List of abstracts, 2013 all issues
|From the Editor-in-Chief|
|Kolesnikova I. A.|
Key words: lifelong education, continuing learning, post-nonclassical pedagogy, methodology and research methods of lifelong education and continuing learning, Hi-hume (Hi-human) technologies in education
|Lifelong education in the 21st century: new research perspectives
The article is devoted to the non-classical methodology of the lifelong education investigation. The conclusions presented in the paper are based on the analysis of scientific reviews, international organizations reference materials, and leading journals papers dealing with the issues of lifelong education since the year of 2000. Some new areas and directions of educational research are identified; new sources of interdisciplinary interpretation of this problem, based on modern philosophy, psychology, cultural studies, economics, and information theory are presented. The research methods, adequate to unstable modern educational environment are proposed. Considering new methodological approaches to the phenomenon of lifelong education the author emphasizes its existential fundamentals which make it possible to implement the education continuity concept in everyday life. The author draws the reader’s attention to the inner mechanisms of the learning process accomplishment as the integral part of a modern person’s lifestyle. In particular, the paper presents some facts of anthropological characteristics transformations which modify person’s cognitive abilities; reveals psycho-physiological specificity of a digital age child; discusses some problems of motivating people of different ages to continue their learning. Changes in spatiotemporal features of the educational process occurring in the open information-oriented society are linked with new understanding of continuity, succession, and complementarity of education. Dealing with the technological support of lifelong education the author defines a fundamental philosophic –pedagogical problem of humanity preservation which arises together with the development of educational systems based on a person and mechanism integration as well as on natural and artificial intelligence merging.
|Arkhipova O. V.|
Key words: continuous education, pedagogics, culture, educational model
|Philosophical and cultural roots of education during the life process: contemporary context
The aim of the article is to introduce and consider lifelong education problems in the philosophical and culturological context. The author analyzes the key issues of contemporary education, substantiates philosophical and culturological bases of its development in the post-non-classical context, and reveals the essence and specificity of current educational models. Contemporary education is re-evaluated from the perspective of its appropriateness to post-non-classical culture and to the world view as a whole. The post-modern project of pedagogy is analyzed in its inconsistency that makes problematic the implementation of postmodern ideas. The author comes to the conclusion that it is necessary to develop phenomenological, existential and hermeneutical forms of educational practices and mentions as an instance the culture- and person-centered concepts in education, where a person is a Subject for whom education is a lifelong learning process in which everyone can choose their own personal educational path. Lifelong education concept is thought of as being expressed in post-non-classical intents for non-linearity, variation and selectivity of an educational path. An extended education is understood as post-non-classical culture’s thirst for knowledge and educational practices variability. The author specifies the gain of informal nature of different types of education which indicates transition toward non-linear, individual and existence-oriented values of post-non-classical culture.
|Serikov V. V.|
Key words: contents and techniques of personality development education, personality development situation, personality experience, psychological mechanisms and pedagogical conditions for personality development, lifelong education
|Personality development function of lifelong education
The article based on the author’s original approach examines the concept of personality development education, particularly its objective-based, informative and processual aspects, which provide the development of a personality in the educational process. Conditions for forming an experience of personality self-development as a system of reasons and indicative basis for lifelong education are identified. Semantic differentiation between personality development learning and developmental, educative and other kinds of learning is drawn. In the author’s view, personality development learning, which is not restricted by functional and career interests, is most consistent with the idea of lifelong education as an essential attribute of modern life. It is the personality experience based on specific psychological mechanism that lays indicative basis for lifelong self-education. Methodological background for personality development education, including its main concepts and specificity of its implementation at different educational levels and in different life periods, is successively presented in the article. An attempt has been made to answer numerous questions concerning personality competences of pre-school children, schoolchildren, college and university students and all people involved in the system of lifelong education, namely, where and when they are to be developed, what age groups and what material are to be considered, what educators are to be responsible for that and what practices should be applied for this purpose. The goal has been set to train teachers for a new kind of educational work, consisting in the support of the formation of various kinds of personality experience.
Key words: lifelong education, the disabled, remedial education, integrative education, inclusive approach to education
|Inclusive approarch to lifelong education for disabled
The author’s aim is to show the possibilities of combining concepts of inclusive education with the problem of lifelong education, to identify ways of educational sphere expansion for the disabled of all ages. The article presents data obtained by national scientists about the transformation of biological and psycho-physiological characteristics of a modern child. Russian educational system faces the situation of stable growth in the number of students with psycho-physiological, intellectual and emotional problems. Moreover, the number of children and young people that by all neuro-psychological parameters should be considered as a borderline category between normality and pathology is also increasing. This initiates the development of such an area as remedial and developmental education. The author associates the development of an inclusive approach in Russia with the shift in the society’s awareness of educational opportunities for the disabled. The concepts of «inclusive education» and «integrative education» are compared in the context of the national educational practice specificity. The author describes forms, types, levels of pre-school and school education as well as vocational training for various categories of children and adults with disabilities in Russia. Attention is paid to the complex of contradictions faced by today’s students with disabilities at different stages of lifelong education. The author reviews the innovative ways of integrating the disabled into the regular educational system and the guidelines that can contribute to the modernization of the process.
|Galkovskaya I. V.|
Key words: lifelong education, integration processes, educational complexes, education networks, educational systems development
|Integration processes in continuing education
The article focuses on the features of educational networks and complexes as the result of the integration processes in education. The author justifies the necessity of a thoughtful approach in choosing priority areas and mechanisms of integration in social life and pedagogy. Integration is considered as an important source of modernization in education. The article analyses the potential of the «networking and cooperation within educational complexes». Based on the analysis of strategic documents aimed at the development of education in Russian in the recent years the author reveals the possibility of networking among institutions of various levels in ensuring continuity of education. Specific examples given in the article illustrate the possibilities of the educational complexes of various kinds in creating conditions for continuous education: «school – the system of the additional education of children – professional educational institutions». Describing structural changes, the author emphasizes the importance of informal interactions of all participants of the educational process.
