking.

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

II. Factors Determining Modern Education Requirements

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

What are the most important determinants of today's educational requirements? First of all - the transition to a new, sixth technological order. The priorities of the modern fifth technological order were telecommunications, the Internet and electronics. The new technological order presupposes the transition to biotechnology, nanotechnology, artificial intelligence, as well as the special role of investments in humans. This paradigm presupposes a new level of education system. We are talking about a new phase in the development of civilization - the phase of information civilization. The main thing is to create and develop a system for the accumulation and transmission of information into the future, that is, education system.

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

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

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

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

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

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

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

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

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

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

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

III. Conditions for the formation of a new education system

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

As it was said at the International Congress "Education, Science, Labor - Prospects in the XXI century", this is an economy that is killing itself.

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

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

As a result, a major change in values took place in the United States. The social status of those employed in production was reduced to the level of the "lower class". If earlier a person was judged by the question: "What are you building?", Now they ask: "What kind of entertainment can you afford?" And "entertainment" became like a swift plunge into the pool of previously forbidden pleasures.

Another American scientist, Neil Postman, wrote about the same in his book. The world is dominated by the culture of Coca-Cola and McDonald's, the author writes, there is "information pollution" by more than 40 television channels in North America and illiteracy is growing(!) If nothing is said about an event in the media, it has not happened. Television information should be limited to 30 seconds, because people cannot and do not want to perceive a longer “informational impact”. Today information, in order to be assimilated, must be presented in the form of entertainment. And then the author writes that only a few media trusts control information around the world. Who controls them?

The author has no answer ... The answer was given by Mike Nichols, American filmmaker, winner of the Oscar: “A handful of people control the world's media. Today there are about six people, soon there will be only four people who will take over everything: all newspapers, magazines, all films, all television channels. There was a time when there were different opinions in the media, there was a variety of directions in the media. Today there is only one opinion, which is formed within four to five days, then it becomes the opinion of everyone ”[cit. according to: Entrepreneurship ... 2000: 38].

Many people write about the intellectual level of the population of modern Russia. In his article “Russia is being turned into a country of fools,” the outstanding Russian scientist S. Kapitsa wrote: “The data of VTsIOM indicate that we have finally come to what we have been striving for all these 15 years - we have brought up the country of idiots. If Russia continues to follow the same course, then in another ten years there will be no more of those who today at least occasionally pick up a book. And we will get a country that will be easier to rule, from which it will be easier to suck natural resources. But this country has no future! " [Kapitsa 2009].

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

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

As the rector of Moscow State University, Academician V.A. If he knows mathematics as a tool for understanding the world, natural sciences as philosophy for understanding natural phenomena, and social sciences as analysis for developing a position, then he will be "fashionable" in a new society and a new economy. The new education system is called upon to form such a personality.

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

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

Literature

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

Part 1 PEDAGOGY OF HIGHER EDUCATION

Chapter 1. Modern development of education in Russia and abroad

1. The role of higher education in modern civilization

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

3. Fundamentalization of education in higher education

4. Humanization and humanization of education in higher education

5. Integration processes in modern education

6. Educational component in vocational education

7. Informatization of the educational process

Chapter 2. Pedagogy as a science

1. The subject of pedagogical science. Its main categories

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

Chapter 3. Fundamentals of high school didactics

1. General concept of didactics

2. Essence, structure and driving forces of learning

3. Principles of teaching as the main guideline in teaching

4. Methods of teaching in higher education

Chapter 4. Structure of pedagogical activity

1. Pedagogical act as organizational and managerial activity

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

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

4. Didactics and pedagogical skills of a higher school teacher

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

2. Seminars and workshops at the Higher School

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

4. Fundamentals of pedagogical control in higher education

Chapter 6. Pedagogical design and pedagogical technologies

1. Stages and forms of pedagogical design

2. Classification of teaching technologies of higher education

3. Modular structure of discipline content and rating control

4. Intensification of learning and problem learning

5. Active learning

6. Business game as a form of active learning

7. Heuristic learning technologies

8. Technology of sign-contextual learning

9. Technologies of developing education

10. Information technology training

11. Technologies of distance education

Chapter 7. Basics of preparing lecture courses

Chapter 8. Fundamentals of the teacher's communicative culture

Chapter 9. Pedagogical communication

Part 2. PSYCHOLOGY OF HIGHER SCHOOL

Chapter 1. Features of student personality development

Chapter 2. Typology of student and teacher personality

Chapter 3. Psychological and pedagogical study of student personality

Appendix 1. Psychological schemes "Individual psychological personality traits"

