“Педагогические науки”/5.Современные методы преподавания.

К.филос. н. Суворова И.М.

ФГБОУ Петрозаводский государственный университет, Россия

On the issue of correlation of pedagogical traditions and innovations in modern school education

Education modernization processes, which today are aimed at Russia’s integration into the European educational space, naturally suppose resolving the issue of efficiency of certain pedagogical innovations.

In the 21 century being educated means not only being able to use computer technologies of getting and processing information, but also developed skills to analyze, evaluate and form this information – to work conscientiously and responsibly in the information space of the modern world. This ability is possessed only by persons with a sustainable system of world outlook, and the task of modern school is to give such a system to its graduates. This is why dealing with education reforms one cannot apply production and economical criteria and tools. Only such educational system is efficient which is well-fitted into the cultural tradition of the country [2], is correlated to its national mentality and is aimed at forming an individual learning about the cohesive picture of the world with regard to individual abilities and aims. In this instance, the idea of the picture of the world and a person’s place in it is the ontological aspect of the educational system. This system cannot be borrowed; it is built within one culture by efforts of professionals, theorists and practitioners of education. One of the real areas may be popularization and implementation of the philosophical model of the Russian school – “culture-creative”. The culture-creative school model offers solutions for a whole set of modern educational and social-psychological problems of epistemological and axiological nature. This model equips its pupil with substantial criteria of professional choice, forms integral world outlook of students including a system of knowledge about nature, culture, society, human beings and oneself, i.e. cultural and social self-identification. The core factor in the subject field of the culture-creative school is formation of the student’s self-awareness which is formed thanks to the efforts of teachers of all subjects working the sets of multi-subject classes organized in the algorithms of meta-methodological approach (the way of uniting subject methods). The school name itself was developed by the Philosophy Doctor, Professor, Corresponding Member of RAE, Head of Department of Aesthetics and Ethics of RSPU A.I. Herzen – A.P. Valitskaya [1]. Successful approbation of the model in schools of St. Petersburg, Leningrad region, northern Caucasus, Volga region, Siberia, and the Urals proved the viability of the culture-creative school in the realities of modern Russia. Starting from 2006, this model is introduced in the educational process as a form of experiment in Derzhavinsky Lyceum of Petrozavodsk. The developed multi-disciplinary modus includes integration of humanities and natural-mathematical sets of 13 subjects uniting over 35 teachers of the Lyceum. But implementation of the model does not provide for traditional methods of integration of separate subjects, since its innovative nature is based on the philosophical idea of forming a holistic picture of the world for the student from the point of view of achievements of all sciences. There is a certain dialectical interconnection between traditions and innovations in the contents and methods of education. Tradition is the basis for consistency; its positive pole is directed at the rising of forces and strengthening qualities of the system. The negative pole of tradition not changing with times is directed at lowering the system qualities. Innovation also has two poles: rejection, competition and confrontation, as well as the positive pole: borrowing and positive interaction with other systems. According to the laws of dialectics, counter action is equal to action by volume. Based on this, traditions are strengthened with mutual strengthening of innovations. The dialectical nature manifests itself so that in the long run traditions of past time are replaced by new traditional statements (former innovations). Therefore, if a tradition (in this case, integration) is connected to the innovation (culture creative school model) by its active positive pole, then their action is strengthened, developed, modified and logically leads to the change of objects. During the periods of intensive processes of unification and globalization of society (as in the situation of today), the dialectical change of traditions and innovations is obvious. The obviousness of the urgency of the culture-creative school is determined by the struggle in modern education for the formation of the holistic scientific picture of the world, for “open mind”, for connection with spiritual traditions (F. Frebel), for basic culture as “superiority of the spiritual” (B. Nemensky) for anti-dogmatic thinking (A. Bluim), for “comprehensive meditation”, but not "calculative thinking” (M. Heidegger).

Thus, “sprouting” of perspective innovations with regard to the best traditions of domestic education corresponds to requests of today and logically fits into the processes of education modernization.

List of references:

1. Valitskaya A.P. A new school of Russia: a cultural study school model. St. Petersburg, 2005. – 146 p.

2. Khagan M. S. Philosophical theory of value.-. St. Petersburg - 1997.-205p.