|Sigova S. V., Serebryakov A. G., Luksha P. O.|
Key words: competences in demand, foresight, surveys of employers
|Creating the list of competences in demand: first russian experience
The paper deals with the first experience in Russia to elaborate the lists of soft and hard skills for the spheres of technological innovation. The scope of the study is limited to the sphere of the key areas in seven priority directions of development of science and technology: information and telecommunication systems; biotechnology; medicine and health; new materials and nanotechnologies; transportation and space systems; environmental management; energy and energy efficiency. The methods applied are foresight studies and surveys of employers using a new technology called «Job & Competence Description». The authors give a detailed description of the completed research: starting with the identification of new technological trends and «future challenges » through the analysis of the documents of strategic development of Russia and foreign countries, expert work on making a list of key competencies; conducting foresight sessions, formalization and verification of their results by polling Russian enterprises operating in the sphere of technological innovations. The results of the study include clusters of competency for the future priority areas of science, engineering and technology as well as examples of the description areas of professional activities and competency models which are presented in the article. It allows to formulate requirements to the system of professional education taking into account prospects of the development in the sphere of technological innovations until 2030, increasing the chances of guaranteed employment to graduates and filling vacant positions.
|Mikhailov A. V.|
Key words: secondary school, learning organization, continuous professional development
|School as a self-learning organization
The article proposes specific measures to promote continuous teachers professional development in an educational organization (e.g. a secondary school). Such measures include the creation of a school-based information system and educational services, representing the diversity of opportunities for continuing professional development of school teachers, as a response to the diversity of individual needs in such development. The construction of the system of supplementary professional development is put forward as the most important task of the modern school. The author provides a step-by-step version of an on sight training programme for secondary school teachers. The programme allows to determine key professional competences of a school teacher and build up a flexible system of continuing professional development at school. As an example, the author describes such forms of professional training as mentoring and coaching. An active position of a school which is ready for innovation, requiring a permanent development of key competences, regardless of personnel’s professional experience and skills is believed a necessary condition of continuous professional development of secondary school teachers. Motivated innovative school activities and personal teachers’ interest make their professional development informal.
|Maralova E. A.|
Key words: the higher and additional professional pedagogical education, structurally functional model of process and content of education, block and modular technology, problem and centric model of educational process, praxiologys approach, strategy and principles of rationalization of educational process
|Methodology and technology of the problem-centered model of educational process in the system of teachers professional development
The article discusses methodological importance of the use of complementary approaches to the educational process construction and reveals the experience in innovative conversion of supplementary professional development courses for teachers. The author relies on years of personal experience in scientific research and practice. The succession of strategies and models of educational process organization are important to ensure the continuity of professional development. They must be implemented in a single axiological context involving the potential of andragogical and praxeological approaches. The article shows how the problem-centered model of supplementary professional teachers development courses differs from the traditional modular one. The author reveals the logic of implementation of the problem-centered approach to the organization of the supplementary professional training on the example of a particular training course programme for preschool teachers. In the problem-centered model educational theory and teaching practice concentrically (by rings) cover the actual problem and consistently reveal it on the basis of the concepts of key science for a specific «ring». Each «ring» is composed of a set of didactic units of a certain area of knowledge, reflecting psycho-pedagogical, psychological, socio-pedagogical, logopedic, managerial, organizational and methodological views on the problem and its possible solutions from the position of presented disciplines. The purpose and the result of the course is the nearest approach of trainees to the optimal professional problems solutions on the basis of their theoretical understanding.
|Marhl M., Pausits A.|
Key words: third mission, technology transfer, ranking, continuing education, social engagement
|Third mission indicators for new ranking methodologies
Some terms and definitions of «continuing education» in various national educational systems require clarification and comparison. Teaching and research are obviously recognised as two main missions of universities. Nevertheless, in recent years, another important task completed by universities is being discussed in order to reflect all contributions of universities to society. It is commonly known as «Third Mission». The concept of the «Third mission» of universities including lifelong learning as its integral component is also quite vague. The interpretation of the «Third Mission» phenomenon largely depends on understanding of universities as educational institutions in changing circumstances. The issue requires further study in order to identify specific objectives and activities that can be attributed as the activities in the framework of the «Third mission». The authors of the article believe that thanks to different opinions that appear during scientific discussions on the subject more fundamental principles are found to explain the nature of this mission. In this article it is treated as a new strategy based on action in three different directions: continuous education; technology transfer and innovation development, the involvement of universities in social life. The article describes the results of three stages of Delphy research used to formulate the criteria (indicators ) to assess the performance of the universities in the framework of the «Third mission».
|Ignatovich Y. V.|
Key words: Lifelong learning, Lifelong education, Continuing (continuous) education, Continuing professional education
|English terms describing lifelong education: contemporary context
The article presents a comparative linguistic and socio-pedagogical analysis of English and Russian terms used to describe continuous (lifelong) education. There are three basic frequently used terms functioning in the English language: Lifelong learning, Lifelong education, Continuing (continuous) education. The study showed that two terms (Lifelong learning and Lifelong education) tend to be absolute synonyms in the English texts and have a meaning of «ongoing, voluntary, and self-motivated pursuit of knowledge for either personal or professional reasons», «potential for professional and personal development through education». The term Continuing education can be a synonym for Lifelong learning, but is most commonly used to refer to all forms of education in the post-secondary stage. The term Continuing professional education corresponds to the Russian «additional professional education». English and Russian terms have semantic differences.
