Cultural and historical foundations of the development of domestic education and pedagogy in the second half of the XX – early XXI centuries

Boguslavsky, Mikhail V.; Boguslavskaya, Tatiana N.; Milovanov, Konstantin Yu.; Ovchinnikov, Anatoly V.

doi:10.31862/2218-8711-2020-3-93-105

Cited by 3 publications

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“…The strategic benchmark for the future development and reconstruction of teacher education, in accordance with modern concepts, is defined as the formation of its integrity based on conceptual generalization and adoption of the model of "key goals of the teacher's professional activity" [6,7].…”

Section: Introductionmentioning

confidence: 99%

Information and analytical support for the development of teacher education in Russia

et al. 2021

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The relevance of the study is due to the need to implement the Russian national system of teachers’ professional growth, in the context of strategic priorities (reflected in the national projects “Education” and “Science”), as well as in the context of a new pedagogical reality: digitalization, integration into professional pedagogical education of practical knowledge, change of teachers’ generations, etc. The aim of the study was to develop scientific ideas about the structure and principles of analytical support for updating lifelong education (its structure, content and process). The initial materials of the research were as follows: educational standards and programs in pedagogy (levels of secondary and higher professional education); research materials from leading Russian scientific schools in the field of pedagogical education, etc. The results of the study clearly shown the existing significant backlog of scientific-theoretical and scientific-applied research corresponded with the answers to the main challenges which the system of professional pedagogical education faces nowadays. At the same time, the need was revealed to consolidate the efforts of research teams, as well as the generation of scientific ideas in order to solve problems by the compositions of interregional expert groups. To solve the problem of consolidation, the organization of expert and analytical activities in teacher education has been developed, and its following main components have been identified: network management of expert and analytical activities, coordination of experts on problematic issues in teacher education and its key issues, and development of expert infrastructure.

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Section: Introductionmentioning

confidence: 99%

Information and analytical support for the development of teacher education in Russia

et al. 2021

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Директор Школы Как Субъект Образовательной Политики В Отечественной Педагогике Постсоветского Периода: Постановка Проблемы

Кузнецова

2023

Preprint

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В статье обосновывается постановка проблемы и замысла исследования, обращенного к историко-педагогической реконструкции условий и факторов эволюции представлений и опыта субъектной позиции руководителя школы как образовательного политика в педагогической науке и реформах образования постсоветской России. Представлены основные характеристики историко-педагогического исследования проблемы: сформулированы исследовательские вопросы и задачи, определены методологические основания и источниковая база. В статье доказывается необходимость оценки влияния глобальных общественно-экономических и политических тенденций, контекста международных исследований в области школьного управления на развитие образовательной политики в России, а также необходимость выявления связей уровня образовательно-политической субъектности руководителя и эффективности школы. Обозначены общие подходы к определению теоретической рамки исследования на основании социологических, политологических, психологических и педагогических концепций. Автором намечено достижение совокупности результатов исследования, которые позволят выработать рекомендации для руководителей системы образования на институциональном, муниципальном, региональном и федеральном уровнях образовательной политики. Результаты исследования могут быть использованы руководителями органов управления образованием, институтами развития образования, университетами, реализующими программы подготовки и повышения квалификации руководящих кадров системы образования, руководителями образовательных организаций

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Philosophy in Contemporary Education: Foundation or Instrument?

Kozolupenko

2024

Russian Journal of Philosophical Sciences

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The widespread adoption of new technologies has led to changes in worldview that impact the effectiveness of education and require new forms of teaching. This article demonstrates that the loss of academic motivation, growing pragmatism, and emerging new ethics characteristic of the current generation of students, loosely referred to as millennials, contradict the fundamental principles of research activities. The author notes that research-based education with the creation of a generative environment and problem-based learning is the most reasonable strategy in the natural sciences, engineering, and applied research. However, creating an analogue of this type of education in the humanities appears problematic due to the specifics of the studied objects. Although philosophy cannot be reduced to research, research-based education in its goals and declared educational ideals largely converges with philosophy. However, this convergence risks an unjustified pragmatization of philosophical knowledge, understanding philosophy only as a method and tool for better mastering other disciplines. This is most clearly demonstrated by a teaching strategy based on the use of philosophical games. The article analyzes the strategy of two types of philosophical games and other features of these games that develop critical thinking; it compares the educational goals declared by the developers (including the rationale for their relevance and compliance with the chosen teaching methodology) and the results obtained, according to the participants’ feedback. It also argues that, although philosophical games develop imagination and the ability to precisely formulate and defend theoretical positions, they do not presuppose a research position either from the point of view of the object (which turns out to be random and changes during the game) or from the point of view of the subject. The author introduces the concept of “natural generative environment,” emphasizes the importance of the axiological aspect of philosophy, and suggests paying attention to a number of existing strategies for teaching philosophy that are oriented toward this environment and partially solve the problems associated with the formation of a new type of worldview.

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Cultural and historical foundations of the development of domestic education and pedagogy in the second half of the XX – early XXI centuries

Cited by 3 publications

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Information and analytical support for the development of teacher education in Russia

Information and analytical support for the development of teacher education in Russia

Директор Школы Как Субъект Образовательной Политики В Отечественной Педагогике Постсоветского Периода: Постановка Проблемы

Philosophy in Contemporary Education: Foundation or Instrument?

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