on the topic of: Educated person - useful person
Introduction
Word and life
What is an educated person?
Requirements for an educated person
Conclusion
Bibliography
Introduction
The state is doing everything possible to ensure that children grow up healthy and happy, receive excellent education, mastered new information technology, necessary in the 21st century, have become worthy, respected people, patriots of the Fatherland.
As we see, one of the goals is to provide education, which is enshrined in the basic law of the state - the Constitution of the Russian Federation. What determines this goal setting, how necessary it is, and how its usefulness is expressed, let’s try to figure it out now.
Thus, education is the process and result of mastering systematized knowledge, skills and abilities. Consequently, in the process of education, the knowledge of all the spiritual riches that humanity has developed is transferred from generation to generation, the assimilation of the results of socio-historical knowledge reflected in the sciences of nature, society, technology and art, as well as the mastery of labor skills and abilities. Thus, in my opinion, education is necessary condition preparation for life and work, the main means of introducing a person to culture and mastering it, the foundation for the development of culture.
Based on the above, I believe that an educated person is a useful person - he is a kind of means of transmitting information.
1. Word and life
"A man's word is the blood of his heart"(Arabic proverb) The above proverb of the people of the East means that everything that a person can convey to people that is useful through words cannot be expressed by him for the benefit of people unless it is experienced and felt by the speaker himself. The word is like one of important means communication with people should be not only a means, but also a special rational content - something that gives a person his spiritual experience life and observation. Powerfully influencing the minds and feelings of people, such a word goes into the creative process of life and spiritualizes this life, giving it reasonable content and direction. All in all cultural development humanity only from this direction human activity and special spiritual values have accumulated, such as religion, in its true meaning, which has given in the field of feeling the moral laws of relationships between people, and science, which has given in the field of experience and knowledge abundant material for the material improvement of human life. To liberate a person’s personality from ignorance and awaken the creativity of thought in him, education is necessary - this is the broadest acquaintance of a person with the achieved scientific values through the free study of everything that is subject to the attention and judgment of a person. The need to convey life experience, as well as the need for research hidden forces nature, is innate to the feeling of man as a rational, thinking being. This created a continuity of one generation with another, contributing to the further mental development of mankind. The reader began to look in reading not for solutions to serious questions of life, not for confirmation of the correctness of his observations and experiences, but for pleasure for himself during rest, not from work, but from the severity of the excesses he was experiencing. And once such a reader was born, then, according to the demand causing supply, a writer appeared who satisfied the taste of this reader, and therefore the word itself, as a means of communication, lost the high significance previously given to it, as a means of expressing only special human wisdom. It is worth recalling the words of the poet: “Sow what is reasonable, good, eternal: sow, - the Russian people will thank you from the bottom of their hearts!..”. From all that has been said, a conclusion should be drawn for both the writer and the reader, and for the latter, perhaps, it is necessary no less serious attitude to reading, as it helps self-education. The very essence of reading should not consist in a simple mechanical perception of other people's knowledge, other people's thoughts and moods - “what the last book says will fall on the soul”; the essence of reading is to experience one’s own thoughts and moods excited by what one reads, that is, to translate other people’s words and thoughts into the language of one’s spiritual feeling, which will be born from deepening one’s consciousness into the transmitted thoughts in connection with one’s observations of life. Only such an attitude creates the condition for the enlightenment and development of human consciousness, for life is, first of all, creativity, and in order to create, this requires active ability and the ability to understand surrounding circumstances. 2. What is an educated person?
