The personal significance of education. Education, functions of education, education system in the Russian Federation

SUBJECT "PHILOSOPHY OF EDUCATION"

Topic:

"State,

social and personal value of education.”

1. Introduction . 2

2. State, social and personal value of education . 4

2.1 Personal value of education . 4

2.2. Public value of education . 5

. 6

3. Trends in the development of modern education . 8

“The main value of education is the possibility of gaining inner spiritual freedom by an individual”

Jacques Maritain

Even ancient philosophers were convinced that the system of education and upbringing is the most significant factor in social reproduction: both the quality of future generations and the viability and efficiency of the future development of society itself depend on it. As Plato noted, it is upbringing that fully provides a fairly definite and clearly expressed result: either the Good, or its opposite.

Education forms a person of a particular society, conformed to its needs, aware of the goals of its development and serving to implement them. At the same time, education, including a person in the space of socially significant values, forming universal models of behavior and value attitudes, contributes to the assimilation of significant universal values.

In the 20th century, there has been a trend of alienation of education from a person and general fundamental human values. Rapid scientific and technological progress contributed to the formation in society of an exaggerated idea of ​​the absolute priority of technological and technical achievements over humanitarian knowledge, material wealth over spiritual content. In various social spheres, the criteria of expediency and effectiveness have come to the fore. Education itself began to be regarded as a means of acquiring knowledge, skills, and abilities necessary for mastering technologies and equipment, for performing highly professional functions.

A person must acquire the Good, Plato writes, it must rightly be recognized as higher than pleasure, it is the mind, knowledge, understanding, art, and so on in the same vein. Striving for the world of eternal Ideas, distraction from everyday vanity - this is the goal of true life. Comprehending the modern tasks of education, it can be stated that the development of the spiritual potential of the individual should not be reduced simply to the internalization of objective spirituality. It is carried out in the process of human activity with the aim of positively changing oneself and society in accordance with the highest socially significant values.

The pursuit of knowledge, information, material values ​​is dissonant with the genetically inherent human need for harmonious development. The main task of education is correlation with the natural, natural abilities of a person, their recognition and deployment. After all, proper upbringing and training, Plato notes, awaken good natural inclinations in a person, i.e. thanks to such upbringing, they become even better - both in general and in the sense of passing them on to their offspring. “To turn a person does not mean at all to put the ability to see into him - he already has it, but it is wrongly directed, and he looks in the wrong place. This is where you need to put in the effort."

The problem of the purpose and essence of education is indeed resolved by philosophy (consideration of the issues of personality formation, the optimal adaptation of a person to life in society, the development of educational concepts and programs). The main principle of the modern concept of education is the interpretation of the ideal of education through knowledge and cognition. Thus, an educated person is one who knows the world and knows how to use his knowledge. (The first prescription of philosophy according to Plato is the diligent development of the intellect in order to restore unity with the eternal).

Education is the only technological sphere for the formation of a person's personality. In its essence, it always works for the future, predetermining the development of society in a progressive or regressive direction. Therefore, the role of education in the development of any society is decisive. Only it is able to reverse the negative trends in the spiritual, moral sphere of mankind, help in the search for the meaning of human life, provide progressive life guidelines and indicate the criteria for the irreversible moral degradation of a person.

Spiritual, moral factors in the struggle between creative and destructive forces always stand on the side of the creative ones. And if the destructive forces are mostly spontaneous, then the creative ones are always purposeful and require huge efforts not only in energy, but also in time.

We do not deny the personal value of education, we deeply perceive the highest intrinsic value of each person, but at the same time we move away from distortions and extremes, realizing that the value of education is not only in the development of personal qualities, but also in public and state. And only the harmony of these qualities can solve the problem of value education.

Depending on the answer given by a person or, more broadly, by society about the meaning of human existence, an idea is formed about the value of education as one of the most effective ways to pass on to future generations their understanding of the meaning of human life.

Speaking about the values ​​of education, it is necessary to take into account three "layers" of values:

- the value of education as a state value,

as a public value

as a personal value.

The first two values ​​of education reflect the collective, group significance of this cultural phenomenon, and in the Soviet period of domestic education, it was they who came to the fore in many pedagogical concepts. Recently, priority has been given to the personal value of education, an individually motivated, biased attitude of a person to the level and quality of his education.

Apparently, there is a close relationship between the recognition of the student-centered value of education and the tendency to understand education as a continuous process that takes place throughout a person's life. Education is able not only to maintain at the proper level the values ​​of society, the values ​​of society, but also to enrich and develop them.

You can see the close connection between education and the priority values ​​of society on the example of the "culture of utility" and "culture of dignity" - concepts introduced by the famous psychologist A.G. Asmolov. A culture of utility or a culture focused on utility as the basic value of society has “the only goal ... is to reproduce itself without any changes ... education is assigned the role of a social orphan who is tolerated insofar as one has to spend time on training, official functions".

