Педагогические науки / 2. Проблемы
подготовки специалистов
Gluzman N. А.
V.I. Vernadsky
Crimean Federal University, Yevpatoriya
Institute of social Sciences (branch of the institute), Yevpatoriya
(
Terms "Modernization" and "Innovation" as
Elements of the Organization System for Cooperation of Subjects in Educational
Process
Modern research
in the field of educational innovations quite often refers to the international
document with the title ‘Oslo Manual’ containing recommendations for the
development and application of innovations in economic sphere, according to
which ‘innovation’ is defined as introducing in practice any new or
substantially improved product (goods, service) or process, new marketing
strategy or new organizational method in business, labour
force structure, or external links [17, p. 55].
Scientists N.A. Gluzman [1],
N.V. Gorbunova [2] identify the terms ‘modernization’ and ‘innovation’
because both modernization and innovation involve some change, novelty, and in
pedagogical process imply introduction of new ideas in the aims, content,
methods and forms of education and upbringing, organization of cooperation of
the subjects of educational process. Innovation
includes changes in 1) the aims, content, methods and forms of organization and
control system; 2) organization of teaching process; 3) systems of control and
estimation of educational level; 4) financial system; 5) methodological
support; 6) interrelations of the subjects of educational process.
According to
sociologist E.A. Inozemtseva transformation is not only the synonym for ‘modernization’,
‘development’, ‘change’, etc., but an independent sociological category in the
theory of social development. This category describes the state of social
system which triggers qualitative changes of forms of social connections, types
and ways of development. However, it presupposes the presence of the
‘individual human compass’ for changes
which can be either progressive or regressive, whereas modernization aims the
system at perfection, advances, at the
development and realization of new goals, strategies [4].
The authors of
“Modernization of Russian Education: Problems and Prospective” - the book
prepared as a part of research project “Analysis of results of strategic
national project ‘Education’” - point out the difference between terms ‘transformation’ and
‘modernization’ and emphasize that modernization is a constituent part of
transformation, because “transformation, change, development can be oriented in
any direction: forwards, backwards, sideward, circle-wise, etc.” [8]. Modernization presupposes adjustment of the modified process to the
modern requirements with acquisition of new positive quality, transformation is the conversion of the
inner essence of a particular phenomenon and its transition from one functional
state into another. The researchers point out that notion of ‘modernization’
lays the focus on perfection, further
development of social institutions, social relations. That separates it from
the concepts of ‘development’,
‘transformation’, ‘change’ which are more neutral to the dynamics of the social
processes resulted from the influence of progressive tendencies. Development, transformation, change can be
oriented to any changes, positive or negative. Modernization, on the contrary,
orients the society and its structures to perfection, forward movement, to
development of new aims, tasks, priorities, strategies.
Modernization is
a creatively transforming function of development which in practice is an uncompleted
project, an everlasting project in global dimension. The society which has
completed modernization project can be placed in ‘historic graveyard’. It
explains the fact that one of the most
popular modern theories of social development and progress is the modernization
theory which provides for intensification of all the processes in economic,
political, social spheres, a transition to a new, more efficient, i.e. ‘modern’
state of social life.
Modernization is
a way of existence in present day reality. The aims of modernization in
education are usually divided into resultant and processional. The resultant
aims focus on predictable final results in educational modernization which are
to be achieved within a definite time spell.
Processional aims reflect desirable parameters of status and functioning
of higher education system, the absence of which makes achievement of resultant
aims impossible.
Value-based
characteristic of education presupposes “consideration of three interconnected
blocks: education as a national value; education as a social value; education
as a personal value” [11, p. 501]. Education as a social institution is a
system which includes educational
establishments, organs for their management,
educational standards providing their functioning and development;
entire unity of education, upbringing,
development and self-development of a personality, and the results of education
are claimed as “level of general culture and accomplishment of the rising generation, acquirement of the
spiritual and material potential which has been accumulated by human
civilization in the process of evolutionary development and directed to further
social progress”[14].
Modernization of
higher education includes renovation of syllabus, structure and standards of
higher education, teaching methods in different courses in accordance with
scientific achievements, development of modern competence of a specialist as
well as the system of their values and personal qualities, which result in
general in the growth of efficiency and quality of education [10].
In her research
of innovation processes in education N.R. Yusufbekova
along with ‘modernization of education’ uses the term ‘pedagogical novelty’
defining it as ‘the change of pedagogical reality, introduction of previously
unknown ideas which provide further development of theory and practice of
education and upbringing’ [15, p. 37].
Innovation activity in educational system is viewed as
activity directed to development and application of the results of scientific
research and practical achievements in the field of education.
Consequently, innovation in our understanding is the
external manifestation of some underlying processes, taking place in education
system.
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