A truly educated person is not one who graduated from any, even higher, educational institution - you never know how many of them turn out to be ignorant, narrow specialists or clever careerists! Not the one who has read a lot in his lifetime, even a lot, at least the most good books. Not the one who has accumulated in himself in one way or another a certain reserve, even a very large one, different knowledge. This is not the very essence of education. Its very essence is in the influence that it can and should have on the surrounding life, in the power that education will give to a person to remake surrounding life, in introducing something new into it, something of one’s own in one or another area, in one or another corner of it. Whether it is general education or whether it is special education, all the same, its criterion is the remaking of life, the changes made in it with its help. The greatest happiness for a person is to feel strong. Of course, we are not talking about physical strength, but about mental strength. Greatest Reformers in science and philosophy - Newton, Pascal, Spencer, Darwin - were physically weak people. It is important to be able to prove your opinion. An opinion that he does not know how to prove, defend from attacks, or put into practice has no particular value. We should all understand education as an active and bright force, not only in itself, but precisely by its application in social life. Those that are especially valuable to us are educated people those who have responsiveness, strength of feeling, energy, will, those who know how to penetrate to their very foundations with the spirit of the public. We can call these, and only these educated people, intelligent people in in the best sense this word. “What do we care about these educated people who are educated only for themselves and about themselves! - one worker writes to us. “They make us neither warm nor cold!” Absolutely correct. This is not what Russia needs. The last decade of Russian life has shown quite clearly what kind of educated people the people are waiting for and what kind of people many of the most intelligent, capable, helpful people from a wide variety of backgrounds. Intelligent person- this is a person who knows and understands life so much, and its course, and its needs, and its needs, who at any moment can prove himself to be their true exponent. Understanding the life around us is the first task of an educated person. Service to the surrounding life, the nature of this service - this is the touchstone for evaluating it. Whoever you are, reader, young or old, Russian or foreigner, man or woman, do not forget public importance your education and especially self-education. Russian history is unique and changeable. She can force any of you at any moment to become a representative of life, its interests and needs, aspirations and hopes, an exponent of its most urgent demands and workers and fighters for their satisfaction. A truly educated person must always be ready and prepare in advance so that at any moment, in case of need, he can be a spokesman for the needs and needs of the surrounding social life. The very essence of a person is not in this business, that is, not in his profession and occupation, but in the man himself, in his attitude towards this business. In a very dark corner, even the most ordinary candle is an extremely important phenomenon and, in the literal sense of the word, bright, and does an important job, and can even be proud of what it does, the fact that it sheds light where no other candles have yet penetrated. electric lamps, and will they penetrate, and when? Where there is light, there cannot but be a spread of light to others. If there is an educated, thinking, understanding, thoughtful, socially minded person, he cannot do without public service, and in any case, a person who is unable to express the interests of life is not really an educated person at the best, the most in a high sense this word. Our definition of it is somewhat at odds with the usual definition of education. It may be objected to us that we cannot help but be classified as educated and learned people who are alienated from social activities. An educated person is certainly a versatile, and therefore tolerant, person. He must be completely alien to the spirit of intolerance and ideological exclusivity. Facts require thoughtful study, discussion and comprehensive assessment. Thus, the first task of a truly educated person is not to be narrow-minded, to develop in himself a versatile knowledge and understanding of life and the ability to evaluate other people’s opinions about life, while having his own. "Worldview and life task and the purpose of each person’s life is determined by his historical situation,” the conditions of that time and place, that social and national environment in which we live, although we should not blindly obey these conditions Viyam. The purpose of education can be briefly expressed in the following words mi: it should “so guide the development the need for a person to become able to understand his natural and historical cultural environment and act in it.” “An educated person is able to quite consciously and confidently determine his attitude to thoughts and ideas, to life forms and the aspirations of their living environment.” 