In his opinion, the opposition to such a culture, such a structure of society is a new type of culture focused on dignity. "In such a culture, the leading value is the value of a person's personality, regardless of whether something can be obtained from this person to perform this or that task or not." It is obvious that a culture of dignity requires a new paradigm of education - education focused on cultivating a person's self-esteem, a sense of freedom, professional and general educational (general cultural) competence. This requires a radical change in the content and organizational forms of the entire educational system, a change in the values ​​of education as a social and cultural phenomenon.

The present period of time is characterized by the de-ideologization of society, rethinking and changing the value system, including the values ​​of education, and is defined by a number of scientists as an "axiological revolution". Socio-economic reforms, the rapid pace of life, the economic crisis, the transition to a market economy in an instant overthrew what until recently seemed unthinkable. "Old" values, which until recently seemed irrefutable, are being replaced by "new" value orientations alien to previous practice.

Education is not only a cultural phenomenon, but also a social institution, one of the social substructures of society. The content of education reflects the state of society, the transition from one state to another. At present, this is a transition from the industrial society of the 20th century. to the post-industrial or information XXI century. The development and functioning of education is conditioned by all factors and conditions of society existence: economic, political, social, cultural and others. At the same time, the goal of education is the development of a person who meets the requirements of the society in which he lives, which is reflected in the connection between education and culture.

The connection between education and culture is the closest, already the earliest stages of the formation of the institution of education are associated with a cult, a ritual: culture required constant reproduction. This is not just conditioning, it is an essential interdependence, which is manifested, in particular, in the fact that one of the basic principles for the existence and development of education is "cultural conformity". At the same time, education is considered, first of all, as a social institution with the function of cultural reproduction of a person or reproduction of a person's culture in society.

This principle replaced the one put forward by Ya.A. Comenius' position on the "natural conformity" of education. As Ya.A. Comenius, one can easily learn only by “following in the footsteps of nature”, in accordance with which the main postulates of learning were formulated, reflecting the fundamental laws of nature and man as its part. The principle of "cultural conformity", imperatively formulated by A. Diesterweg: "Teach culturally conformably!", means training in the context of culture, the orientation of education on the nature and values ​​of culture, on the development of its achievements and its reproduction, on the adoption of sociocultural norms and the inclusion of a person in their further development. development. Culture is understood as a system of patterns of behavior, consciousness of people, as well as objects and phenomena in the life of society, which is reproduced during the change of generations.

Productive is the concept of the type of culture (for example, archaic, modern) and the position that the very definition of the type of culture can be correlated with the nature of training, education. The famous ethnographer M. Mead on this basis distinguishes three types of culture:

- post-figurative

- cofigurative,

- prefigurative.

In a post-figurative culture (primitive societies, small religious communities, enclaves, etc.), children primarily learn from their predecessors, and adults cannot imagine any changes and therefore pass on to their descendants only a sense of the unchanging "continuity of life" lived adults is "a blueprint for the future for their children". This type of culture, according to M. Mead, characterized human communities for millennia up to the beginning of civilization. The manifestation of this type of culture is also found in our time in diasporas, enclaves, sects; in traditions, national ways.

The cofigurative type of culture assumes that both children and adults learn from their peers, more widely from their contemporaries. However, this type of culture includes post-figurative in the sense of following the elders in norms, behavior, etc. In its purest form, a cofigurative culture can manifest itself in a community that is left without elders. Using the example of an analysis of the life of immigrants in the USA, Canada, Australia, and Israel, M. Mead shows that new living conditions require new methods of education. Under these conditions, a situation arises of uniting peers, identifying with a peer - a situation where reference, significant for a teenager, are not adults, not parents, but peers.

The prefigurative culture, "where adults also learn from their children," reflects the times in which we live, notes M. Mead. This is the culture that is foreseen, this is the world that will be. Education should prepare children for the new, preserving and inheriting what was valuable in the past, for the link between generations is the history of civilization.

It is obvious that different approaches to the problem of the internal connection between culture (its types, paradigms, tendencies) and education reveal the contradictions accumulated in the history of civilization between the prevailing "educational" stereotype of social consciousness and the knowledge accumulated by humanity about the child, childhood and his world. Modern education is characterized by the search for a solution to this contradiction.

2.3. State value of education

Education as a reproduction of culture could not but form as a specific system within which different subsystems are differentiated (depending on the age of students, the purpose of education, attitudes towards the church, towards the state). First of all, we emphasize that education as a social institution is a complex system that includes various elements and connections between them: subsystems, management, organization, personnel, etc. This system is characterized by purpose, content, structured curricula and plans that take into account previous levels of education and predict future ones. The system-forming (or meaning-forming) component of the educational system is the goal of education, i.e. the answer to the question of what kind of person society requires and expects at a given stage of its historical development. In each country, starting from ancient times, education as a system was formed in accordance with those specific socio-historical conditions that characterized each specific time period of its development. The history of the formation of education at its various levels (school, secondary professional, university) in different countries is also specific.

