Subjective Innovations: Pedagogical Movement in the Context of Radical Social Change

Abstract

Abstract. The innovative pedagogical movement that boomed in the second half of the 1980s exhausted itself relatively early on and never became a sustainable factor of institutional development in Russia. In this article, we investigate the reasons behind this phenomenon using interviews with participants and narrative analysis of periodicals and archival materials. By doing so, we justify the point that the goal of promoting subjective emancipation and adopting the culture of freedom dominated the goals of organizational project management. We show that the pedagogical movement was dependent on the institutional patterns ingrained in the social order of the late Soviet era. Innovations developed within the framework of a specific situation: individual communities emerging around individual authors were capable of establishing the "new" as a subjective legacy, but they were unable to develop or even retain it in existing institutionalized forms. Keywords: history of education, innovation pedagogical movement, subjective emancipation, subjectification of innovations. 10.17323/1814-9545-2016-3-224-237 In this article, we try to explain why the powerful innovation movement in pedagogy that boomed in the second half of the 1980s exhausted itself relativelyearly and had virtually no effect on the institutional development of the Russian higher education system. We believe that the specific features of the late Soviet society, which gave rise to the pedagogical movement, require a special theoretical perspective to analyze the innovation processes. The most widespread approaches to the study of innovations [Christensen, 1997;Fenn, Raskino, 2008;Rogers, 2003] are based on the linear-time model. In this case, the distribution of innovations is plotted on the axis of time as a series of consecutive stages. Thereby, innovations are objectified and regarded as a product or technology distanced from its creator. DOI:

Experience Of Creating Innovative And Developmental Environment In Masters’ Professional Training

“…https://doi.org/10.15405/epsbs.2019.07.3 Corresponding Author: Natalya V. Abramovskih Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 21 In this regard, possibilities of Master's Degree Program, the main purpose of which is profound professional preparation of students training in the sphere of scientific-research, project and innovative activities appliance in primary school, are much greater in terms of solving the defined component of primary school teacher preparation. Thus, while working out the contents of Master's Degree Program the special attention was given to finding out the constituents of primary school teacher readiness for innovative professional activity (Safronov & Sidorova, 2016). Based on the methodological guidelines on organisation process in higher education institution, considered in the work of Lazarev (2006) and with an account of innovative constituent of the process, the following components of readiness for innovative professional activity of a Master's Degree student can be defined:…”