3. Requirements for an educated person knowledge word educated public Anyone, no matter who he is, can always, with his inner striving, although not without effort and sometimes hard struggle, rise at least one step above the usual level everyday life. Even if this is only a grain of achieved enlightenment, it still has benefits for public life. This is said about people who have no other conditions for their enlightenment other than through self-education. But what can we say about those who had the opportunity to take advantage of all the conditions and means of education? What can we say about a person who has received a comprehensive and complete education? Life makes more demands on such a person. An educated person must turn all his knowledge into a constant source of light for others. He must enter the sphere of enlightening and ennobling influence on life itself and enter into direct communication with the masses of the people. An educated person must represent that part of society that, from the rough material of life, is transformed, like blood in the heart, into spiritual values for the entire social organism. It should manifest special kind social activities. He should not represent a dead passive force, but the active heart and brain of the social organism, intelligently connecting with all its directions, as a thinking, feeling and directing force. He must understand and evaluate reality from the point of view of the public good. An educated person cannot be educated only for himself and to himself - he is educated for everyone and must be a bright phenomenon in the corner where he lives. Such an increased demand for an educated person is currently dictated by life itself. It is not enough for an educated person to only know about many scientific things, but he needs to show in himself how this scientific knowledge must be applied to life in communication with people, in short, to live scientifically. And this already moves into the area of self-knowledge, into the area of feeling. To do this, you must first of all become spiritually stable and strong yourself; you need to accumulate in yourself not only the power of thought and reason. Everyday life is clogged with many habits with harmful consequences, and this is only because people see examples of the actions of other people in satisfying their harmful whims. Practical application scientific thought, formation of separate circles for conducting scientific ideas into life, they will create centers that enliven life, from which influence on the creation of a new scientific life will flow into public life folk life. This will be helped by the ability of an educated person to think about, evaluate and understand the demands of current life. The ability of an educated person to organize himself in life, relying on reliable scientific knowledge and impartial moral duties must always be the property of society, as material that compensates social inequality mental development, especially when this is inherited from past conditions of social life. Now, only with such a personal relationship of an educated person to life can he be called truly educated in the best and high value this word. Conclusion
While doing this work, I came to the conclusion that only in special conditions personal activities educated person and direct communication Together with the broad masses of the people, a broad opportunity can be created to transfer education through practical life into the very environment of people’s life. If within the walls educational institutions knowledge is transmitted to students, then consciousness and practice must work outside these walls. The scientific value acquired by an educated person obliges him to this special scientific activity in direct communication with people. This will undoubtedly greatly facilitate and develop self-education for those who do not have the opportunity to break away from family work life and devote their years exclusively to science. True, one of the types of communication is literature, this is something printed word, which is an intermediary between a thinking, educated person and a person, those seeking funds for your spiritual development. But the very word that is conveyed by literature comes from those processes of life in which man himself finds himself, according to the expression: “he who is conquered by whom is his slave.” Bibliography
1. Magazine "Bulletin" No. 12. Rubakin N.A. Letters to readers about self-education. Magazine "School and Life". Bieri P. Domestic notes.
Knowledge, unlike money, is closely related to a specific person. A book, a data bank, a computer program does not contain knowledge - they contain only information. Knowledge is always embodied in the human personality. It is the person who always remains the bearer of knowledge; he creates, increases and improves knowledge, as well as applies, teaches and transmits it. It is the person who uses knowledge. Consequently, with the transition to a knowledge society, man becomes a key figure in this new world. This gives rise to new tasks, new problems, questions unprecedented in the history of mankind regarding the typical representative of the knowledge society - an educated person.
At all stages of human development, an educated person was considered a kind of “decoration”. He embodied culture - a concept borrowed from German. This term, expressing a mixture of awe and irony, has no analogue in the Russian language (in particular, the word “umnik” very approximately reflects the essence of the speaker culture). But in a knowledge society, an educated person serves as an emblem, a symbol, a bearer of the standards of this society. An educated person is an “archetype” (to use this sociological term). An educated person defines the true potential of a knowledge society; he embodies the values, beliefs and ideals of a society. If the feudal knight was the brightest embodiment of the society of the early Middle Ages, and the "bourgeois" - the society of the era of capitalism, then an educated person will be a bright representative of the post-capitalist society, in which central resource will become knowledge.
In this regard, the very concept of an “educated person” must change. The meaning we give to the words “get an education” must also change. It is not difficult to imagine how important a precise definition of the concept of “education” will become. Considering that knowledge is becoming the key resource of society, an educated person will inevitably face new requirements, new tasks, and new responsibilities. Nowadays, the role of an educated person in society is increasing.
Over the past 10-15 years, American scientists have been engaged in a fierce debate over the concept of an "educated person." Is it possible for such a thing to exist in our society? And is it needed at all? And what is “education”?
