Topic 15. TRENDS IN THE DEVELOPMENT OF THE WORLD EDUCATIONAL PROCESS

15.1. Basic concepts for the development of modern education

In the modern world there is a significant diversity of theories and approaches to the development of education. Today, pedagogical theory and practice are represented by three basic concepts of education: traditionalist ideology in teaching, rationalistic school model, phenomenological model (A.N. Dzhurinsky, A.V. Dukhavneva, L.D. Stolyarenko). Each of these models formulates its own approach to solving fundamental problems related to human education: defining the function and mission of the school as a social institution, identifying socially significant goals of education and upbringing, developing priorities in the school’s activities, forming the content of education by including relevant knowledge, implementation interests and needs of each individual in education.

In the traditionalist concept, upbringing and education are viewed as the formation of personality traits set by society, which corresponds to the technocratic goals of education. This concept of education is basic in Western Europe and the USA; three postulates are leading within its framework.

1. School education should consider the mastery of basic knowledge, skills and abilities by students as its main goal. Only by firmly mastering such fundamental "tools of learning" as reading, writing, mathematical literacy, students will then be able to successfully study various academic disciplines.

2. General educational institutions of all levels should be responsible for bringing to the fore the study and assimilation of really important and necessary knowledge.

3. A civilized life is impossible without the assimilation of certain ethical values, therefore, one of the tasks of the school is to familiarize students with the enduring values ​​of spiritual culture.

The traditionalist concept proposes a solution to some of the problems of education. In determining the goals of education, the fundamental role of the school is to preserve and transfer to the younger generation the most essential elements of the cultural heritage of human civilization - a variety of important knowledge, skills, ideals and values ​​that contribute to both individual development and the preservation of social order. In shaping the content of school curricula, it is recognized as necessary to single out a common core of knowledge constituting the backbone of academic disciplines. In organizing the learning process, traditionalists advocate stable, time-tested methods of teaching and knowledge control. In accordance with this concept, clear standards and performance criteria play an important role in learning. The academic progress of students is provided by such tools of intellectual work as a thorough study of educational materials, reliance on memory, repetition of what has been passed.

The traditionalist concept is based on theoretical principles developed by E. Chartier, J. Mageau, L. Caro, J. Capel, G. Cavevelti and others.

The rationalistic concept is based on identifying the most effective ways for students to assimilate various types of knowledge, as well as solving the problems of practical adaptation of young people to existing social conditions through certain school and educational mechanisms. Within the framework of this concept, the school operates on the principle of an industrial structure. Knowledge is considered as an ordered set of objective data. They act for students as an external substance and are offered to them from the outside as a derivative of the figure of a teacher, an "educational manager".

Rationalists proceed from the relatively passive role of students who, while gaining knowledge, skills and habits, acquire the "behavioral repertoire" they need for an adequate life arrangement in society. The essence of learning technology comes down to the development of reinforcement, reward and punishment techniques aimed at mastering a certain educational program by students.

The rationalist concept is based on the theories of P. Bloom, R. Tyler, R. Genier, B. Skinner and others.

In the interpretation of the phenomenological concept, the meaning of education lies in personal self-expression. Teaching for phenomenologists is personally significant. Education should most fully and adequately correspond to the nature of the human personality. The Teaching must be controlled not from without, but from within. Phenomenologists pay great attention to the learning environment, which acts as a kind of catalyst for the successful assimilation of knowledge. In this concept, interdependence, cooperation, equality, trust become value-significant. The task of the school is to enable the free development of individuality. The process of education is understood as assistance in self-development, development of abilities and originality of the individual.

The disadvantages of the phenomenological concept of education include the weakening of purposeful influence, the possibility of forming people with a muted sense of responsibility and the weakening of social ties.

Many contemporary educators, realizing the imperfection of these models, base education on religious and philosophical morality, for example, in the traditions of R. Steiner's Waldorf pedagogy. In Russia, among the possible concepts of school development, the concept of the national school of E.P. Belozertseva, the concept of the dialogue of cultures V.S. Bibler, the concept of student-centered education, the concept of lifelong education and a number of others.

15.2. Directions for the development of educational practice

Among the main trends in the development of school education at the turn of the XX-XXI centuries. researchers highlight the expansion of the differentiation of education and training, the focus on the versatility and variability of education, the increase in the choice of education models, the modernization of all levels of the educational system in connection with the changing requirements of society, etc.

The school reforms of the 1960s-1980s, which radically changed the face of educational practice throughout the world, made it possible to make the secondary level of education publicly available and free of charge, in connection with which the issue of differentiation of secondary education became acute. The global trend in the development of the modern school is manifested in the strengthening and complexity of differentiated training in accordance with the inclinations, interests, and progress of students. Today, the main forms of differentiation are distribution among different types of educational institutions, into profiles and streams within one school. As a rule, differentiation occurs at the stage of graduation from primary school, is carried out in institutions of various types, and its main criterion is the content of educational programs. Differentiation within the same educational institution is widespread.

In the process of differentiation, an important aspect is the orientation of students - their distribution in different areas of general education (educational orientation) and the acquisition of education for a specific activity (professional orientation). In many countries, the orientation of students is the subject of special systematic events in which they seek to take into account new social realities and the needs of the development of the student's personality. Mass media, public organizations, businessmen actively participate in orientation. The problem of differentiation is sometimes solved ambiguously, causing a number of negative points. For example, the division of students into groups or levels is based on tests or examinations, which are not always objective; sometimes social factors, such as tuition fees, become the means of selection.

As part of the development of multidisciplinary and alternative education, new types of schools are emerging. As a rule, this applies to a greater extent to the sphere of secondary and vocational education. One way to develop education in this direction is to integrate general and secondary education within the framework of a complete secondary school (for example, in England, after graduating from a city college of technology, one can immediately start a professional activity or enter a higher school).

In the modern world, there are more and more opportunities for choosing models of education. In addition to state educational institutions, a number of private educational institutions are represented in educational practice, in which the educational process differs from the traditional one. In recent years, the number of such schools has been growing. Private schools can solve student problems that are difficult to find a way out of within the formal education system. For example, this provision applies to children who do not adapt well in a traditional school, who do not tolerate the regulation of the educational process, competition, repetition. Private schools, aimed at high educational standards, help to develop the abilities of gifted children who need a special atmosphere of education and upbringing and a special curriculum.

The search for ways to develop education is carried out on the basis of experimental educational institutions. These schools are designed to empirically test, develop and substantiate the main pedagogical ideas, taking into account the experience of the best teachers. The experience of experimental educational institutions does not always determine future trends in the development of education, but their activities are a noticeable fact of the renewal of school work.

The main factor that determines the development trends of modern education is the human need for high quality education.

Authors: Mazalova M.A., Urakova T.V.

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