Education as a system can be viewed in three dimensions:

- social scale (education in the world, a certain country, etc.),

- level of education (preschool, school, higher),

- education profile - general, special (mathematical, humanitarian, natural sciences, etc.), professional, additional.

From these positions, education as a system as a whole can be characterized as follows:

Education as a system may be secular or clerical, public, private, municipal or federal;

Education as a system is characterized by leveling, stepping, which is mainly based on the age criterion. However, in all countries, with sufficiently large variations, there is preschool education, then school education with three levels (primary, secondary, senior), where gymnasiums, lyceums, and higher education can be forms: institutes, universities, academies. Each stage has its own organizational forms of education - a lesson, a lecture, a seminar, etc. and specific forms of control - survey, test, exam, etc.;
- education as a system can be characterized by continuity of levels, manageability, efficiency, direction;
- the educational system has a qualitative and quantitative characteristic specific to its subsystems.

One of the leading researchers in the psychology of higher education, A.A. Verbitsky, once identified the following trends in education, which manifest themselves and will manifest themselves to varying degrees until the end of the 20th century.

First trend- awareness of each level of education as an organic component of the system of continuous public education. This trend involves solving the problem of continuity not only between the school and the university, but also, given the task of improving the professional training of students, between the university and the future production activities of students. This, in turn, sets the task of modeling production situations in the educational activities of students, which formed the basis for the formation of a new type of learning - sign-context, according to A.A. Verbitsky.

Second trend- industrialization of education, i.e. its computerization and the accompanying technologization, which makes it possible to effectively strengthen the intellectual activity of modern society.

Third trend- the transition from predominantly informational forms to active methods and forms of education with the inclusion of elements of problematic, scientific research, the widespread use of reserves for independent work of students. In other words, as A.A. Verbitsky metaphorically notes, the trend of transition from the “school of reproduction” to the “school of understanding”, “school of thinking”.

Fourth trend corresponds, according to A.A. Verbitsky, with the search for psychological and didactic conditions for the transition from strictly regulated, controlling, algorithmic methods of organizing the educational process and managing this process to developing, activating, intensifying, gaming. This involves stimulation, development, organization of creative, independent activities of students.

Fifth and sixth tendencies relate to the organization of interaction between the student and the teacher and fix the need to organize learning as a collective, joint activity of students, where the emphasis is shifted "from the teaching activity of the teacher to the learning activity of the student."

The trends in the general situation of education at the end of the 20th century coincide with the general principles of its reform in the world, in the countries of Eastern Europe and in Latvia. These are the following basic principles:

- integration all the educating forces of society, the organic unity of the school and other special institutions for the purpose of educating the rising generations;

- humanization- increased attention to the personality of each child as the highest social value of society, setting the formation of a citizen with high intellectual, moral and physical qualities;

- differentiation and individualization, creating conditions for the full manifestation and development of the abilities of each student;

- democratization, creating prerequisites for the development of activity, initiative and creativity of students and teachers, interested interaction between teachers and students, broad public participation in education management.

It is essential that these principles of reforming education are comparable with the main directions of reforming the educational systems of the world community, judging by the materials of UNESCO. These areas included:

- planetary globalism and humanization of education ;

- cultural sociology and ecologization of the content of education ;

- interdisciplinary integration in education technologies ;

- orientation to the continuity of education, its developmental and civic functions.

The considered principles and directions of education reflect the global trends of the modern world, which are revealed in the processes of democratization, globalization, regionalization, polarization, marginalization and fragmentation. It is obvious that the trends changing in the educational space reflect the general directions of change in the world, and vice versa - these directions are a reflection of the emerging trends in education.

Bibliography

1. Ravkin Z.I., Pryanikova V.G. National values ​​of education as guidelines for the development of domestic pedagogical axiology (ideas and provisions for the development of the research concept) // National values ​​of education: history and modernity. Proceedings of the XVII-th session Nauch. Council on problems of the history of education and ped. science / Ed. corresponding member Z. I. Ravkin. - M.: ITOP RAO, 1996. - S. 6-7.

2. Turovskoy Ya. S. The problem of national values ​​in education at the level of interpersonal relations // National values ​​of education: history and modernity. Proceedings of the XVII-th session Nauch. Council on problems of the history of education and ped. science / Ed. corresponding member Z. I. Ravkin. - M.: ITOP RAO, 1996. - S. 31. 7

3. National value priorities in the sphere of education and upbringing (the second half of the 19th - 90s of the 20th centuries) / Ed. Z. I. Ravkina. - M.: ITOiP RAO, 1997. - S. 409-410.