|From the Editors|
|Bermous A. G.|
Key words: crisis in education sciences, scientific and humanitarian cognition, ontological problems of education
|Ontological turn in the education sciences
The article is devoted to the in-depth consideration of the most common problems connected with the role and function of educational sciences in the modern cultural and education situation. The speeches made by D. I. Feldstein, vice-president of Russian Academy of Education and the Head of Advisory Council of VAK of the Russian Federation for psychology and pedagogies, served as a starting point for the research. The speeches were focused upon typical problems of psychological and pedagogical theses, and also on the actual challenges in education. As a result of consecutive interpretation of the main problems and contradictions, and some reconstruction of basic ontological ideas belonging to the philosophy of the XX century (L. Vygotsky, M. Heidegger, G. Bataille, J. Baudrillard, P. Bourdieu, U. Eco etc.), the author offers the key ideas which preset both the trends in educational space for the XXI century and project future-oriented lines for education research. The author is open for discussion of the article, such as additional problems settings, changes in interpretations, reflection and reconstruction of starting positions.
|Titova E. V.|
Key words: socio-kinetics, lifelong learning, children movement as part of social movement, children social unions, social potentials of children movement, educational potentials of children movement
|Socio-kinetics as methodological resource
The article is devoted to the problem of revealing new methodological resources of lifelong learning theory and practice. The goal of the article is to familiarize readers with developing research area, named socio-kinetics. Socio-kinetics studies the social phenomena of social movements, and most of all children movement as one of the types of social movements. The social potentials of children movement such as social-pedagogical, social-economical, and socio-cultural are discussed. In the article it is noted that educational potentials of children movement has not been enough studied yet. The place of social unions in the system of lifelong learning as elements of formal, non-formal, and informal education is specified. Brief characteristics of conceptual image of socio-kinetics, the origin and evolution of which has been the result of coordinated activities of informal scientific community of children movement researchers are presented. The article deals with the object, subject, main categories, main trends, and structure of socio-kinetics. The article gives a general outline of the possibilities of methodological interrelation of socio-kinetics and the theory of lifelong learning in the field of research of civil education, social competency development, and social integration.
|Robotova A. S.|
Key words: self-education, lifelong learning, reflection, biographical time, belles-lettres, artistic-imaginative perception, word, language, speech, discourse, text
|Word-humanitarian foundations of self-education: biographical time reflection
The article reflects the author’s view on self-education in three facets: as necessary element of human’s life, as the biographical time dynamic reflection (from early childhood to old age), and as informal mode of lifelong learning. The main way of analysis is the combination of scientific reflection and reflection in the process of self-observation and analysis. Giving assessment to personal biographical time and the facts of her own life, the author reveals the essence, principles, sources, and individual direction of self-education. Self-education is shown as a condition of personal and scientific development and the beneficial factors of self-education in comparison with institutional forms of lifelong learning are evaluated. Self-education as the manifestation of a person’s initiative, commitment, responsibility overcomes the inertia of life existence and routine of professional activities. The author tried to show word-humanitarian essence of self-education, revealing the importance of reading belles-lettres, study of scientific texts, perfection of professional discourse and creation of his/her own scientific writings in life and work of a higher school professor.
|Novikov S. G.|
Key words: upbringing, post-industrial modernization, globalization, ideal, nucleus of culture, anthropocentrism, sociocentrism, dualism
|The problems of the upbringing in the context of the post-industrial modernization of Russia
The article deals with the upbringing of Russian youth under the condition of post-industrial modernization. The author believes that the content components and objectives of the Russian upbringing must be focused on the ideal that would be determined by two factors: first, by the needs of the post-industrial modernization and, second, by the core of the Russian culture. The ideal of upbringing must be of dualistic nature, ensuring optimal combination both of society interests and individual ones. The author trusts that the person brought up within this model, will be able to keep Russia as a unique socio-cultural system in the era of globalization. In general, the Russian system of education must be oriented at the following points. Firstly, teachers and learners should be offered a clear vision of the future. Secondly, the upbringing of youth should be focused on high moral ideals. Thirdly, it is essential to implement the global educational policy. Fourthly, within the educational project it is necessary to create organizations leading to creative future, blessed by high moral ideals.
|Ignatovich Y. V.|
Key words: lifelong education, the 3rd mission, university, institution of continuing education
|Institutions of continuing education social-pedagogical mission
The paper presents an analysis of the mission, goals, objectives, activities of university institutions of continuing education. The content of 65 Russian federal, national research and regional universities sites was studied. Analysis of the material allowed the author to formulate the basic components of social and educational mission of university institutions of continuing education: regional cadres development; interaction with the real sector of the economy, business, authorities and representatives of the social sector in the field of continuing education; the quality of the university entrants and school leavers education development; students inclusion in the system of continuous education; university human resources development; further education, adult education, education for vulnerable social groups, social and educational projects; researches in the field of the lifelong education; university development as an international center for continuing education. Four models of further development are proposed.
|Sokolova E. I.|
Key words: lifelong learning, content of education, student-centered approach, modern educational principles, knowledge sharing, virtual language learning
|European union policy in lifelong foreign language learning
In the article a new interpretation of the concept «the content of foreign languages education», caused by the changing objective situation in Europe and all over the world is considered. The most important studies and programs adopted by the European Council in the field of foreign languages education are presented and the modern trends in foreign languages learning are analyzed. The modern content of education is based on the principles of humanization, humanitarization, continuity, openness, diversification, virtuality, which are oriented at the advanced reflection of the evolution problems of society, industry, science, culture, and other spheres of social practices. The new content of education calls for continuity and multi-variability of general and professional education and focuses on the methodological component of education. Based on the European Union documents, the achievements of European countries in language learning communicative competency – linguistic, socio-linguistic, strategic, and social ones are presented. The attempt is made to compare traditional learning system and that of lifelong learning from goal-setting to the expected results. The structure of United European Program outlining the educational path from high school education to adult professional learning is described. Demand for foreign language learning in European countries is registered according to the Internet data for May, 2013.
