Muchtarova Sh.M
Abildina S.K.
City Karaganda, Kazakhstan
ON ETHNOCULTURAL ORIENTATION
OF EDUCATION
IN
REPUBLIC OF KAZAKHSTAN
Educational
politics of Republic of Kazakhstan in the sphere of ethnical relationship set
course for ethnocultural education, which quaratees linguistic and cultural
pluralism, interaction and cultural dialogues of Kazakhstani society.[1]
Realization the ideas of ethnocultural
education achieves by the way of introducing ethnical components into
educational system.
In historical aspects
the interests of the problem of national orientational character studying – one
of the problem in pedagogics. It was reflected in the works of K.D.Ushinsky,
I.Altinsarin, B.Stounina, S.A.Rashinsky and other prominent teachers, who
offered their variants of curriculum, formed up in national culture and peoples
pedagogics.
The ideas of ethnical
education and bringing up clearly shown in the works of well-known
representatives of Kazakh intellectuals in the beginning of XVth century –
A.Baitursynov, Jh. Aimauitov, M.Auezov and other figures of science and
culture, who understood the importance of the problem, tried to solve it in
framework of their time.
In pedagogical
research the last years in postsoviet
fields was noticed the tendation for active studing ethocultural – upbringing
potential of ethnoculture, its liberal paradigma, able to bring up young
generation in spirit of tolerance and respect for ethnical peculiarities of
different people. T.V.Poshtareva expressed, “to be the component of
ethnoculture – means to consider the principles of pluralism, to have knowledge
about other nations and their culture, to realize their singularity and
valuable.”[2]
The search for models
of national education in CIS made an arrangement working out theory of
ethnocultural education.
From the point of view
of the scientists (A.U.Belogurov, G.Ph.Hasanov, V.K.Shapavalov, A.B.Pankin,
Jh.Jh.Nauryzbai, G.V.Palatkin and etc.) ethnocultural orientation in education
plays the main role in socialization and ethnization of personality.
By definition Jh.Jh.Nauryzbai, investigations, which served as
making conceptual framework of ethnocultural education we should understand
“the model of education, oriented to keep national-cultural and language
identical personality and originality ethnic group and simultaneous assimilation
values of other culture”. [3]
The content of ethnocultural education can be
defined as mutual linked 3 things: ethnocultural bringing up – ethocultural
enlightenment bringing up – ethnocultural education. According to this the
author of ethnocultural education researches in Kazakhstan think that the
reinforcement of ethnocultural component in a content of education is the main
pedagogical innovation “in teaching and bringing up young generation who will
live in the XIIth century.” The scientist places for pedagogical society the
scientifically based problem: “to prevent the loosing of national exceptional
made of life, cultural identity, the becoming of standartized mass of
population.” [4]
The ethnocultural
component in institutional education according to the model (ECES), which was
made by Nauryzbaev contents in learning subjects, which study language and
literature, geography and ecology, society and history, culture and art,
physical and military bringing up and also in integral courses, subjects of
choice and facultatives.
E.A.Angarhaeva under the ethocultural
education understands “the whole process of professional raise teacher which is
directed to the foundation of motivation – worthy relationship to the contents
of education, enlarging methodical knowledges, advancing skills and habits
which are necessary to develop creative potential in a problem solving
process.” [5]
Contents the component part of summary of
ethnocultural education is given in work as a model. It is included elements
such as: national self-awareness, traditions, rituals, customs, culture,
national art, folk-lore, literature, language. In this model model, language is
taken central place.
On the whole
undergrowing ethnocultural education of teachers the scientists uderstand “The
whole process of professional increasing of teacher: It will be given
transformation of motivation value relationship to summary of education, to
extend method of knowledge, to perfect skills, experience. It is necessary for
development his creative abilities in the process of solving problem. [5]
With the help of this analyses we can do some
conclusion. What is the conception of the ethnocultural education? This model
is used in two meaning: On the whole and narrow. On the whole meaning the
conception about ethnocultural education interpret as a conception of close
main meaning to polyculture, which is studied culture of many nations. On the
narrow meaning ethnocultural education. The scientificients appear as a culture
of native ethnos.