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

Chapter 4. Psychology of vocational education

1. Psychological foundations of professional self-determination

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

3. Psychology of professional development of personality

4. Psychological features of student learning

5. Problems of improving academic performance and reducing student dropout

6. Psychological foundations of the formation of professional systems thinking

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

Appendix. Psychological schemes "Social phenomena and team building"

Bibliography

Higher education pedagogy and psychology

Part 1. PEDAGOGY OF HIGHER EDUCATION

Chapter 1. THE CONTEMPORARY BREAKTHROUGH OF EDUCATION IN RUSSIA AND

ABROAD

The role of higher education in modern civilization

In modern society, education has become one of the most extensive areas of human activity. It employs over a billion students and nearly 50 million educators. The social role of education has noticeably increased: the prospects for the development of mankind largely depend on its orientation and effectiveness. In the last decade, the world has changed its attitude towards all types of education.

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

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

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

All this makes it quite obvious that education should play a huge role in overcoming the crisis of civilization, in solving the most acute global problems of mankind. “It is now generally recognized,” says one of the UNESCO documents (The State of World Education Report 1991 Paris, 1991), “that policies aimed at fighting poverty, reducing child mortality and improving public health, protecting the environment, strengthening human rights, improving international understanding and enriching national culture will not work without an appropriate educational strategy. Efforts to ensure and maintain competition in the absorption of advanced technology will be ineffective. "

But at the same time, in the last 10-15 years in the world, more and more persistently make themselves felt the problems that cannot be resolved within the framework of reforms, i.e. within the framework of traditional methodological approaches, and increasingly talk about the global crisis in education. The existing educational systems do not fulfill their function - to form the creative force, the creative forces of society.

In 1968, the American scientist and educator F. G. Coombs was perhaps the first to analyze the unsolved problems of education: “Depending on the conditions prevailing in different countries, the crisis manifests itself in different forms, stronger or weaker. they appear to the same extent in all countries - developed and developing, rich and poor, long famous for their educational institutions or with great difficulty creating them now. " Almost 20 years later, in a new book "A View from the 80s," he also concludes that the crisis in education is aggravating and that the overall situation in the field of education has become even more alarming.

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

A bleak picture is painted by the report of the US National Commission on Education Quality: "We have committed an act of insane educational disarmament. We are raising a generation of Americans who are illiterate in science and technology." Not without interest is the opinion of the former French President Giscard D "Estena:" I think that the main failure of the Fifth Republic is that it was unable to satisfactorily solve the problem of education and upbringing of young people. "

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

Until recently, Russian science has rejected the very concept of "world education crisis". In the opinion of Soviet scientists, the educational crisis seemed possible only abroad, "with them." It was believed that "here" we can only talk about "difficulties in growth." Today, the existence of a crisis in the domestic education system is no longer disputed by anyone. On the contrary, there is a tendency to analyze and define its symptoms and ways out of a crisis situation.

Gershunskip B.S. Russia: education and the future. The crisis of education in Russia on the threshold of the XXI century. M., 1993; Shukshunov V.E., Taken from the neck of V.F., Romanova L.I. Through the development of education towards a new Russia. M., 1993; and etc.

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

The essence of the world crisis is seen primarily in the orientation of the existing education system (the so-called supportive learning) in the past, its orientation towards past experience, in the absence of orientation towards the future. This idea can be clearly seen in the brochure by V.E. Shukshunova, V.F. Vzyatysheva, L.I. Romankova and in the article by O.V. Dolzhenko "Useless Thoughts, or More About Education".