|Romanovskaya I. V.|
Key words: people with disabilities, special pedagogics, lifelong learning, inclusion and integration, disparities overcoming, special system of secondary education for adults with development violations
|Problem-oriented institutions activities for disabled adults in the system of lifelong education in Sweden
In this article the problem of integration of adults with disabilities in educational system of Sweden (on the example of the institution for people with low educational training abilities) is considered. The Swedish government has been fighting against disability discrimination by means of supporting social institution activities directed at the improvement of the life quality for disabled and has been trying to integrate them into the educational and social environment already for a long time. The problem is considered on the example of the institution for people with low training abilities. (särvux). The institution under discussion has been founded in 1970 and since that time has been responsible for the educational policy all over Sweden. The reports of educational commissions and institutional programs served as the sources for information in the article. The article is focused on the integration of social and educational functions for the disabled training. The advantages of institutions proved by their long experience in the field of the disabled with low training abilities are shown. The positive results were achieved by consistent attempts at availability and flexibility of educational process. The place of särvux is marked as a limited component in Swedish educational system. Given the fact that the educational system in Russia is going through the reforming stage, the above rendered experience may serve as a vivid example of the governmental activities directed at social and state coordination and, hopefully, would help to establish similar institutions in Russia resulting in training availability for the disabled at all levels of education and implement their rights for lifelong learning.
|Ognev A. S., Gonchar S. N.|
Key words: continuous professional education, professional self-identity formation and self-regulation of a personality, the subject of professional activities, positive psychology
|Positive psychology in the system of continuous professional education (for example, the course «Vital navigation»)
The article is devoted to the vital problem of positive psychology implementation into the system of continuous professional education. Scientific interpretations of continuous professional education within the frames of philosophy, pedagogy, and psychology are discussed. Basic components of continuous education are revealed. The modern concept of continuous professional education as a system and its main properties are described. It is noted that the system of continuous professional education is to provide both vertical and horizontal education mobility. The main strategic factor for continuous professional education is a personality; consequently, continuous education must be turned into the support system for permanent self-development. To pursue this goal, it is necessary to create specific educational programs. The article describes educational programs, providing for content continuity of educational activities within the frames of positive psychology. In the article the theoretical foundations, methodological components, and psychological studies of the results of implementation of educational module «Vital Navigation» having been used within the system of continuous professional education are presented.
|Arkhipova O. V.|
Key words: continuous education, pedagogies, culture, educational model
|Implementation of consecutive education model in the contemporary social-cultural environment (based on the experience of non-governmental institution «NEoAcademy»)
The author analyses the implementation of consecutive education model based on the non-governmental institution «NEoAcademy» (St. Petersburg) teaching experience. The article focuses on the problem of gaining in social and losing in cultural orientation in modern educational institutionalization. Education is viewed upon as the mode of permanent comprehension and orientation in existence, world, culture, and shaping up human image commensurable with culture, where he/she recognizes him/herself as a part of culture. Humanization of education is claimed as an opportunity to solve modern problems of humankind; humanitarian paradigm of education is discussed; the key aspects of modern interpretation of education in line of paradigm «Culture as Education» are highlighted. These aspects are presented as demanding rethinking and actualization: conceptually different idea of education; paideia, hermeneutic, and humanitarian essence of education, existentialization of educational phenomena; transformation of teacher and learner image, change of mentorship and apprenticeship status, building up qualitatively new paideia educational space. Experimental model of lifelong learning is described as carried out in non-governmental NEoAcademy (St. Petersburg). The basic principles of NEoAcademy performance are rendered, such as building up new paideia cultural-educational space; self-identity formation, self actualization, self-projecting, subjectiveness and existentialization of education. The conclusion about the role and importance of informal educational practices and their social responsibility is made. The author estimates the development tendencies of educational patterns and emphasizes the essential tasks of humanitarian education.
|Tan J. P., McWilliam E. L.|
Key words: сognitive playfulness, formal academic schooling, Web 2.0 open-source, community-based digital learning innovation
|Cognitive playfulness, creative capacity and generation
This paper draws on doctoral study of student engagement with new digital media technologies in a formal schooling environment to demonstrate the importance of playfulness as a learning disposition. The study shows that cognitive playfulness mobilizes productive engagement with learning innovations in the context of a traditional learning culture. Specifically, the paper discusses findings that emerge from a quantitative study into the level of student engagement with, and usage of, one school’s digital innovation in the form of a new Student Media Centre (SMC). The study analysed how different student learning dispositions influence the extent to which students engage with new digital technologies in the context of their otherwise traditional schooling. What emerges from the study is the interesting finding that cognitive playfulness, defined as ‘the learner’s dexterity and agility in terms of intellectual curiosity and imagination/creativity’, is a key factor in predicting students’ valuing of the opportunities that Web 2.0 open-source digital learning affords. In presenting an empirical validation of this finding, the paper contributes new knowledge to the problematic relationship between student-led digitally-enhanced learning and formal academic schooling.
|Kolesnikova I. A.|
Key words: new literacy, media literacy, multimodal literacy, transliteracy, multiliteracy, illiteracy, situational illiteracy, polisemiotika of educational process
|New literacy and new illiteracy of the XXI century
The evolution of modern terminology referring to the concept «literacy» based on the comparative materials of the Russian and English languages sources are analyzed. The issues of differentialization of various types of human activities of the XXI century, caused by the need to write and read with the assistance of new gadgets and information communication technologies are touched upon. The meanings of terminological neologisms, offered by university and librarian international community for creation generic idea about «new literacy» phenomena in a modern world is revealed. The issue of new illiteracy aspects caused by scientific-technical progress is raised. The literacy and illiteracy problems are correlated with the goals of lifelong learning. Accentuation and study of various literacy aspects and copability with situational «partial illiteracy» is linked in author’s opinion with the diversity of semiotic systems, which might be used in educational communication with modal variability of knowledge transfer and reception. In connection with the above said, the idea of the polysemiotic provision necessity in education is claimed. The article contains the abundance of concrete facts and references, forming an extended idea about the actual context of scientific view on the problem.