Among the social institutions of modern society, education plays one of the most important roles.

Education- one of the ways of becoming a person through the acquisition of knowledge by people, the acquisition of skills and abilities for the development of mental, cognitive and creative abilities through a system of such social institutions as the family, school, and the media.

Purpose of education- introduction of the individual to the achievements of human civilization, retransmission and preservation of its cultural heritage.

The main way to get an education is education and self-education, i.e. if knowledge, skills and abilities are acquired by a person independently, without the help of other teaching persons.

Functions of education

The socio-economic and political system, cultural, historical and national characteristics determine the nature of the education system.

The key to human success in the modern world is getting modern education, mastering the knowledge, skills, and methods of activity necessary for life in society. A person today needs to study almost all his life, mastering everything new and new, acquiring new professional qualities. In order for you to be hired for a prestigious job, you sometimes need to have more than one higher education, but maybe two or three.

What do scientists mean by education? The dictionary of social science terms emphasizes: "education is the process and result of the assimilation of systematized knowledge, skills and abilities." Education ensures the transfer from generation to generation of the spiritual wealth accumulated by people, knowledge about nature and society, about man. People learn to work, learn new things.

How do people get involved in education? First of all, with the help of classes in various educational institutions, mainly at school. Although, much is achieved through self-study - self-education, work on finding information and understanding it.

The content of education is always determined by the requirements and conditions for the development of society. What kind of citizen the country needs, such qualities in it need to be formed in the process of education and upbringing, which together constitute education. Therefore, in each country, an educational policy is formed and implemented that answers the questions: “Whom to teach?”, “What to teach?”, “How to teach?”

But whatever this policy may be, it is important to remember that any transformations in the education system should not lead to the rejection of the positive that is in education. The computer should not completely replace a book or a visit to the theater, and the promotion of individuality, taking into account the personal interests and characteristics of each student, should not be understood as a complete rejection of interaction in a team, a sense of camaraderie and cooperation.

What are the tasks of modern Russian education? What kind of person needs to be educated today? Let's answer briefly. Today, a person is required, firstly, to be a good specialist in his profession, secondly, to constantly update his knowledge, thirdly, to be ready to change the scope of his activity, and fourthly, to have the skills to successfully interact with people around him.

In our country, among our people, the authority of a literate, educated person has always been high. A well-known Russian proverb, placed in the dictionary of V.I. Dahl says: “Learning is light, ignorance is darkness.”

Learning was considered useful and prestigious at all times. Even Prince Vladimir Monomakh in his "Instruction for Children" emphasized the need for learning, mastering book knowledge. Numerous finds of birch bark letters during the excavations of Pskov, Izborsk, Staraya Ladoga, Novgorod testify to how high the level of literacy was in the ancient Russian city. In the XVI century. under Tsar Ivan the Terrible, it was decided to open "schools of literacy" at the homes of the clergy, to enroll children in them and teach reading, writing, "counting wisdom" (arithmetic). In 1687, the first higher educational institution was opened in Moscow - the Slavic-Greek-Latin Academy, which M.V. Lomonosov. The most important milestone in the development of Russian education was 1755 - the year of the opening of Moscow University, the founder of which can rightfully be considered Lomonosov.

The education system based on the principles of continuity of education first began to take shape in Russia at the end of the 18th century under Catherine the Great, it was then that the class-lesson system and the subject approach appeared. The Empress believed that the school should educate a new generation of people, so future citizens should be taken away from the family for 10-12 years, so that parents from early childhood "could not spoil the child."

In the 19th century, the number of a wide variety of educational institutions expanded - in addition to Moscow University, higher educational institutions appeared in other large cities - St. Petersburg, Kyiv, Kazan, Odessa, Tomsk, lyceums, classical gymnasiums and real schools, private boarding schools were organized. It was then that the first major discussion arises in society about what education should be like, what should be the main focus - theoretical knowledge or practical experience, humanitarian disciplines or the exact sciences, education of law-abiding citizens or the development of critical thinking. In the end, the classical approach won - the study of ancient languages ​​​​and the foundations of science, rather than practical skills, began to be recognized as the most important. An echo of this confrontation was a dispute between "physicists" and "lyricists" in the USSR, when it also turned out what was more important for the development of mankind - technical or humanitarian sciences.

However, in those days education was a privilege mainly of the nobility. Ordinary people, peasants, workers, for the most part were illiterate, at best, they had access to parochial schools, classes from a semi-literate deacon. For example, the grandfather of one of the authors of the textbook, who was born in 1898, studied in a similar elementary school in his childhood. And since his family was very poor, the children had one felt boots for four, in winter the children went to school in turn. Only in Soviet times, grandfather was able to get a higher education, he graduated from the Law Academy, and received the profession of a lawyer.