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

In our country, the educational crisis has a twofold nature:

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

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

Many are wondering whether it is right to start reforms in education, in particular in higher education, right now, in the context of such a difficult historical situation in Russia? The question arises whether they are needed at all, because the higher school of Russia, undoubtedly, has a number of advantages in comparison with the higher schools of the USA and Europe? Before answering this question, let us list the positive "developments" of Russian higher education:

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

· Occupies one of the leading places in the world in terms of the scale of training of specialists and the provision of personnel;

· Is distinguished by a high level of fundamental training, in particular in natural science disciplines;

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

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

However, the fact that the reform of higher education in our country is an urgent need is also clearly recognized. The changes taking place in society more and more objectify the shortcomings of domestic higher education, which at one time were considered by us as its advantages:

· In modern conditions, the country requires such specialists who are not only not "graduated" today, but for whose training our educational system has not yet created a scientific and methodological base;

· Free training of specialists and incredibly low remuneration for their labor devalued the value of higher education, its elitism in terms of the development of the intellectual level of the individual; his status, which should provide the individual with a certain social role and material security;

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

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

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

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

· Isolation from the world community, on the one hand, and the work of many industries according to foreign designs, import purchases of entire factories and technologies, on the other, distorted the main function of the engineer - the creative development of fundamentally new equipment and technology;

· Economic stagnation, the crisis of the transition period entailed a sharp decline in both financial and material provision of education, higher education in particular.

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

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

· The existing system of higher education does not provide the population of the country with the same opportunities to study at universities;

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

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

· Broad development of forms of self-government;

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

· Granting higher education institutions broader rights in all spheres of their activity;

· Expansion of academic freedoms for teachers and students.

The intellectual circles of Russia are more and more clearly aware of the possible consequences of the gradual curtailment of education and the decrease in social protection of students and teachers. An understanding is coming that the unlawful extension of market-based forms of activity to the education sector, ignoring the specific nature of the educational process can lead to the loss of the most vulnerable components of social wealth - scientific and methodological experience and traditions of creative activity.

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

It is obvious that the problem of long-term development of higher education cannot be solved only through organizational, managerial and substantive reforms.

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

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

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

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

The "theory of practice", which includes modern pedagogy, social design, management of the education system, etc., will make it possible to present in the aggregate a new education system: to determine the goals, structures of the system, principles of its organization and management. It will also be a tool for reforming and adapting the education system to changing living conditions.

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

Table 1.1 presents possible options for the development of education.

Table 1.1.

Education development options

Elements / Paradigms	The existing paradigm	Possible development
The main task of man	Knowledge of the existing world	Purposeful change of the world
Scientific basis of activity	Natural scientific method	Transformative practice theory
A typical task has	Only one correct decision	Many feasible solutions
Criterion for evaluating decisions	Only one: "right - wrong"	Many criteria: usefulness, efficiency, harmlessness
The role of ethics, morality and morality	There is no place for them, there is no need for them	Required to select solutions
The main task of education	To give knowledge about the existing world and its laws	Equip with a methodology for creative transformation of the world
The possibility of spiritual formation of the personality	Only separately through liberal arts education	Perhaps completely and desirable in the process of activity

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

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

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

· First, to revise the meaning of the concept of "fundamentalization of education", putting a new meaning into it and including the science of man and society in the main knowledge base. In Russia, this is far from a simple problem;

· Secondly, the formation of systems thinking, a unified vision of the world without dividing into "physicists" and "lyricists" will require oncoming movement and convergence of the parties.

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

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

Let us emphasize that the technocratic style of thinking prevails among the scientific and technical intelligentsia, which students "absorb" from the very beginning of their studies at the university. Therefore, they treat the study of the humanities as something secondary, sometimes showing frank nihilism.

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

So, the main directions of the reform of Russian education should be a turn to the person, an appeal to his spirituality, the fight against scientism, technocratic snobbery, and the integration of private sciences (Table 1.2).

Table 1.2

The main directions of reform in the field of science:

· Turn to the person.

· Fight technocratic snobbery.

· Integrate private sciences.

The necessary conditions:

· Revival of the prestige of education.