|From the Editors|
|Kuts V. A.|
Key words: attractor, Bayesian approach, upbringing, challenge, defense, intelligence, cybernetics, culture, cultural studies, lifelong learning, education, acquisition, self-organization, self-management, self-regulation, synergetics, technical and liberal education, formal, non-formal, and informal learning, civilization
|Lifelong learning as a defense against continuous challenges of civilization (technical-and-humanitarian research)
The presented article is an attempt to apply the range of research tools to an object of cognition in general, what is a distinctive feature of post-non-classical culture. Lifelong learning is interpreted as the way to defend against continuous challenges of civilization. Integrating different scientific approaches to cultural studies, philosophy, pedagogy, cybernetics, synergetics, as well as the Bayesian approach, the author demonstrates that lifelong learning should be based on self-organization, self-management, and self-regulation. Moreover, its constituents (formal, non-formal, and informal learning) differ in terms of learning outcomes; specifically, non-formal and informal learning meet the requirements of self-organization, self-management, and self-regulation to a greater extent. The article shows the necessity of connecting lifelong learning with the fundamental principles of Russian culture. It can be hypothesized that the system of attractors is essential for providing a synergetic approach to lifelong learning. In addition, the necessity of the Bayesian approaches (minimizing the average risk) integration into the system of lifelong learning is proposed.
Key words: continuing education, higher education didactics, scientific professional development, institutional education
|Didactics of continuing education: prospects of scientific professional development at university
The paper deals with the problem of scientific professional development in the context of a multi-level approach to professional training. The expansion of higher education didactics is performed by including the issues of scientific professional development in it. The author analyzes the place of scientific professional development in a modern university system and demonstrates that the labour market demand for skilled workforce, the demographic change in personnel structure, and the differentiation in higher education – encourage merging of core curriculum with professional advancement. The key features of higher education including scientific professional development are presented in the context of higher education didactics. Furthermore, the author specifies the principle directions of the shift in the educational process interpretation: a paradigm shift from instruction to learning, diversification, self-regulation, active learning, partnership, correlation between teaching methods, learning outcomes, and forms of examination. Taking into consideration the practices of Dortmund Center for Research on Higher Education, the article outlines the prospect for the institutional integration of all professional development and higher education didactics services.
|Bashmanova E. L.|
Key words: social inequality, social stratification, lifelong learning, attitude to learning and school, the culture of poverty
|Risks of social inequality in the context of lifelong learning
Social differentiation of students' educational opportunities should not be overlooked while considering lifelong education as a means of social adaptation and successful personal fulfillment. The article analyzes the research results on attitude of students from different social classes towards lifelong learning, their readiness to self-determined learning, and nature of their learning motivation. The research findings show that people of different social classes have specific attitudes to learning and school, and different expectations of school and teachers. The findings also give evidence of the destruction of interpersonal relationships between the representatives of various social classes. Social inequality hinders the understanding of values and the use of lifelong learning opportunities. The risks of social inequality include “the culture of poverty” among students; educational backwardness of students from disadvantaged social classes; intolerance, envy of wealth and success; the motivation to avoid failures; inability of self-determination; excessive pragmatism and individualism, etc. In this regard, desire for self-improvement, active learning, and personal responsibility has to be created and maintained as the integral components of lifelong learning.
|Tebenkova E. A.|
Key words: propaedeutics of natural science at school, synergetic and humanitarian paradigms, philosophy of paideia, the entire harmony development theory
|Humanitarian foundations of the continuous propaedeutics of modern natural science
The paper aims to highlight the matter of the search for humanitarian foundations of natural science propaedeutics in the context of paradigm shifts in science and education. In this regard, the approaches to understand propaedeutics in the frameworks of the Ancient Greek tradition and the modern theory of teaching natural science are considered. The philosophical and pedagogical basis of its interpretation in the context of humanitarian paradigm is discussed. The author examines the relevance of the Ancient Greek philosophical paideia to the idea of humanization and incorporating anthropology into the propaedeutics of natural science. Paideia is analyzed as a cultural and educational field. The author comes to the conclusion that it is necessary to develop an anthropological aspect of propaedeutics. In addition, the author pays attention to the need to consider Ancient Greek individualism and cosmism within the framework of so-called "Russian idea" (the philosophy of anthropocosmism). The combination of humanization and cosmization principles in the propaedeutics of natural science is discussed as the necessity based on the entire harmony development theory. The continuity of propaedeutics is understood as continuity of students’ efforts to define the world and themselves, and as the emotional organization and axiological reflection based on personal and ecological enhancement.
|Vasilyeva S. V.|
Key words: university, continuing education, postgraduate education, professional development, continuing education management
|Continuing education at Danube university Krems (Austria)
The paper analyzes the unique organization of continuing education at Danube University Krems, the multidisciplinary university of postgraduate studies. The following positive trends of the Bologna process are shown through the example of Danube University: integration into the international education network, adaptation to market economy, alternative financing models, elaborate social partnership, practice-oriented training, modern educational management system, gender policy implementation. The structure and distinctive features of the university organization in terms of effective continuing education (both professional and general cultural training) are revealed. The practices of Danube University show that the prospects of modern postgraduate education are in alternating education. E.g. in alternation of periods of classroom training with hands-on experience and with different forms of non-formal and informal education (instead of long-term and continuous studying at the same university).