Among the main problems of pre-revolutionary Russia, thinkers called "the lack of education of the people and the lack of education for the people." About 80% of the Russian population remained illiterate by the beginning of the 20th century. And only after the October Revolution of 1917 did decisive steps begin to be taken to eliminate illiteracy among the people. For workers and peasants, ways were opened to receive both secondary and higher education. But, people from families of nobles, employees, on the contrary, lost the right to enter universities.

The Soviet government proposed to completely change the education system that had developed in Russia - in the 1920s, school lessons and the subject system were eliminated, grades disappeared, there were no homework and textbooks, and instead, students united in groups and solved the problem posed to them. For example, at the beginning of the school year, they dealt with the topic "The work of the peasant" and selected material from various fields of knowledge - geography, biology, literature, history. The result of several weeks of work was the report of the group. The idea was simple - by solving the task assigned to them, inquisitive students comprehend various sciences without violence, with interest, they themselves determine the gaps in education. In practice, this led to a drop in the overall level of education - students wrote and counted with gross errors, often several students completed the task for the whole group, and the rest did nothing, ideology replaced education. Indeed, communist education was put forward in the first place, and this led to the fact that graduates were absolutely not ready for higher education.

Therefore, in the 1930s, all previous experiments were called "pedological perversions in the system of the People's Commissariat of Education" and it was decided to switch to the class-lesson system that had been tested for centuries. Gradually, a modern education system is being formed, which functions in Russia to this day. It consists of several levels - pre-school (kindergarten), primary school, secondary education, special education (vocational, secondary and higher).

Contributed to the reform of education and N.S. Khrushchev, who introduced compulsory labor training at school and considered it necessary that graduates first work at an enterprise, and then enter higher educational institutions. Under L.I. Brezhnev was declared a compulsory 10-year education.

The modern Russian state is also reforming the education system. The Constitution of the Russian Federation of 1993 in Article 43 guarantees everyone the right to education, general accessibility and free of charge preschool, basic general and secondary vocational education in state or municipal educational institutions, on a competitive basis, everyone has the right to receive higher education free of charge.

All citizens of the Russian Federation are guaranteed the opportunity to receive an education, regardless of gender, race, nationality, language, origin, place of residence. At the same time, basic general education (grades 1-9) is compulsory. The Constitution also refers to various forms of educational institutions (including the right to exist and private schools, and schools with in-depth study of certain subjects, etc.) and the possibility of self-education (for this, there are public libraries, various hobby groups and clubs ).

Society's requirements for education are expressed in the system of principles of the state educational policy. At present, the following principles have been proclaimed in Russia:

· the humanistic nature of education, the priority of universal human values, the right of the individual to free development;

· the unity of federal education with the right to the originality of education of national and regional cultures;

general accessibility of education and the adaptability of the education system to the needs of students;

· the secular nature of education in public institutions;

• freedom and pluralism in education;

· democratic, state-public character of management, independence of educational institutions.

In Russia, education is proclaimed a priority direction of development. Citizens of the Russian Federation are guaranteed the opportunity to receive education regardless of gender, race, nationality, language, origin, place of residence, attitude to religion, beliefs, membership in public organizations (associations), age, health status, social, property and official status, criminal record .

The state guarantees to citizens the general availability and free of charge of primary general, basic general, secondary (complete) general education and primary vocational education, as well as on a competitive basis free of charge secondary vocational, higher vocational and postgraduate vocational education in state and municipal educational institutions within the limits of state educational standards, if the citizen receives education of this level for the first time.

In state and municipal educational institutions, educational authorities, the creation and operation of organizational structures of political parties, socio-political and religious movements and organizations (associations) are not allowed.

In the Russian Federation, educational programs are being implemented, which are divided into:

1) general education (basic and additional), which are aimed at solving the problems of forming a general culture of the individual, adapting the individual to life in society, creating the basis for a conscious choice and development of professional educational programs: preschool education, primary general education, basic general education, secondary (complete) general education

2) professional (basic and additional), which are aimed at solving the problems of consistently improving the professional and general educational levels, training specialists of the appropriate qualifications: primary vocational education, secondary vocational education, higher professional education, postgraduate professional education.

Taking into account the needs and capabilities of the individual, educational programs are mastered in the following forms: in an educational institution - in the form of full-time, part-time (evening), part-time; in the form of family education, self-education, external studies.

The Law of the Russian Federation "On Education" lists the following types of educational institutions in Russia:

1) preschool;

2) general education (primary general, basic general, secondary (complete) general education);

3) institutions of primary vocational, secondary vocational, higher vocational and postgraduate professional education;

4) institutions of additional education for adults;

5) special (correctional) for students, pupils with developmental disabilities;

6) institutions of additional education;

7) institutions for orphans and children left without parental care (legal representatives);

8) institutions of additional education for children;

9) other institutions carrying out the educational process.