· Active perception of the sciences about man and society.

· Democratization, demilitarization, deideologization.

· Orientation to technologies of post-industrial development.

Main federal interests

· Harmonious and free development of members of society.

· The rise and enrichment of the moral and intellectual potential of the nation.

· Providing a market mixed economy with high-level professionals.

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

· The unity of the federal educational space;

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

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

Plan:

1. The essence of higher education and its functions.
2. The crisis of modern higher education.
3. The main directions of development of higher education in Ukraine.

- Fundamentalization of higher education
- Humanization of the pedagogical process
- Humanitarianization of higher education
- An interdisciplinary approach.

4. Philosophy of education.

Literature:

Gershunsky B.S. Philosophy of education for the XXI century (in search of practice-oriented educational concepts) / RAS, Institute of the theory of images. and ped. - M .: Perfection, 1998 .-- 608 p.

T.I. Levchenko Development of education and specialties in the new pedagogical systems: Monogr. - Vinnytsia: Nova Kniga, 2002 .-- 512 p.

Marushkevich A.A. Pedagogy of the school of food: THEORY OF VIKHOVANNYA (Cycle of lectures) Navchalny messenger Kiev. - 2005

Towards an Agenda 21 in Higher Education: Problems and Tasks of the Coming XXI Century in the Light of Regional Conferences: Rab. doc. // UNESCO World Conf. to higher education (Paris, October 5-9). - Paris – UNESC.O. 1998 .-- 19 p.

Higher education pedagogy and psychology/ Resp. ed. S.I. Samygin. - Ser. "Textbooks, teaching aids". - Rostov-on-Don: Phoenix, 1998 .-- 544 p.

Higher education pedagogy and psychology: Study guide / Managing editor M.V. Bulanova-Toporkova. - Rostov n / a: Phoenix, 2002 .-- 544 p.

Pedagogy: XXI century / Lugan. State ped. un-t them. T. Shevchenko. Resp. ed .: V. S. Kurilo, S. Ya. Kharchenko, G. A. Petrovskaya. - Lugansk: Knowledge, 2002 .-- 182 p.

Smirnov S.D. Pedagogy and psychology of higher education: from activity to personality: Textbook. manual for stud. higher. ped. study. institutions. - M .: Publishing Center "Academy", 2001. - 304 p.

Fokin Yu. G. Teaching and education in higher education: Methodology, goals and content, creativity: Textbook. manual for stud. higher. study. institutions. - M .: Publishing Center "Academy", 2002. - 224 p.

Higher education is understood as "... the level of education that is acquired by a person in a higher educational institution as a result of a consistent, systematic and purposeful process of mastering the content of education, is based on complete general secondary education and ends with obtaining a certain qualification based on the results of state certification."

In modern society, education has become one of the most extensive areas of human activity. It employs over a billion students and nearly 50 million teachers. Education, especially higher education, is seen as the main driving factor of social and economic progress. The reason for this attention lies in the understanding that the most important value and main capital of modern society is a person who is capable of seeking and mastering new knowledge and making non-standard decisions.

In the mid 60s. the advanced countries came to the conclusion that scientific and technological progress is not capable of solving the most acute problems of society and the individual; a deep contradiction is revealed between them.

The fundamental mission of higher education, noted in the documents of the World Conference on Higher Education (5-9 October 1998, Paris), is to serve people and society. Taking this into account, we can say that the main goal of education is to prepare students for active participation in social life by means of various forms and methods of teaching and upbringing; create conditions for the development of a person who is able not only to practically assess the situation and adapt to social changes, but also to think in an original way, generate and implement ideas, produce their own, outline ways of positive transformations, show initiative and creativity. The main functions of higher education are humanistic, axiological, sociocultural, socially adaptive, socially mobile, innovative, socially integrative, predictive. Higher education promotes development, self-realization (humanistic function); is the value of world and national cultures (axiological function); helps a person to master the culture of his people on the basis of taking into account ties with the national cultures of other peoples and world culture in general (socio-cultural function); contributes to the adaptation of a person to a dynamic society, as well as to professional activity (socially adaptive function); changes the status-role forms of human interaction (socially mobile function); updates the arsenal of knowledge and methods of human activity, forms the basis of its research activities (innovative function); draws people into integrative educational, scientific and production activities, provides experience in the integration of educational, scientific, practical knowledge and skills, opens up significant potential opportunities for this process (socially integrative function); reveals the essence of a future profession, stabilizes a person's need for it, contributes to the manifestation of the prospects for professional development and personal growth of a person (prognostic function).

