The paper focuses on the change of the social background of adult learning practices with a special emphasis on the main directions and contents of the innovation processes of adult learning result assessment. We consider universal competences as an essential educational result as well as an effective tool of educational results harmonization and a means providing the continuity of the major and supplementary professional training levels. Universal competences reflect the expectations of the modern society pertaining to the social and personal viewing of an adult as a socially mature subject ready for selfrealization and self-development. The research studies social conditions causing adults to enroll in supplementary educational programs and analyses modern requirements for the organization of continuing learning with a particular focus on the socializing meaning of adult education. The paper also presents a differentiation of the socialization tasks set before today's adults. The paper contains results obtained through surveying three Russian educational institutions, the survey based upon a factor analysis method implying a search for a few internal unobservable characteristics (factors) defined by the value of observable parameters. The survey results allowed to find education-related distinctions in the significant socialization factors for individuals aiming at the formation of universal competences of adaptive nature and for individuals aspiring for training the universal competences indispensable for self-realization. The result analysis brought us to the conclusion that the formation of adults' universal competences can be successfully navigated through education with reference to the socialization tasks that are keynote for a particular individual.
The relevance of the issues addressed in the article is determined by the importance of organizing the dialogue between education and business to ensure the high quality of training specialists. Changes in requirements for the quality of vocational training of students in higher educational institutions, the humanization of goals and content of education put in the forefront the formation of the ability to selforganization. The relevance of the problem of self-organization, first of all, is related to the fact that it is the most important part of the humanitarian paradigm of the educational and professional process. The article presents the results of the survey of students of two civil higher educational institutions and one military school about difficulties arising in the formation of self-organization skills. The results of the study of the determinants of students' self-organization using "The self-organizing activity questionnaire" (SAO) are presented. Using the method of the correlation analysis the relationship between components of selforganization was revealed. According to the results of empirical research, conclusions were drawn on the need for self-organization to achieve success in various areas of professional activities. The article focuses on the fundamental non-linearity of self-organization processes and the crucial importance of self-control in the process of becoming the specialist of the future.
Материалы журнала доступны на сайте (articles and issues available at): pedagogy-journal.ru RUНовая дидактика: академический и постакадемический дискурс Тарханова И. Ю.Аннотация. Целью статьи является сопоставление академического и постакадемического дискурсов в современной дидактике -поиск точек их соприкосновения и способов внедрения результатов дидактических исследований в практику. В статье на основе анализа философии постмодерна проведена экспликация феномена модернизации и реновации дидактического знания, констатировано сочетание внешних негативных тенденций академизации, обусловленных гносеологическим кризисом и преобладанием прикладных исследований в области дидактики без должного их осмысления на теоретическом и методологическом уровне. Научная новизна исследования заключается в том, что по результатам анализа деятельности межвузовского исследовательского центра «Новая дидактика» предложены пути сближения академического и постакадемического дискурса в дидактических исследованиях. В результате исследования обоснована необходимость накопления новых дидактических решений в практике, их обобщения и дидактического анализа средствами фундаментальной науки, консолидации усилий всего научно-педагогического сообщества для популяризации современных дидактических концептов и апробации их на практике.
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