Key words: the pedagogy in Western Europe, school development in Germany, the history of teacher education in Germany, Austria, Great Britain, Italy, France
|History of teacher education in Germany and Western European countries
The article outlines the history of pedagogical education in Western Europe from XVIII century to the present day. It is based on fundamental research of German scientists. The milestones of teacher education in Germany are considered amid a brief review of teacher education in Austria, France, Great Britain, and Italy. German state formation is associated in the article with the change in the educational needs of society, requirements for the content of teacher education, and criteria for teacher competence. The professionalisation of teaching in Germany and different types of educational institutions for teachers are presented. Furthermore, the historical figures that had an impact on education reforms in Germany are named (M. Luther, A. Franke, I. Kampe, W. von Humboldt, W. Rathke, I. Kant, J. Basedow, A. Disterveg, H. Nohl, etc.) Historical trends and controversies related to the influence of religion, social transformations, political ideas, and the ideas of the Enlightenment on the system of education are discussed in the article. Therefore, the historical background provides clarification on the origins of modern political debates and changes in Western European education. The author analyzes the similarities and differences in the development of teacher education system in Western European countries and points out the importance of the Bologna process changes and the opportunities for international cooperation in education.
|Maralova E. A.|
Key words: andragogy, praxeological approach, higher teacher education
|Integration of andragogical and praxeological approaches as a way to optimise teacher professional education
This article explores the problems of higher teacher education within the framework of praxeological and andragogical approaches. The author considers andragogical concepts as the methodological foundations of modern higher education. The reasons for the enhancement of the role of andragogy in higher professional education in XXI century are determined. The contradictions associated with the implementation of andragogical approach in higher education are revealed. Moreover, the author places emphasis on the differences between pedagogical and andragogical methods in academic environment. A new teacher's role as an andragogue (tutor, facilitator, moderator, manager) is described. The author discusses the role of praxeological principles in rationalisation of teacher education, and in this regard, the application of andragogical activity in higher professional education.
|Suvorova I. M.|
Key words: philosophy, pedagogy, the Socratic method, school education
|Why does a modern school student need philosophy? (teaching experience)
In the paper, the author focuses on the need for philosophy in schools and describes the problems of modern Russian society and education which are studied in the field of philosophy. The author considers the teaching experience of G.W.F. Hegel and his course of philosophy for children, specifically Hegel's ideas on the consistency of course content and teaching methods. The article summarizes the Russian and foreign practices of teaching philosophy for children in XX-XXI centuries and demonstrates the common issues in the educational content. The emphasis is placed on the "puzzle" problem of educational programs: the absence of any preconditions for unified scientific and coherent worldview. In addition, the possibilities of building the philosophical outlook among high school students to cure the modern "society's plagues" are outlined. Advanced critical thinking skills, self-reflection, and respect to others opinions prevent prejudices, preconceptions, stereotypes, and bigotry.
|Khromova Z. V.|
Key words: socialization, mentally challenged young people, youth club, rehabilitation tourism
|Socialization of mentally challenged young people through club activities
The paper is dedicated to the practices of a youth club with the main focus being on the work with disabled children, adolescents, and young people. Under certain conditions, leisure activity is a way of social adaptation of mentally challenged young people, a way to help their parents, and a source of informal education for all involved. The author specifies the characteristics of mentally challenged young people, explains the main difficulties which arise when they interact with adults, determines the main tasks to be completed in order to socialize these people and improve their emotional state. Rehabilitation tourism is presented in the article as a method to perform the following tasks: integration into society, creating additional impetus for developing the independent living skills, family inclusion into the rehabilitation process, general physical rehabilitation, building tolerance in peers. The author provides specific real life examples from practice with mentally challenged young people.
|Pevsner M. N., Petryakov P. A.|
Key words: "new public administration", higher school autonomy, educational management, academic traditions, goal coordination
|"New public administration" in institutions of higher education in Germany: the way to autonomy or the loss of academic traditions?
This paper focuses on the concept of "new public administration" which has become widespread in universities of Western Europe. The authors discuss the main principles of "new public administration" such as transition to contract management, state's refusal of detailed regulation of university activities, involvement of non-governmental organizations' representatives in university administrative processes, and extending the rights of mid-level managers. A brief overview of modern university administration tools is provided, specifically: results-based financing, increasing competition between universities, extending the resource base, global budget development, expansion of industry-specific and society-oriented education. The engagement of external experts and social partners in university administration is associated in the article with the activity of universities' councils and considered as another important administrative tool. The paper explores the opportunities of "new public administration" to increase financial and administrative independence of German universities. In addition, the risks associated with the loss of academic traditions in Russian and foreign universities when applying this concept are analyzed.
|Ignatovich E. V.|
Key words: heutagogy, pedagogy, andragogy, self-determined learning, double loop learning
|Heutagogy as a foreing concept of self-determined learning
The paper is dedicated to heutagogy, modern study of self-determined learning. The term definition, etymology and translation alternatives are presented in the article. The key ideas and the pre-conditions for the emergence of the theory are described, certain concepts ("double loop learning", "learner capability") are outlined. Furthermore, the author pays attention to the comparison of pedagogy, heutagogy, and andragogy. In addition, the mini-glossary is provided at the end of the article. Heutagogy is defined as a modern concept of self-determined learning with the emphasis on adults who are able to consciously manage their own learning. Heutagogy emerged as a response to the rapidly changing world, information explosion, changing structure of workplaces, labour market reduction, and the requirement for economically active population to demonstrate a high level of social, labour, and educational mobility. The fundamental principles of heutagogy correlate with the modern concepts of lifelong learning and are relevant for the development of the study.
|From the Editors|
| .||Group self-reflection: the contribution of a research supervisor to life and educational development of research students (in honour of Zinaida I. Vasilyeva, the member of the Russian Academy of Education)
The influence of the cooperation with a research supervisor on an individual's academic and research path is the matter of presented group self-reflection. A research supervisor plays an important role in lifelong learning and continuing scientific development of a researcher. In this regard, the experience of professor Zinaida Vasilyeva, the Russian classical pedagogy exponent and the member of the Russian Academy of Education would be instructive. The analysis is carried out by those who used to be Ph.D./doctoral candidates, and now are university professors and research supervisors. The goal of the analysis is to reveal the long-term effects of an academic supervision - what is the principal result of a research supervisor's influence on future professional, educational, and pedagogical life of their students.