But at the same time, the existing educational systems do not fulfill their function - to form the creative forces of society. In 1968, the American scientist and educator F.G. Coombs was perhaps the first to give an analysis of the unsolved problems of education "Depending on the conditions prevailing in different countries, the crisis manifests itself in a different form, stronger or weaker. they appear in all countries - developed, rich and poor, long famous for their educational institutions or with great difficulty creating them now. "

The modern development of society requires a new education system - "innovative teaching", which would form in students the ability to projectively determine the future, responsibility for it, faith in themselves and their professional abilities to influence this future. In our country, the educational crisis has a twofold nature:

1. It is a manifestation of the global education crisis.

2. It takes place in an atmosphere and under the powerful influence of the crisis of the state, of the entire socio-economic and socio-political system.

Positive "developments" of the domestic higher school:

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

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

Differs in a high level of fundamental training, in particular in natural science disciplines;

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

Disadvantages of domestic higher education:

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

Free training of specialists and incredibly low wages devalued the value of higher education, its elitism;

Excessive passion for professional training was at the expense of the general spiritual and cultural development of the individual;

An average approach to personality, gross output of "engineering products", the lack of demand for decades of intelligence, talent, morality, professionalism led to the degradation of moral values, to the deintellectualization of society, the decline of the prestige of a highly educated person;

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

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

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

Economic stagnation, the crisis of the transition period entailed a sharp decline in both financial and material provision of education, in particular, higher education.

Difficulties, according to V. Andrushchenko, T. Levchenko and other scientists, are caused by an insufficient level of social attention to education; its low funding; weak social protection of participants in the educational process; failure to meet the basic needs of young people in normal material living conditions, in education, self-affirmation; slow development of social and vocational guidance; focus on narrow professional knowledge. In recent years, there have been certain positive shifts in improving the national education system, including higher education. The process of streamlining the network of higher educational institutions at the central and regional levels of government was productive. As the scientists note, a significant part of the program for optimizing the network of higher educational institutions of I-II levels of accreditation has been completed, small and unpromising technical schools, colleges, large single-profile educational institutions have been liquidated, some of them have become structural divisions of institutions of higher levels of accreditation - institutes, academies, universities.

In the public sector, the number of higher educational institutions of III - IV levels of accreditation has increased: in 1995-1998. growth was 22%, and during 1998-1999. ten more were added to them. During this period, the student body of universities, academies and institutes expanded by more than a third. Today, over 1 million students study at higher educational institutions. The scientific origins of the new educational policy should be sought in three areas: the philosophy of education, the sciences of man and society, and "theory of practice." The philosophy of education should give a new understanding of the place of man in the modern world, the meaning of his being, the social role of education in solving the key problems of mankind. The sciences of man and society (psychology of education, sociology, etc.) are needed in order to have a modern scientific understanding of the laws of human behavior and development, as well as a model of interaction between people within the educational system and the education system itself with society. The "theory of practice", including modern pedagogy, social design, management of the education system, etc. will make it possible to present in the aggregate a new education system: to determine the goals, structure of the system, principles of its organization and management. It will also be a tool for reforming and adapting the education system to changing living conditions.

Directions for the development of the proposed paradigm of education:

1. Humanism, since the center of it is a person, his spiritual development, a system of values. In addition, the new methodology underlying the educational process sets the task of forming moral and volitional qualities, creative freedom of the individual.