The Law of the Russian Federation "On Education" characterizes education as a purposeful process of upbringing and education, focused on the interests of a person, society, and the state.

The first landmark is personal. It proceeds from the recognition of a person as the highest value, and the right to education - one of the fundamental rights of the individual.

Thinkers, public figures of different eras and peoples have characterized a number of factors of the personal significance of education. Let's name some of them.

Education is what makes a person a person who strives to develop and apply his abilities. In the scientific literature, education is often characterized as a process of pedagogically organized socialization - the development and self-development of a person throughout life in the process of assimilation and reproduction of the culture of society.

Education provides a person with a system of knowledge and skills necessary for successful activity in various spheres of life. Nobel Prize-winning physicist Zh. I. Alferov believes: “An economy based on high technologies makes the life of a huge number of people much more interesting, because they have to solve very complex problems.” At the same time, this "stimulates the development of education, encourages people to learn, since knowledge becomes a true source of well-being - both for the individual and society."

Education introduces the individual into the cultural life of mankind, introduces him to the main fruits of civilization. It serves as a necessary basis for understanding and mastering political, economic, legal, and artistic culture.

Education helps an individual to navigate more accurately in the difficult conditions of modern life, to determine his civic position, to know the Motherland and to be its patriot.

One of the indicators of the personal and social significance of education is human intellectual capital. Economics defines this concept as capital embodied in people in the form of their education, qualifications, knowledge, and experience.

The more significant such capital, the more significant are usually the labor opportunities of workers, their labor productivity, productivity and quality of labor. In a number of countries, the level of education directly affects the intellectual activity, promotion, earnings and, consequently, the social status and dignity of a person, satisfaction with the well-being of one's own and one's family.

In our country, unfortunately, the education of a person is far from being fully accompanied by well-being. Quite the opposite: often low-skilled work is paid better than activities that require thorough knowledge. This obvious absurdity is overcome extremely slowly, especially in organizations supported by the state budget.

The second landmark - social, education in the interests of society and the state - is organically interconnected with the personal, because the main wealth of society is people. Scientists say: the development of each individual, of course, contributes to social development, in a generalized sense, the development of society is equivalent to the development of the individual. If society creates opportunities for personal development, in the end it inevitably leads to the development of society as a whole.

In most countries, education is regarded as the greatest value of every nation, world civilization. Care for education is declared a priority (but this priority is not always realized). There is a growing understanding in society that fundamental and versatile education contributes to the full functioning of all aspects of public life, the development and implementation of a policy of stable social development.

Education has a positive effect on social processes, a well-educated person knows better and more accurately executes laws, strives to prevent possible conflicts, protect himself and his loved ones from dangerous shocks, realizes the important advantages of evolutionary development for himself.

The role of education in the strengthening and functioning of a democratic society, a rule of law state is great. It contributes to the education of civic consciousness, helps people to think carefully about the assessment of the main documents of various parties and determine their attitude towards their policies.

Education serves to strengthen the national security of our country. In this regard, we note several points.

Education contributes to the solution of environmental problems. Educated people not only raised their voice in defense of nature, but also organized, with the huge participation of young people, a mass movement that swept the whole world to prevent environmental disasters.

Millions of highly qualified specialists capable of innovation, primarily technological, strengthen the economic security of the state. These people improve production, bring it to the level of world standards, do business correctly in harsh market conditions, and strengthen the country's competitiveness.

We emphasize that education contributes to the training of scientific and engineering staff, which ensures the modern level of various areas of production, including military equipment that serves to protect the state.

Highly qualified personnel are also needed to realize the military-technical potential. The role of education is essential in the formation of the personnel of the Armed Forces of the Russian Federation. The officer and general corps trained in civil and military educational institutions can solve the most complex tasks of strengthening the country's defense capability. Defense capability largely depends on the level and quality of education of soldiers and junior command personnel. Not all is well here.

Special units (rocket troops, submarine fleet) are staffed with people who have a sufficient educational level. However, other units are experiencing difficulties due to the fact that the education of people who replenish the army by conscription sometimes does not meet the requirements of military service. Overcoming this difficulty also requires improving the quality of knowledge acquired in educational institutions.

“The goals of education are closely related to the goals of the life of a given society. Life determines education, and vice versa, education affects life.

S. I. Gessen (1870-1950). Russian teacher

In the Law of the Russian Federation "On Education", education is characterized as a purposeful process of upbringing and education, focused on the interests of a person, society, and the state.

First landmark- personal. It proceeds from the recognition of a person as the highest value, and the right to education - one of the fundamental rights of the individual.

Thinkers, public figures of different eras and peoples have characterized a number of factors of the personal significance of education. Let's name some of them.

