Kosherbayeva Aigerim, Beisakhmetova Zhanna

KazNPU named after Abai, Almaty, Kazakhstan

Educational support for educational travel as a model of the open educational space

One of the important problems of the modern paradigm of education is the development of the individual in the open educational space. This process is evident and our stay in the new informational century dictates the integration of every person into the world educational stream. In fact, "openness" is the qualitative characteristic of modern thinking. One of the main ideologists of consideration the open education in modern society was George Soros.

But an open educational space (environment) - is not a new phenomenon. It has the deep history beginning with the emergence in the 10th century Houses of Scientists in Central Asia and universities in Europe. Even at that time the best minds from all over the world, in search of the true knowledge and scientific facts, flocked to the countries and the cities which were the centres of science at the time. This was the scholar and lexicographer of the East al-Farabi who was called during his lifetime the second teacher of the world. The scientist’s educational trip was long and widespread. He travelled all regions of the vast continent of Asia, the Middle East and arrived Baghdad and then Damascus. So he brought to the world famous works of art, music, psychological treatises about the mind and the government management. To count all his achievements is impossible, but the scientist’s thinking range is unique. The great Ferdowsi who wrote "Shah-Nameh"; Ibn Sina, from his pen came the Canons of Medicine; Yusuf Balasaguni who gave the world the "Beneficial knowledge"; Mahmud Kashgar who published the first philological dictionary of Turkic dialects can be also included as the best minds in the East [1].

The model of European scientists’ educational journey was no less unique. Byzantine centered in Constantinople, which was the Powerful European medieval state and the heir of the Roman Empire, preached worldwide universal moral commandments. The ideologists of early Christianity Gregory Nazianzus, Basil the Great, St. Jerome, St. John Chrysostom, St. Augustine expanded their knowledge not only at home but they went out of their country, turned to antiquity and called for secular education and collected into one centre of educated people from all over world. For example, the High School, Auditorium was established in 425 in Constantinople when Theodosius II was the emperor. Later it was called Magnavr (Gold Room). In Magnavr mathematician Leo gathered the best Byzantine scholar, “consuls of philosophy” and “heads of rhetorician”. Its high level of legal education which was based on Roman law and the famous Code of Justinian was famous around the world. In Magnavr Cyril and Methodius studied who were founders of Slavic Literature [2].

It should be noted that for scientists’ educational trips moving from one place to another was typical for the purpose of preaching their knowledge. Often these meetings turned into whole discussion centres. At the same time the existing high educational institutions had powerful force and often with a certain specialization, and most of them had survived from antiquity. They appeared in Alexandria, Antioch, Athens, Beirut and Damascus. Scientists and thinkers from all over the world gathered in these unique educational institutions. Here they expressed their unique ideas freely and became known around the world. This was the educational trajectory of scientists of the ancient and medieval world.

In this new millennium the principle of "openness" of education has become even more relevant. An activity of people all over the world describes a huge movement to find the right information and qualitative knowledge. Educational travel often becomes almost the sense of life. Therefore, they become complex and the process of organization requires hard work. Nevertheless, what is the educational journey and why is it so popular today? Let's try to sort out these issues.

The leading position among many problems of the open educational space, in our view, is the quality development of future specialists’ subjectivity. The modern youth who are in intensive informational world needs the development of mobility and active cognitive activity. Sources of knowledge are different means, naturally leading to the openness of education. In terms of social approach, in educational process two constituent goals of the education are always distinguished:

• the state order - that is, the establishment of clear priorities in the education content in accordance with the comprehension of the qualities and the capacity, which is needed in the modern state for each person living in it;

• private (internal) order - that is, a meaningful response of the person (the student, his parents - as potential customers for educational services for their children) to the question: "What and why is he going to study?" The second component (private order for education), in fact, is not taken into account in the organization of the learning process for a long time compare to the first part (state order), throughout the last time which was being developed at the level of formal research programs.

The second component is the target orientation of the educational process, namely - a student's deliberate order for his own educational process - it becomes extremely important, and that is the main principle content of open education.

It is necessary to note the fact that a few years ago having described the priority educational needs of the community, above all, we talked about the growing interest of students in certain subject areas which were few in the Soviet school (in the first place, it concerned to teaching Foreign Languages and Computer Science), but today the situation has changed. Most educational institutions and various centers offer students travelling to different cities of the country, and in recent times - abroad. This situation can be called educational journey as a model of open educational space [3, 4].

Nowadays this model is offered not only schoolchildren and students and also teachers. During the implementing a model of educational travelling organizers try to find such as ways which can help to take students "abroad" considering their consumer attitudes to culture, usual attitudes to the world, traditional attitudes to the teaching form and methods and to organize their personal encounter with other culture.

In this case a tutor has the important role which deepens the interest of students by having recourse to the various sources and archives of culture. He studies the style of the educational activities of each "travel" participant and organizes a total team work and the most important thing is the cooperation and interaction in the expedition. Thus, initially disparate interests of participants in the educational travelling are gathered in general scenario of the expedition. Therefore, the tutor is a subtle psychologist and skillful teacher, educator and an experienced organizer.

It must be said, that having guided on the offers of different companies involved in the organization of recreational learning, education actually implements two strategies which are divided between those who want, above all, to preserve educational traditions and those who try to go beyond the traditional and implement the principle of "openness" of the educational society.

In this regard, the development of the qualitative characteristics of education in the psychological, educational and social approach taking into account both target components is now a powerful resource and it allows, in particular, to see the relevance of the principle of openness as one of the qualitative characteristics of modern education in higher education institutions, which are aimed in the preparation of high-quality professionals. Today the principle of openness is increasingly being discussed by researchers as a possible qualitative characteristics of modern education. Analyzing the modern production and efficiency in it and increasing the perceived needs of the community in relation to the education sector most researchers allocate such requirements for its members, which may not be reflected in the education content of the state order. At the same time, teachers dictate the need for special work with the private order for education of each future specialist [5].

Undoubtedly, an article can not reveal all the problems associated with open educational space and educational journey. Our challenge is to formulate this problem as an important part of the educational potential of the future specialist.

References:

1. Kosherbayeva A.N. History of educational (pedagogical) thought in the period of the Central Asian Renaissance (10-14^th cc.), Tutorial, Almaty, 2010;

2. Torosian V.G. History of education and pedagogical thinking - Moscow, 2003;

3. Bocharov V.G. Pedagogy of Social Work. - M., 1994. - P.145;

4. Bueva L.P. The theory and practice of educational systems / / Pedagogy. - © 1. - 1995. - P.124;

5. Shirshin N.V. The informational and educational environment of school -Almaty, 2011.