Humanization of the activities of professionals provides for:

First, the revision of the content of the concept of fundamentalization of education, investing in it a new meaning and including in the basic knowledge base of science about man and society;

Secondly, the formation of systemic thinking, a unified vision of the world without dividing into "physicists" and "lyricists" will require oncoming movement and convergence of the parties. Technical activities need to be humanized. But humanitarians should also take steps towards the development of universal values accumulated in the scientific and technical sphere. The well-known psychologist V. Zinchenko defined the devastating impact on human culture of technocratic thinking: "For technocratic thinking, there are no categories of morality, conscience, human experience and dignity." Usually, speaking about the humanization of engineering education, they mean only an increase in the share of humanitarian disciplines in the curricula of universities. At the same time, students are offered various art history and other humanitarian disciplines, which are rarely directly related to the future activities of an engineer. But this is the so-called "external humanitarization".

Humanization of technology, manifested both in the structure and in the nature of its application; the production of technology that meets the needs of man increases, labor is given a more creative character;

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

Miniaturization of technology, deconcentration of production, programmed for a quick response in connection with changing technologies and demand for products;

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

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

All this taken together dictates new requirements for the education system, including the strengthening of its humanitarian and fundamental components, the proportion of the processes of fundamentalization and humanization of higher professional education is increasing, the need for the integration of fundamental, humanitarian, special knowledge is increasing, providing a comprehensive vision of a specialist's professional activities. in the context of the coming technological and social changes. The main task of higher education can no longer be fulfilled without fundamentalizing education. This is explained by the fact that scientific and technological progress has turned the fundamental sciences into a direct, permanent and most effective driving force of production, which applies not only to the latest science-intensive technologies, but also to any modern production.

1. The results of fundamental research ensure a high rate of development of production, the emergence of completely new branches of technology, the saturation of production with means of measurement, research, control, modeling and automation.

2. The achievements of such fields of knowledge as relativistic physics, quantum mechanics, biology, laser and plasma physics, physics of elementary particles, etc. are becoming increasingly involved in production, which were once considered very far from practice.

3. The competitiveness of the most prosperous firms is largely ensured by fundamental developments in research laboratories at firms, in universities, in various scientific and technical centers.

4. Fundamentalization of education effectively contributes to the formation of creative engineering thinking, a clear understanding of the place of one's profession in the system of universal human knowledge and practice.

Therefore, in a modern technical university, already from the first year, students' striving for deep mastering of fundamental knowledge should be cultivated.

The initial theoretical provisions for the fundamentalization of education:

1. The idea of the unity of the world, manifested in the general interconnection in the sphere of inanimate, living, spiritual. The unity of the world is manifested in the unity of the cultural, scientific and practical spheres of civilization and, as a consequence, in the organic ties of the natural sciences, the humanities, and technical sciences. These connections must inevitably be reflected in the models of specialists, curricula, programs, textbooks and the organization of the educational process.

2. Fundamental sciences are natural sciences (that is, the sciences about nature in all its manifestations) - physics, chemistry, biology, sciences about space, earth, man, etc., as well as mathematics, computer science and philosophy, without which is impossible to deeply comprehend knowledge about nature. In the educational process, each fundamental science has its own discipline, which is called fundamental.

3. Fundamental knowledge is knowledge about nature contained in the fundamental sciences (and fundamental disciplines). Fundamentalization of higher education is a systematic and comprehensive enrichment of the educational process with fundamental knowledge and methods of creative thinking developed by the fundamental sciences.

Almost all disciplines studied by the student during his studies at the university should be involved in the process of fundamentalization. A similar thought is valid for humanitarization.

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

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

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

The humanization of education, especially technical education, involves expanding the list of humanitarian disciplines, deepening the integration of their content in order to obtain systemic knowledge. Both of these processes are identical, complement each other and should be considered in conjunction, integrating with the processes of fundamentalization of education. The main provisions of the concept of humanization and humanitarization:

An integrated approach to the problems of humanization of education, which implies a turn towards an integral person and an integral human being;

Humane technologies of teaching and upbringing of students;

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

Interdisciplinarity in education; functioning of the cycle of social and humanitarian disciplines at the university as a fundamental, initial educational and systemic training;

Overcoming stereotypes of thinking, establishing humanitarian culture.