In order to identify general and essential points of one's academic and research growth, the on-line survey was conducted among the exponents of Z.Vasilyeva's thought . The people of different ages and from various regions who achieved different scientific and social statuses after their thesis defense, took part in the survey. The general characteristics and tendencies were identified as common in independent opinions, and they proved that Z.Vasilyeva's way of working as the head of school of pedagogical thought was unique and it promoted continuous development of education researchers and university professors. The components of the supervision process that ensured teacher professional growth and development under different starting points are considered in the article:
Each component is dealt through considering the specific examples based on the recollections of Z.Vasilyeva research students. The reference list with the studies of the last decade is provided. It reflects the modern interpretation of the integration of pedagogical theory and practice ideas, the educational process humanization, the commitment of teaching activities to moral values, the educational institution development along with the personal enhancement of a student, the innovative approach to cultural and educational school/university environment.
|Khodyakova N. V.|
Key words: personal continuing education, educational environment, educational environment designing
|Designing environments for personal continuing education
The process of continuing education is presented in this paper as the process of personal development in educational environments. The structure of developing continuing education opportunities is discussed, and typological differences between educational environments (as objects of designing) are revealed. Planning of the educational process based on the developments of personal activity levels in an educational setting is proposed. Furthermore, the author describes an interaction between a student and educational environment. It consists of 4 stages: adjustment to a new educational environment, independent activity in the environment, dialogue with the environment and self-reflection, creative changes in the environment. In addition, the developing features of educational environments corresponding to these stages are described. These features are: originality, activity, psychological safety, selectiveness, competitiveness, objectiveness of assessment, problematic character, context, dialogism, openness, individual style. Finally, student's actions at each stage are considered: selective perception of information, freedom to choose the goals and means, identification of the attitude towards educational setting, conscious changes in educational environment.
|Vituhnovskaya A. A.|
Key words: ICT competence (ICT skills), students, primary school, Federal State Educational Standard for Primary-level General Education, computer science, professional competence, framework development, special competencies
|Development of teacher's professional competence in the context of building ICT skills at primary school
One of the directions of education informational support is forming students’ information and communication competence (ICT-competence). The first step of this ongoing task-oriented process supervised by the teacher is primary school level. Basic requirements for primary school graduates’ ICT-competence are displayed in the Federal State Educational Standard for Primary-level General Education (FSES PGE). The development of ICT competence is based on students' skills and knowledge analysis. This paper focuses on developing the framework of teacher's professional competence. The research involved content- analysis of «Tentative Basic Curriculum of an Educational Institution (for Primary School)» as well as the analysis of students' skills and knowledge according to the sub-curriculum «ICT Competence Development». The framework of teacher's professional competence is developed on the basis of skill analysis: special subject competence (in computer science), special didactic competence (in computer science), special subject competencies (in the subjects of primary school), special ICT competence. Mastering these competencies allows a teacher to build students' ICT skills, as evidenced by the practices of primary school teachers of computer science training at the Department of Primary Education at Karelian State Pedagogical Institute.
|Kuts V. A.|
Key words: life invariants, life choices, individual trajectory of education, lifelong learning, poetics, Russian fisticuffs, self-reflection, happiness, technical and humanitarian education, folklore, formal, non-formal, and informal education
|Lifelong education: the experience of self-reflection
The author of the presented article is not an educationalist, however all the stages of his life, all the defining life choices, and a large part of his life are related to the education – formal, non-formal, and informal. This article gives an analysis of these choices through retrospection and self-reflection. The internal logic and consistency of the decisions are revealed. School, Institute of Electrical Engineering, Ph.D in Engineering, working in defense industry, the research in the field of cultural studies – this is the stage of life associated with formal education. The mastering and instruction of the Russian fisticuffs for 30 years, teaching the Russian folklore, their integration into post-nonclassical culture, publishing books on cultural and pedagogical analysis of fisticuffs, publishing several books of poems – this is the second stage connected with the first one and associated with non-formal education. Meetings with creative people, the upbringing of children, the situations of spontaneity and creativity – all that are the constituents of informal education. The analysis of the various life trajectories showed the essential unity of the educational trajectory. Personal educational experience in technical and humanitarian spheres is interpreted by the author as the development of means of protection and self-defense. This educational trajectory contains certain invariants of the XXI century education focused on the integrated nonlinear processes, on culturocentrism, and on variability – and therefore it might be interesting and useful for the specialists in the field of lifelong learning.
|Dmitrieva N. K.|
Key words: academic mobility, personal quality, essence of academic mobility, components of integral structure, activity, reflection
|Academic mobility as a personal quality inherent to the subjects of educational process
The article is concerned with the problem of academic mobility development in the subjects of educational process. Two approaches to understanding this phenomenon are studied. Interpretation of academic mobility as a social phenomenon, expressed in the transfer of human capital across international borders to academic centers of knowledge and research, and understanding of academic mobility as an integral human quality inherent to dynamic subjects of expanding educational area are studied. Prerequisites and conditions for academic mobility development are revealed. The content essence of academic mobility as a personal quality is presented in a matrix, which demonstrates interdependent and interrelated components of the studied quality. Academic mobility is viewed as one of the goals of the university education and foreign language teaching in particular. Characteristic features of the academically mobile person are revealed, and based on them a definition of academic mobility as a personal quality is given. A component structure of academic mobility is substantiated and described. The studied quality is presented by the following components: motivation and value based component, cognitive-communicative component, task-oriented component, and reflexive assessment component.
