Phenomenology of modern education quality
The national priority question of education quality is considered in the article at the level of an in-depth – existential – function of the educational system, where the former arises. In that case, education appears not only as a social organism, but a fundamental form of understanding existence a...
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| Format: | Article |
| Language: | English |
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Plekhanov Russian University of Economics
2017-11-01
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| Series: | Открытое образование (Москва) |
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| Online Access: | https://openedu.rea.ru/jour/article/view/443 |
| _version_ | 1797875647594364928 |
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| author | Natalya G. Kulikova |
| author_facet | Natalya G. Kulikova |
| author_sort | Natalya G. Kulikova |
| collection | DOAJ |
| description | The national priority question of education quality is considered in the article at the level of an in-depth – existential – function of the educational system, where the former arises. In that case, education appears not only as a social organism, but a fundamental form of understanding existence and self-realization of a person as a self-organized space and biosocial system in terms of an integral educational result. The mechanisms and effects of formal development logic become clear from such research perspective namely, that changes into philosophy of education in the shape of a single-dimensional methodological imperative and provides for an inconsistency of educational practice, achievement of some pedagogical aims at the expense and to the disadvantage of others. The limited nature of pedagogical thinking is not simply fixed in the paradoxes of human development as an individual and organism, but is considered as the main obstacle in the way of evolution of the Human-Nature-Society global system. The phenomenological comprehension of education problems supposes coming into the space of a spiritual idea, funding the process of searching for quality at different levels of human life and activities from within, which characterizes the topicality of the given article. The aim of the scientific research is to analyze factors limiting the process of modern human development, and to ground the necessity of the fundamental updating of the education model in the noospheric scientific paradigm. Theoretical methods of research are used in the paper: analysis of scientific literature, system analysis, analogy, systematization, and generalization. The research results are represented in the categories of education philosophy and focus the reader’s attention mainly on its critical-reflexive function. Elimination of the subject of education is considered as a logical result of phenomenological reduction of thinking that loses a higher level of the Universal, divides the single living space into the “autonomous” spheres of life and at the same time hides the natural code of stability (health) of a person. The article contains the description of splitting of consciousness process, of a deep inversion of personality in the system of biological and social determination of development, analysis of the human’s two-headed problem (psychological-physiological and psychospiritual) and the limit of pedagogical thinking operating in modern practice of the students’ personality socialization. System insufficiency and functional danger of the traditional binary model of development is formed in the absence of clear ideas in pedagogics of the ontological structure of the subject and a complete concept of the individual, accumulation of the negative quality of individual and public lifestyles. Therefore, it is possible to suppose that formation of an individual, a person – the object of the space, social and natural system must become the aim and result of the modern educational mainstream. In such a case, Müller-Haeckel’s biogenetic law regulating traditional education must lose its methodological force. The proposed methodology of managing quality of education implies higher subjectness of development of the educational process participants, restoration of their personality unity based on noospheric pedagogical philosophy and requires expanding the regulatory principle of modeling educational practice up to the anthropocosmic one. |
| first_indexed | 2024-04-10T01:49:43Z |
| format | Article |
| id | doaj.art-3ffc4199b6dc4e92876dad951ebfb3f1 |
| institution | Directory Open Access Journal |
| issn | 1818-4243 2079-5939 |
| language | English |
| last_indexed | 2024-04-10T01:49:43Z |
| publishDate | 2017-11-01 |
| publisher | Plekhanov Russian University of Economics |
| record_format | Article |
| series | Открытое образование (Москва) |
| spelling | doaj.art-3ffc4199b6dc4e92876dad951ebfb3f12023-03-13T09:07:09ZengPlekhanov Russian University of EconomicsОткрытое образование (Москва)1818-42432079-59392017-11-0121541310.21686/1818-4243-2017-5-7-9358Phenomenology of modern education qualityNatalya G. Kulikova0АНО «Центр ноосферного здоровья»The national priority question of education quality is considered in the article at the level of an in-depth – existential – function of the educational system, where the former arises. In that case, education appears not only as a social organism, but a fundamental form of understanding existence and self-realization of a person as a self-organized space and biosocial system in terms of an integral educational result. The mechanisms and effects of formal development logic become clear from such research perspective namely, that changes into philosophy of education in the shape of a single-dimensional methodological imperative and provides for an inconsistency of educational practice, achievement of some pedagogical aims at the expense and to the disadvantage of others. The limited nature of pedagogical thinking is not simply fixed in the paradoxes of human development as an individual and organism, but is considered as the main obstacle in the way of evolution of the Human-Nature-Society global system. The phenomenological comprehension of education problems supposes coming into the space of a spiritual idea, funding the process of searching for quality at different levels of human life and activities from within, which characterizes the topicality of the given article. The aim of the scientific research is to analyze factors limiting the process of modern human development, and to ground the necessity of the fundamental updating of the education model in the noospheric scientific paradigm. Theoretical methods of research are used in the paper: analysis of scientific literature, system analysis, analogy, systematization, and generalization. The research results are represented in the categories of education philosophy and focus the reader’s attention mainly on its critical-reflexive function. Elimination of the subject of education is considered as a logical result of phenomenological reduction of thinking that loses a higher level of the Universal, divides the single living space into the “autonomous” spheres of life and at the same time hides the natural code of stability (health) of a person. The article contains the description of splitting of consciousness process, of a deep inversion of personality in the system of biological and social determination of development, analysis of the human’s two-headed problem (psychological-physiological and psychospiritual) and the limit of pedagogical thinking operating in modern practice of the students’ personality socialization. System insufficiency and functional danger of the traditional binary model of development is formed in the absence of clear ideas in pedagogics of the ontological structure of the subject and a complete concept of the individual, accumulation of the negative quality of individual and public lifestyles. Therefore, it is possible to suppose that formation of an individual, a person – the object of the space, social and natural system must become the aim and result of the modern educational mainstream. In such a case, Müller-Haeckel’s biogenetic law regulating traditional education must lose its methodological force. The proposed methodology of managing quality of education implies higher subjectness of development of the educational process participants, restoration of their personality unity based on noospheric pedagogical philosophy and requires expanding the regulatory principle of modeling educational practice up to the anthropocosmic one.https://openedu.rea.ru/jour/article/view/443качество образованиябиогенетический закон мюллера-геккеляиндивидличностьпарадокс развитияфеноменологическая редукцияинверсия личностибиологическая и социальная детерминация развитияустойчивость личности |
| spellingShingle | Natalya G. Kulikova Phenomenology of modern education quality Открытое образование (Москва) качество образования биогенетический закон мюллера-геккеля индивид личность парадокс развития феноменологическая редукция инверсия личности биологическая и социальная детерминация развития устойчивость личности |
| title | Phenomenology of modern education quality |
| title_full | Phenomenology of modern education quality |
| title_fullStr | Phenomenology of modern education quality |
| title_full_unstemmed | Phenomenology of modern education quality |
| title_short | Phenomenology of modern education quality |
| title_sort | phenomenology of modern education quality |
| topic | качество образования биогенетический закон мюллера-геккеля индивид личность парадокс развития феноменологическая редукция инверсия личности биологическая и социальная детерминация развития устойчивость личности |
| url | https://openedu.rea.ru/jour/article/view/443 |
| work_keys_str_mv | AT natalyagkulikova phenomenologyofmoderneducationquality |