Criteria for the humanization of education:

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

2. Mandatory presence of in-depth language training, while the linguistic module becomes an integral part of the entire complex of humanitarization.

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

4. Eliminating interdisciplinary gaps both vertically and horizontally.

The main focus in the organization of the educational process at universities should be interdisciplinarity in teaching, the basis of which is the interdisciplinary nature of modern knowledge. Two directions prevail here:

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

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

This path of learning through an interdisciplinary approach contributes to the formation of globalization and non-standard thinking among students, the ability to solve complex problems arising at the junction of various fields, to see the relationship of fundamental research, technologies and the needs of production and society, to be able to assess the effectiveness of a particular innovation, to organize its practical implementation. ...

The positive transformations taking place in the higher education of our country should not be limited to quantitative and qualitative changes in the network of educational institutions or in the student body. Attitudes regarding education should change, in particular in the following areas:

· From dehumanization to humanistic and personal orientation of education;

· From knowledge to their personal significance;

· From passive assimilation of information provided to its active production;

· From a cognitive and informative approach to a socio-cultural;

· From total unification and standardization of the educational process to its flexible modeling, taking into account the individuality of the subject of training;

· From disintegration to integration into the world educational space.

Unfortunately, these processes have not yet reached the level at which they would significantly affect the situation as a whole. Therefore, the changes that are taking place do not completely solve the problem of overcoming the crisis.

The philosophy of education should give a new understanding of the place of man in the modern world, the meaning of his being, the social role of education in solving the key problems of mankind. The sciences of man and society (psychology of education, sociology, etc.) are needed to have a modern scientific understanding of the laws of human behavior and development, as well as a model of interactions between people within the educational system and the education system itself with society. The "theory of practice", including modern pedagogy, social design, management of the education system, etc. will make it possible to present in the aggregate a new education system: to determine the goals, structure of the system, principles of its organization and management. It will also be a tool for reforming and adapting the education system to changing living conditions.

So, the fundamental foundations of the development of education are outlined. What are the directions of development of the supposed paradigm of education? The proposed methodology can be called humanistic, since it is centered on a person, his spiritual development, and a system of values. In addition, the new methodology, established at the basis of the educational process, sets the task of forming moral and volitional qualities, creative freedom of the individual.

In this regard, the problem of humanization and humanitarization of education is quite clearly realized, which, with the new methodology, acquires a much deeper meaning than simply familiarizing a person with a humanitarian culture. The meaning is that it is necessary to humanize the activities of professionals. And for this you need:

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

Secondly, the formation of systemic thinking, a unified vision of the world without dividing into "physicists" and "lyricists" will require oncoming movement and convergence of the parties.

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

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

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

The Russian state has always cared about increasing the level of education of its citizens, because if the country has a sufficient number of thinking, knowing and able to apply their knowledge, people, then the country will only develop in a better direction, raising the standard of living.

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

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

According to A.F. Kurennaya, - higher professional education is a network of educational institutions focused on the production of social interactions inherent in vocational education.

As noted in their writings V.R. and Dyumina N.N - for modern youth, it is a priority to get a higher education. All strive to enter universities after graduating from high schools and secondary educational institutions.

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

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

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

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

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

The need for motivation in learning arose long ago, when people realized the expediency of universal compulsory education. Therefore, teaching has become a statutory structured activity. Many points of view can be found about what exactly affects the desire of students to acquire quality knowledge. These include: passion, necessity, ability, dependence, optimism.

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

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

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

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

Golubev Viktor Vadimovich applicant

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

Higher education and some problems of modern civilization

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

Key words: Educology, educational level, educational crisis, personality,

educational institution, region, state.

