Педагогические науки/ 4. Стратегические направления реформирования системы образования

Senior teacher L.R. Sadykova

Almetyevsk State Oil Institute, Republic of Tatarstan, Russia

Polycultural education as a part of the pedagogical culture of a teacher

There is currently an increased interest of scientists to study pedagogical culture. For understanding its essence it is necessary to identify the main philosophical approaches that govern man's place in the culture. One of them is axiological approach, according to which culture is understood as a set of material and spiritual values created by mankind (G.G. Karpov, A.A. Zvorykin, G.P. Frantsev). There is also the understanding of culture as a process of creative activity (E.A. Buller, L.N. Kogan, N.S. Zlobina). Under culture are understood here, first of all creative abilities of a person. Supporters of another methodological approach (V.E. Davidovich, Y.A. Zhdanov, M.S. Kagan) raised issues related to the general characteristics of culture as a universal property of social life.

Each of the philosophical approaches presented are of great importance to understand the essence of pedagogical culture. So, axiological approach allows to determine values that pedagogy is guided as a science of education; activity approach – to investigate the essence, means and methods of teaching activities that provide the realization of these values; personality approach – to identify relevant properties of the personality of the teacher as a professional self-developing subject of educational relations and teaching activities.

M.V.Boguslavsky, A.P.Valitskaya, G.A.Vilensky, A.V.Vilkovskaya, G.F.Karpova, Z.I.Ravkin, E.N.Shiyanov consider pedagogical culture to be a part of general human culture, its content having world pedagogical experience, as the change of cultural epochs and the corresponding pedagogical civilizations, as the history of pedagogical science and education, as the change of educational paradigms.

According to socio-pedagogical plan culture appears as a social phenomenon, characteristic of the features of pedagogical and intergenerational interaction, means of pedagogisation of environment, bearers and creators of which are teachers, parents, public educators, educational communities (V.M. Danilchenko, I.F. Isaev, G.I. Ritz, M.I. Sitnikovа).

From the standpoint of educational institutions pedagogical culture is investigated as an essential characteristic of the environment, lifestyle, peculiarities of educational system, as the process of going to a new qualitative state (G.V. Zvezdunova, E.Yu. Zaharchenko).

In individual personal plan it is interpreted as a manifestation of the essential personality traits, professional activity and a dialogue of the teacher (A.V. Barabanschikov, T.F. Belousova, N.E. Vorobev, T.V. Ivanova, E.A. Soboleva).

So T.F. Belousova suggests the idea that a teacher with a high level of pedagogical culture - is a teacher possessing necessary personal qualities for educational activity, performing pedagogical activity at a professional level, leading creative search of solving pedagogical problems, having a sustainable manifesting need for creativity, achieving good results in training and education of students.

E.V. Bondarevskaya pays attention to the following aspects of pedagogical culture:

– a social sphere of society, and a way of preserving intergenerational transmission of human relations and social and educational experience;

– a part of general human and national spiritual culture, the sphere of pedagogical values, including pedagogical theories, pedagogical thinking, pedagogical consciousness of a society;

– a sphere of professional activity, including public demands to it, pedagogical technologies, ways of creating cultural samples of social life and pedagogical practice;

– personal property of a teacher, an educator, a parent, a teacher of high school, a leader, integrating pedagogical position, professional skills, behavior, individual achievements in creativity.

A new system of values and goals of education is widely discussed in the world educational process. There appear new paradigms of education in which pedagogical reality is reflected by the new scientific language. Such notions as educational space and educational region, multicultural informational environment, educational technologies are included in scientific circulation.

International Encyclopedia of Education (1994) considers polycultural education as an important part of modern education conducive to absorbing knowledge about other cultures, elucidating the general and particular in the traditions, lifestyles and cultural values of the people, educating the youth in the spirit of respect for other cultures systems.

Polycultural education makes it possible to further explore and realize the diversity of peoples inhabiting the world. Cultural differences that define the man's belonging to one group or another are the most obvious manifestation of the diversity of values and perspectives.

It is obvious that in a multicultural and multi-ethnic world of Russian society polycultural education has become an integral part of the pedagogical culture of the teacher. It includes culturоlogical, ethnohistorical knowledge, understanding the importance of cultural pluralism, the ability to select ideas, reflecting the cultural diversity of the world, as well as the ability to organize the educational process as a dialogue with different cultures across time and space.

Literature:

1. Borisenkov V.P. Challenges of the modern epochs and priorities of pedagogical science. // Pedagogy, № 1, 2004.

2. Kuzmin M.N. Education in a multiethnic and multicultural Russia. // Pedagogy, № 6, 1999.

3. Makayev V.V. Malkova Z.A., Suprunova L.L. Polycultural education, actual problem of the modern school. / / Pedagogy, № 4,1999.

4. Ravkin Z.I. Development of Education in Russia: new value orientations. //, Pedagogy, 1995, № 5.

5. Taychinov M.G. Development of national education in a multicultural, multinational society. // Pedagogy, № 2, 1999.