Education is what makes a person strive to develop and apply his abilities. In the scientific literature, education is often characterized as a process of pedagogically organized socialization - development and

Self-development of a person throughout life in the process of assimilation and reproduction of the culture of society.

Education provides a person with a system of knowledge and skills necessary for successful activity in various spheres of life. Nobel Prize winner Zh. a true source of well-being - both for the individual and for society.

Education introduces the individual into the cultural life of mankind, introduces him to the main fruits of civilization. It serves as a necessary basis for understanding and mastering political, economic, legal, and artistic culture.

Education helps an individual to navigate more accurately in the difficult conditions of modern life, to determine his civic position, to know the Motherland and to be its patriot.

One of the indicators of the personal and social significance of education is human intellectual capital. Economics defines this concept as capital embodied in people in the form of their education, qualifications, knowledge, and experience.

The more significant such capital, the more significant are usually the labor opportunities of workers, their labor productivity, productivity and quality of labor. In a number of countries, the level of education directly affects the intellectual activity, promotion, earnings and, consequently, the social status and dignity of a person, satisfaction with the well-being of one's own and one's family.

In our country, unfortunately, the education of a person is far from being fully accompanied by well-being. Quite the opposite: often low-skilled work is paid better than activities that require thorough knowledge. This obvious absurdity is overcome extremely slowly, especially in organizations supported by the state budget.

Second landmark- social, education in the interests of society and the state is organically interconnected with the personal, because the main wealth of society is people. Scientists say: the development of each individual, of course, contributes to social development, in a generalized sense, the development of society is equivalent to the development of the individual. If society creates opportunities for individuals to develop

Waving, in the end it inevitably leads to the development of society as a whole.

In most countries, education is regarded as the greatest value of every nation, world civilization. Care for education is declared a priority (but priority is not always realized). There is a growing understanding in society that fundamental and versatile education contributes to the full functioning of all aspects of public life, the development and implementation of a policy of stable social development.

Education has a positive effect on social processes, a well-educated person knows better and more accurately executes laws, strives to prevent possible conflicts, protect himself and his loved ones from dangerous shocks, realizes the important advantages of evolutionary development for himself.

The role of education in the strengthening and functioning of a democratic society, a rule of law state is great. It contributes to the education of civic consciousness, helps people to consciously approach the assessment of the main documents of various parties and determine their attitude towards their policies.

Education serves strengthening national security our country. In this regard, we note several points.

Education promotes environmental safety. Educated people not only raised their voice in defense of nature, but also organized, with the huge participation of young people, a mass movement that swept the whole world to prevent environmental disasters.

Millions of highly qualified specialists capable of innovation, primarily technological, strengthen economic security states. These people improve production, bring it to the level of world standards, do business correctly in harsh market conditions, and strengthen the country's competitiveness.

We emphasize that education contributes to the training of scientific and engineering staff, which ensures the modern level of various areas of production, including military equipment that serves to protect the state.

For implementation military-technical potential highly qualified personnel are also needed. The role of education is essential in shaping the personnel of the Armed Forces. The officer and general corps trained in civil and military educational institutions can solve the most complex tasks of strengthening the country's defense capability. Defense capability largely depends on the level and quality of education of soldiers and junior com-

Composition. Not all is well here. Special
units (missile troops, submarine fleet) are completed
people with a sufficient educational level.
However, other parts are experiencing difficulties due to the fact that
the education of people who replenish the army on conscription,
sometimes does not meet the requirements of military service. Pre
overcoming this difficulty also requires improving the quality
va knowledge obtained in educational institutions.
| “The goals of education are closely related to the goals of the life of a given,
I society. Life determines education, and vice versa
j but, education affects life.” ;

1 S. I. Gessen, Russian teacher (1870-1950)

TRENDS IN THE DEVELOPMENT OF EDUCATION IN THE MODERN WORLD

Recall: “trend” is a synonym for the words “development direction”, “inclination”, “aspiration”.

Home, permanent trend was brilliantly formulated by Pushkin's line: "... in education to be on a par with the age." In order to become worthy of the 21st century, education must (as stated in the Law "On Education") be adequate to the world level of general and professional culture. At the same time, there are theoretical and practical sprouts of the tendency to “work ahead of the curve”, to prepare people, especially young people, for industrial and social innovations, which will undoubtedly mark the coming century.

The goals of education in a number of countries (including the European Union) are based on four basic principles set out in the documents of the International Commission on Education for the 21st Century. They also characterize the trends in the development of education. These tendencies take into account world experience, are based on the analysis of reality, meet the modern and future needs of a changing society, today's and tomorrow's needs, and human interests.

The first principle is learn to know to acquire knowledge, the ability to learn. The growth of world scientific information, doubling every 10-15 years, its rapid partial obsolescence, social development, opening up new opportunities for economic, political, social activity, require a combination of broad general cultural knowledge with a deep comprehension of continuously developing sciences, mastering ways of self-acquisition of knowledge.