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

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

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

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

It should be emphasized that practically all developed countries carried out reforms of national education systems of various depth and scale, investing huge financial resources in them. Reforms of higher education acquired the status of state policy, because states began to realize that the level of higher education in a country determines its future development. In line with this policy, first of all, the issues related to the growth of the student body and the number of universities were resolved. In this regard, it is also said about the quality of knowledge, new functions of higher education, the quantitative growth of information and the spread of new information technologies. However, these are mostly declarations, rather than methodically secured searches. Over the past 10-15 years, problems that cannot be resolved within the framework of quantitative reforms have become more and more persistent in the world. It becomes clear that within the framework of traditional methodological approaches it is impossible to move to a new paradigm of education. Today, more and more people are talking about the global crisis in education. The existing educational systems do not fulfill their function - to form the creative force, the creative forces of society. Back in 1968, the American scientist and educator F. G. Coombs (perhaps for the first time) gave an analysis of the unsolved problems of education: “Depending on the conditions prevailing in different countries, the crisis manifests itself in different forms, stronger or weaker. But its internal springs to the same extent show through in all countries - developed and developing, rich and poor, long famous for their educational institutions or with great difficulty creating them now ”. Almost 20 years later, in his new book A View from the 1980s, he also concludes that the crisis in education is aggravating and that the overall situation in the field of education has become even more alarming.

Today, the statement of the crisis in education has been transformed from scientific literature into official documents and statements by statesmen.

The report of the US National Commission on Education Quality paints a bleak picture: “We have committed an act of insane educational disarmament. We are raising a generation of Americans who are illiterate in science and technology. ” It is very important that since then no new approaches to solving urgent problems have been found. In this regard, the opinion of the former French President Giscard D Esten is interesting: "I think that the main failure of the Fifth Republic is that it was unable to satisfactorily solve the problem of education and upbringing of young people."

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

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

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

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

the formation of their qualities and character traits that provide an effective pedagogical influence on children.

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

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

The development of regional education systems that are adequate to the characteristics of the educational needs and interests of students and the specifics of the region is a step forward in the development of Russian education, its movement towards democratization and modernization. Education, built on the basis of the priority of a person's personal educational interests, functioning as a system that provides educational services, the consumer of which is a specific person, and not as a training system, where production, the economy, the state act as consumers, can neither react to specific features, including regional, consumer interests.

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

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

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

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

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

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

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

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

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

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

■ resources (economy);

■ personnel (personology);

■ process (educationalology).

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

Increased investment in the economy;

State support (free of charge);

Charity;

Tuition;

Shadow money;

National projects;

State educational lending system;

Change in the system of remuneration of teachers;

Encouraging co-sponsorship;

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

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

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

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

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

Cyclicity (for students)

Tutoring;

Rotation (renewability);

Improving the professionalism of teaching staff;

Civilization (the level of mastering information technologies);

Raising the status of a teacher;

Weak motivation of young people to choose a teaching profession;

Insufficient connection between the higher education system and the changing labor market;

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

Low percentage of employment of graduates in the training profile.

Recently, when speaking about the trends associated with the educational process, researchers are increasingly referring to the term "educationalology". Educology is one of the sciences of education that studies the general laws of the organization, functioning and development of the education sector.

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

well-established, clearly determined and recognized by all scientists of the subject. The famous Argentine scientist Carlos Olivera proposes to practically integrate all the sciences of education into it. Other scientists, in particular, Lithuanian, Swedish, consider it also as an integration science, but rather a study of the process of both learning and the formation of a person throughout his life. In their interpretation, educology tends rather to a sociological and philosophical understanding of the process of human learning. The majority of scientists (Australian, Croatian, as well as a number of domestic ones, for example, GA. Bordovsky and V.A.

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

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

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

LITERATURE

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

/ St. Petersburg: Izd. Russian State Pedagogical University named after Herzen, 2001.

2. Bordovskiy G.A., Izvozchikov V.A. New learning technologies: terminology issues // Pedagogy. 1993. No. 5.

3. World Education Status Report 1991 Paris 1991

4. Izvozchikov V.A. Infonospheric education: New information technologies of teaching. SPb .: RGPU, 1991.

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

6. Kirinyuk A.A., Kirsanov K.A. Growth difficulties // Higher education in Russia. 1999. No. 1. - p. 37 - 42

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

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

after V. A. Zhamin. - Moscow: Progress, 1970 .-- 261 p .:

8. Oliver K.E. Towards the theory of comparative pedagogy // Perspectives. Educational issues. 1989. No. 2 (66).

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