|Tebenkova E. A.|
Key words: synergetics, synergy, noosphere synergy, noosphere, population, principle of noosphere synergy, spiritual ecological upbringing, spiritual ecological development
|Noosphere synergy as a continuity principle of spiritual ecological upbringing and development
This article aims to develop the idea of the continuity principle of spiritual ecological upbringing and human development in the context of noosphere philosophy. The author deals with philosophical and pedagogical interpretation of «the energy assumptions» concerning the formation of noosphere and considering the opportunities for the spiritual and ecological upbringing in this process. Relying upon the concept of synergy, the author explains noosphere synergy («noosynergy») as a mechanism of building the noosphere unification. In this regard, the author introduces the concept of creative population. The acceptance of the noosphere values as well as the energetic output («the will to love») plays a key role for the creative population. The author defines the purpose of the spiritual ecological education and development as the encouragement of necessary «energetic charge» in people. The model of this development is proposed, it includes the intention to understand ourselves and nature, the spiritually-oriented practice in natural environment, the comprehension of person and nature unity, the transformation into the creator of the noosphere, «the poet of one’s own life». The model of the constructive energy effects emergence (strengthening the energies of love and joy) is outlined. The principle of noosphere synergy in spiritual and ecological upbringing is set up based on the analysis of practical implementation of this model.
|Bermous A. G.|
Key words: professional and educational standard, federal university, regional educational systems, development strategies
|Professional and educational standard in the context of strategic development management of a federal university
The article is devoted to the issue of formation and development of federal universities in Russia as regional educational centers in the context of radical transformation of the educational law. One of the means of overcoming the crisis in regional educational systems is the development of professional and educational standards, particularly, in pedagogical education. The professional and educational standard comprises the requirements for professional activity of teachers as well as the standards for professional competencies formation process. The general concept of the professional and educational standard provides consecutive development of each of its five components: theoretical and methodological bases of the standard, teacher professional standard, content standard for pedagogical education, standard of quality assessment and educational processes monitoring, and standard development project. The author comes to the conclusion that development, realization, and improvement processes of the professional and educational standard can become a leading factor for regional educational complexes establishment led by federal universities and for Russian higher school integration into a global context.
Key words: continuing education, didactic innovations, competency, competency development, coaching, continuing professional development
|Coaching as a form of junior university teachers consulting
In this article the effective organization of continuing professional development of university scientific staff is analyzed. The author discusses the implementation of consulting in the system of continuing professional development so as to support a desire to achieve good results among scientific staff. The emphasis is placed on the analysis of coaching as a consulting form that is both process- and result-oriented. Coaching helps junior university teachers learn complex didactic material. In terms of the shift from teaching to learning, coaching promotes the implementation of didactic innovations in university teaching. This refers to the development of teacher's competencies in the context of higher education and continuing education didactics. The term «coaching» and its main objectives are examined in the article. In addition to that, the draft of the coaching program for junior university teachers is outlined. Coaching is defined as the learning cycle with the particular attention to the core aspects of education and to the development of professional competencies.
|Derbeneva O. Y.|
Key words: «innovation conveyor», «IT-conveyor», continuing education, innovative entrepreneurial environment, conveyor model of educational process.
|The concept of «innovative conveyor» in the innovation-oriented development of Petrozavodsk State University
The paper deals with formation and implementation of the «innovation conveyor» concept in the educational process of Petrozavodsk State University (PetrSU) for the past ten years when the development of an innovation component has been accelerated. Its impact on the development of continuing education system at the university and in the region of Karelia is discusses. The evolution of conveyor model of educational process is presented in accordance with the goals and objectives of PetrSU innovative entrepreneurial environment gradual formation. The analysis of the stages and dynamics of innovation development at PetrSU shows that the sphere of information technologies (IT) and «IT-conveyor» educational model is the basis for the development of the «innovation conveyor» concept. The author defines conveyor model as a multilevel model for developing the students' competencies to solve the innovation-driven growth issues and describes the main components of it. Furthermore, organization of the educational process is outlined and the content of educational programs in line with the matrix of competencies is described. The author analyzes innovative structures and forms of activities for different target groups. They ensure students' involvement in engineering, design, inventive, innovation activities; increasing of students' interest in scientific research as well as in design and experimental activities; commercialization of innovations. The concept of «innovation conveyor» is used as the framework for building the strategy of university innovative development.
|Stroeva G. V.|
Key words: self-rehabilitation of prisoners, prisoners
|Self-reabilitation of prisoners as part of educational process in correctional inctitutions
This paper focuses on the pedagogical principles of adult prisoners' self-reabilitation taking into consideration the identified typical personal attributes. The process is represented in intellectual and ethical personal development combined with internal mechanism of improving the functional literacy rate. The author provides an algorithm for learning and educational sessions for prisoners and the list of rehabilitation methods. Formal, non-formal, and informal education of prisoners is analyzed in the context of educational principles. The obstacles to increase self-motivation and to develop a positive attitude towards self-rehabilitation are revealed. The results of experimental work in creating common education framework for correctional institutions are presented. The author concludes that all correctional officers, teachers, volunteers should have professional pedagogical competence in self-rehabilitation of prisoners.
|Sokolova E. I.|
Key words: coach, mentor, tutor, advisor, facilitator, lifelong learning
|The analysis of terminological row «coach, mentor, tutor, facilitator, advisor» within the frame of lifelong learning
The problem of differentiation of the meanings of terminological row «coach, mentor, tutor, advisor, facilitator» within the frame of lifelong learning on the base of inter-disciplinarian approach is considered. On the base of frequency analysis and with the help of net searching, and also with the reference to etymology of the concepts, and both from linguistic and pedagogical aspects the attempt is made to figure out the connotative differences of the given concepts and specify the area of their professional usage. The study is based on more than 250 sources both in the Russian and English languages, including the European Union researches, relevant for the lifelong learning system. It was found that the usage of the terms enumerated above is quite specified for the modern system of lifelong learning and it depends on a concrete cultural and professional context. The accurate margin of their usage does not exist neither in Russian nor foreign scientific-pedagogical sources. Some of the terms are more inherent for the lifelong learning system of professional education (mentor, advisor). The concept «tutor» is very much common for all the formal stages of education «high school-university-training system». The terms «coach» and «facilitator» are more relevant for informal education. In the Russian pedagogical terminology the concept of «guidance» is the closest to the given synonymic row.