In the context of the transition to a post-industrial, information society, this principle is embodied in two

Denzia: bringing to the fore in the educational process not only the formation of knowledge, but also mastering the methods of independent work for their acquisition; the growing importance of the general cultural aspect of education, the combination of fundamental professional training and mastery of humanitarian knowledge.

The second principle is learn to make, learn to work, acquire not only professional qualifications, but also competence, which is the basis of the competitiveness of a graduate of educational institutions.

Recall that the term "competence" has several meanings. In a general form, competence is defined as knowledge, experience in a particular field of activity. Professional competence is a range of profession-related problems in which an individual has knowledge, life and educational experience sufficient to solve practical and theoretical problems.

In legislative acts on education, in the practice of educational institutions, especially professional ones, there is a significant tendency to strengthen the practical orientation of education, achievement by graduates of professional competence. It is she who is the basis of the competitiveness of the worker, the organizer of production. Note that the main reason for numerous production failures, accidents, catastrophes is most often the lack of competence of workers and managers of various ranks.

The third principle is learn to live together, coexist, to cultivate the ability to understand other people, peoples; develop knowledge about their history, traditions, way of thinking, respect their values. It is necessary to realize the dependence of people on each other; this will help to overcome obstacles on the way of civilization development. People must learn to jointly design their personal and collective actions for a reasonable and peaceful solution to emerging conflicts. This is how it is defined the trend of increasing the role of education in the formation of civic qualities of a person, one of which is the awareness of the need to establish loyal relations between social groups, peoples, and states. In international and national documents on education, more attention than before is paid to the development of norms of social behavior, critical and creative thinking, necessary for the functioning of a democratic society, for cooperation in the productive solution of intrastate, interstate, global problems of our time. The trend under consideration is manifested, in particular, in the strengthening of the importance of educating

Tolerance as a quality of culture (moral, legal, political).

The fourth principle, as it were, sums up the educational orientation of the three previous ones. The principle is formulated as follows: to learn to live in order to contribute to the development of one's own personality and to be able to act with independence, independence of judgment and personal responsibility. This is about tendencies to increase the role of education in revealing the creative potential of the individual, in mastering it by means of independent life-creation, the formation of life positions and perspectives.

One of the key trends is the transition to practice continuous education.

The idea of ​​continuous education as a process embracing the whole life of a person goes back to the teachings that arose in antiquity about the continuous spiritual improvement of a person, his education as a member of society and the state.

Developing these views, the Czech thinker and teacher J. A. Comenius (1592-1670) in his writings presented a complete picture of the upbringing and self-improvement of a person throughout his life.

In the XX century. continuous education began to be considered not only as an idea, but also as a part of educational practice aimed at mastering sociocultural experience by a person using all parts of the educational system.

The development of lifelong education has become a global trend since the second half of the 20th century, and on the threshold of our century, it has acquired, as UNESCO documents say, key importance. This is due to the scientific and technological revolution, the transition to a post-industrial society, when science, technology, technology, culture began to be updated at an unprecedented speed, many new professions appeared. The processes of globalization, the growing importance of interstate production, technical, and cultural ties have required a significant part of the population to expand their cultural horizons and master foreign languages. Continuous education began to fulfill the tasks of not only professional improvement of employees, but also raising their general cultural level.

The changing essence of lifelong education is evidenced by the replacement of the formula "education for life", which stated that the education received is sufficient for a lifetime, with the provision "education throughout life", which affirms the need for lifelong education. So the folk wisdom was confirmed: “Live for a century,

Age learn. The remarkable theatrical figure and teacher K. S. Stanislavsky (1863-1938) wrote: “Every day in which you have not replenished your education with at least a small but new piece of knowledge for you, consider it fruitless and irretrievably lost for yourself.”

The development of lifelong education contributes to the spread trends in the improvement of general education. It is general education that helps people better understand each other, coordinate their actions, gives the individual a holistic picture of the world, including the basics of culture, understanding the place and role of the individual in this world, in culture.

General educational problems began to take their rightful place in universities, lecture halls, and the media. General education is facilitated by visiting museums, exhibitions, tourism.

General education (as well as other forms of education) is beginning to be seriously promoted information technology, computerization of educational institutions, introduction distance learning, the use of which will soon become a sustainable trend.

Among the functions of continuous education, there are compensatory (filling gaps in basic education), adaptive (operational training and retraining in a changing social and industrial situation), developing (satisfying the spiritual needs of the individual, the needs of creative growth).

An essential element of lifelong education is self-education: purposeful cognitive activity controlled by the person himself; the acquisition of systematic knowledge in any field of science, technology, culture, political life, etc.