Жамбыл облысы
Жуалы ауданы
Бауыржан Момышулы ауылы
№ 23 Алатау орта мектебі
PARADIGMALITY
SENSES OF MODERN EDUCATION
Therefore, the purpose of the article is
to study innovation processes as the paradigm of education and phenomenon of
contemporary culture. Only educational institutions can prepare an adequate man
capable to perceive and process reality creatively.
The socio-historical situation at the
beginning of the XXI century calls on the education to change its philosophical
foundations, a new paradigm based on the understanding of the problems facing
the global civilization, a different quality of life, which should be provided
by man in global relationships, integrity and unity of the world. It became
obvious that modern civilization was born by three revolutions - industrial,
socio - political, scientific and educational. One of the leading contemporary
sociologists T. Parsons allotted a crucial role to a revolution in education,
because most subsystems of society put into effect their potential through
education. The revolution reduces the natural dictates of the market,
bureaucracy, stratifies society and keeps it from full atomization. He believed
that "the education revolution has a significant impact on the social
structure of employment, especially in the direction of the general increase of
society adaptive capacity, the revolution in education through the development
of academic and complex channels of practical application of scientific
developments blazed a transformation of the whole structure of modern
society" [1, p. 131].
The current world system of education
outlines the contours of the society of the XXI century. Therefore, now
education is understood as a strategically important area of human life.
Changing paradigms of education have always had a huge impact on the
acceleration of social progress. On the other hand, the process of changing
educational paradigms, which some scientists compared to the "education
revolutions" [2; 3; 4; 5], is a societal determinant of education
progress.
It should be pointed out that in our
paper the term "societal» (societal) is used by tradition developed in a
foreign sociological literature. For the first time this term was introduced
into scientific circulation in 1903 by the German researcher A. Keller in the
coverage characteristics of system processes and patterns in society as a whole
organism [6, p. 41]. Societology, as a sociological
discipline, is associated with his ideas. Its subject matter is a systematic
organization of society and its system-specific patterns of economic,
political, social, ideological, and other manifestations of social life. A
well-known sociologist T. Parsons and other scientists operate the term
"societal" only in cases when it comes to features, concepts and
processes that reveal the society as a macro level, when you need to understand
society as a whole, to understand its function, structure, stages and trends of
evolution, while "social» (social) concerns social phenomena without
specifying their level of comprehension (e.g, social
action, social function of the family, religion, social organization, etc.)
[1]. Hence, when interpreting changes in educational paradigms, which, of
course, reflect the fundamental characteristic of the whole society, structural
changes, the author of the article uses the term "societal".
Thus, the innovation-creative processes
are becoming the societal determinant of modern society, culture, education,
education revolution and personality. These processes are the mechanisms of the
implementation of civilization nature of modernity. Man in the world - is a
creator. The most important social need is in the creation of the new, and it
is closely intertwined with purposeful practical activities. The interest to
the new acts as a demiurgic and emotional power prompting to the action and to
receiving the results of the action. A person can be represented as a cognitive
system, characterized by intellectual tendency of reflection and rethinking of
the world and the social processes that are inherent in the content of modern
civilization. Consequently, to identify the specificity and considering this
aspect to build ways of the development of modern civilization, it is necessary
to pay special attention to the nature, content and socio-functional
orientation of the creative activity of the person (man, the individual,
individuals, entity).
Personalism, in our understanding, is a creative substance,
constantly developing (evolving), it is based on individual and personal
aspiration (creative impulse) of each individual to self-expression, search and
active adaptation, the use of existing cultural forms and processes. Personalism has become a form by which all the tumult of
wealth and innovation processes of our century has been crystallized. Personalism, therefore, in the modern world (the culture of
the XXI century), is the only and indivisible entire with innovative processes
that increasingly cover the modern world. Personalism
and innovation are paradigmatic phenomena of contemporary culture; the
comprehension of them is the key to the answer to many vital but unsolved
problems of being an individual.
Therefore, the purpose of the article is to study innovation processes as
the paradigm of education and phenomenon of contemporary culture. Only
educational institutions can prepare an adequate man capable to perceive and
process reality creatively.
Some new value is the result of
innovation and a creative process. Innovative activity is the process of
creating material and intellectual property in unconventional ways and in a
strange form. The secret of innovation and creative activity is contained in
the very methodology of value creation, which are innovative, and are outside
the existing technologies, social rules and regulations. If a person invents
something new that goes beyond a traditional public perception, it will not be
conceived immediately. Humanity needs time to comprehend and appreciate such
intellectual breakthrough, scientific discoveries and innovative achievements.
The result of a creative personality is clear, traditional, estimated easily
and quickly. In our opinion, in innovative activity man creates, improves not
only things, but also himself/herself. Innovation allows him/her to establish
himself/herself before the world. Innovation and creative activity, as a true
human phenomenon caused by the activity of living, smart brain and
manifestation of the spiritual nature of man, establishes the basis and
condition for all further development. It allows man to arrange a free,
flexible, productive, somehow harmonious interaction of different plans,
different levels of his/her consciousness. In external means of expression man
is able to objectify his/her experiences, and images of his/her imagination,
making them the property of others.
The position occupied by man in the
world, is, inherently, an eccentric one. This means that man does not have a
fixed place, that‘s why he/she is doomed to an endless search for a permanent
change in his/her social reality and his/her internal state. In our
civilization paradigm of education creativity and originality are the
transition to a new standard of living system - the development of
opportunities, expansion and growth of potential resources of man. Civilization
parameters of education require the readiness of public consciousness and,
above all, its ideologists to reconsider their mental habits and the very image
of man.
Civilization universe of modern changing
society, focusing on the culture of dignity, appeals to a different mentality,
in which individuality, creativity, personal choice, acceptance of
responsibility are valued. The refraction of objectives and educational
outcomes in the context of civilization concentrates in dual unity - which
contribution the education as a social institution, being a form of educational
space, must make to the education of the individual.
Thus, the culture and identity of the
XXI century has survived "future shock", but faced with the shock of
a different order and content - the "shock of innovativeness" - the
inevitability and irreversibility of changes in the socio-cultural system.
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