Ethnocultural education carries out most functions in solving vital social
problems of modern society in conditions of intergration and globalization.
There are 3 main main functions of ethnocultural knowledge shared out by us.
-
the problem of preserving transmission and development of
national-cultural distinctiveness of ethnos and ethnical identification of
individual as the subject of definite ethnos;
-
spiritual – moral position of individual, its establishments and
assurances.
-
solving problem of the international communication of nation and their
representatives;
About the
ethocultural orientation the content of education in Republic of Kazakhstan in
modern period is allowed to do the conclusion of analyses of educational plan
of intermediate and high pedagogical knowledge, continuity that must be
maintained to correspondence with “The law of education”. However in the
content of high pedagogical institutions and school are not exactly sufficient,
in our view, is tracing continuity of ethnocultural education. Exactly it
treats to the problem of upbringing and international community of republic and
worlds’ nation. The basic maintenance of educational text-book “Pedagogical
ethics between national contacts” written by Sh.Muhtarova served such as the
combination of ethics, pedagogical and cultural education’s problems between
national contact. The aim and appointment of educational text-book directed in
formation of personality integrative quality and future teacher’s culture between
national contacts positively influence on development of national
self-consciousness personality. Educational text-book consists of three parts. 1-st – Theoretical – historical base
of pedagogical ethics between national contacts, 2-nd – National and common to
all mankind correlation in pedagogical ethics between contacts.
3-rd – Role of pedagogical
ethics between contacts in polycultural personaly’s education. This course
introdused in pedagogical process of the Universities such component of choice.
Enrichment of ethnical components in content
of High Pedagogics Education integrated courses “Cross-cultural pedagogics of
Kazakhstani people”, “Ethnopedagogics global”, “Ethnoregional pedagogics ” assistance
to develop personal qualities of future teacher- his
ethics,citizens(kazakstani), planet identity, in particular – ethnopedagogics,
regional, and intercultural.
In content of high
Pedagogics Education also didn’t reflected historical aspects of forming
ethnocultural education of schoolchildren,which capable to give deep sense ideas of ethnocultural education and
so on. To connect relations between high pedagogics education and school
education as context of learning ethnoculture as subject at school may help
special course “The development of ethnopedagogics ideas in Kazakhstan”, “The
history of ethnocultural education of schoolchildren in Kazakhstan Republic”
(the author - S.K. Abildina).
In such a way the ethnocultural aspects of modern
education in condition globalization in the field of education must reflect not
only polyethics of singularity peoples culture of republic, but world
civilization,to solve the problems of dialogue the representatives of different
race, confesion, nations. Also ethnocultural education effective only on the
basis of knowledge own native peoples culture, that aims for deep and detailed
learning its history, language, traditions, mentality. In this dialectual unity
appears philosophic main point correlation of global and local in the context
of education.
Literature
2.
Ïîøòàðåâà Ò.Â.
Ôîðìèðîâàíèå ýòíîêóëüòóðíîé êîìïåòåíòíîñòè // Ïåäàãîãèêà. -2005.- ¹3. - Ñ.36.
3. Íàóðûçáàé Æ.Æ. Ýòíîêóëüòóðíîå îáðàçîâàíèå – Àëìàòû: Ðàóàí,1997. - Ñ.42.
4. Íàóðûçáàé Æ.Æ. Ýòíîêóëüòóðíîå îáðàçîâàíèå øêîëüíèêîâ – Æåçêàçãàí, 1995.-Ñ.27.
5. Àíãàðõàåâà Å.À.Ýòíîêóëüòóðíîå îáðàçîâàíèå êàê äåòåðìèíàíò ëè÷íîñòíîãî
ðàçâèòèÿ ó÷àùèõñÿ (ðåãèîíàëüíûé àñïåêò). Äèñ. … êàíä ïåä. íàóê 13.00.01-
Èðêóòñê, 2003.- Ñ.74, 130.