A motley crowd of neo-Marxists, radical feminists and other lovers of denying everything and everyone proves that an educated person is pure water fiction. This approach reflects the position of the new nihilists, the so-called “deconstructionists.” Other representatives of this trend argue that educated individuals can only be talked about in relation to a specific gender, a specific ethnic group, a specific race, a specific “minority”, and each of these groups requires its own, separate culture and a separate (essentially isolationist) educated person. Since representatives of this trend are mainly interested in the “peculiarities of human nature” of certain groups, it would be useful to compare their views with the works of such classics of totalitarianism as Hitler (“Aryan physics”), Stalin (“Marxist genetics”) and Mao ( "communist psychology"). It is easy to see that the arguments of these anti-traditionalists are very similar to the arguments of supporters of totalitarian regimes. And the target for both of them is the same: universalism, which underlies the concept of an educated person, no matter what such a person is called - an “intellectual” in the West or bunjin in China and Japan.
Proponents of the opposite point of view - they can be called "humanists" - are also dissatisfied with the existing system. But their dissatisfaction is mainly due to their inability to create a universally educated personality. Humanist critics demand a return to the 19th century, to the “liberal arts,” “classics,” and German Gebildete Mensch. They do not, of course, quote explicitly the thought expressed 50 years ago by University of Chicago professors Robert Hutchins and Mortimer Adler, who argued that knowledge, in its entirety, consists of a hundred “great books.” However, this does not prevent the “humanists” from repeating with all their might the calls of Hutchins-Adler to “return to the good old days.”
Unfortunately, both of them are wrong.
Foundation of the knowledge society
At the heart of the knowledge society must lie concept of an educated person. This concept should be universal precisely because in this case we are talking, first of all, about society, and also due to the global nature of such a society - in terms of its finances, economics, opportunities for career advancement, technology, central issues and, most importantly, its information. Post-capitalist society needs some kind of unifying, unifying force. It requires a certain leading group capable of focusing local, private, individual traditions around common values for the entire society, a single concept of excellence and mutual respect.
Thus, the ideas of deconstructionists, radical feminists and opponents of the Western path of development are completely unacceptable for a post-capitalist society, i.e. knowledge societies. Now we need a phenomenon that they completely deny, namely a fully developed, educated personality.
At the same time, an educated person in a knowledge society differs from the ideal for which “humanists” so advocate. Yes, they rightly point out the unreasonableness of their opponents’ demand to renounce tradition, wisdom, beauty and knowledge, which constitute the priceless heritage of humanity. But just a bridge to the past - and this is the only thing that the “humanists” offer us - is clearly not enough. An educated person must be able to project his knowledge into the present, not to mention making it work for the future. The proposals of the “humanists” do not contain any prerequisites for the formation of such an ability. Moreover, they do not even mention such a need. But without connection with the present and future, tradition is dead.
In his 1943 novel The Glass Bead Game, Hermann Hesse depicted the world that the “humanists” strive for—and its collapse. This book describes a brotherhood of intellectuals, artists and humanists who live in "brilliant isolation", with sincere faith in the "great tradition", in its wisdom and beauty. But the main character of the book, the most skillful Master of the brotherhood, ultimately decides to return to the dirty, rough, restless, rocked by endless conflicts and mired in money-grubbing real world, since human values, if they are divorced from reality, are nothing more than tinsel.
What Hesse foresaw more than 50 years ago, we are now seeing in real life. Humanities and classical education today are experiencing a serious crisis, since it has become a “tower of Ivory", where the best minds of humanity flee from a rough, stupid and money-grubbing reality. The most capable students prefer to study the humanities. They enjoy it no less than their great-grandfathers, who graduated from their universities before the First World War. In order pre-war, generation of humanities played important role throughout their lives and found themselves decisive factor in the formation of their personality. The humanities continue to play an important role in the lives of many of my generation who graduated before World War II, even though we put Greek and Latin out of our minds as soon as we graduated. But these days, students already a few years after graduating from a higher educational institution complain that “what I studied so diligently has lost all meaning for me: it has nothing to do with what interests me now and what I would like to connect with.” my further career"They are still not against their children, like our grandfathers and great-grandfathers, receiving a liberal education in best universities The Old and New Worlds, since a prestigious diploma provides a solid position in society and opens up brilliant career prospects. However, in their own lives they reject the values instilled by a traditional liberal arts education. In other words, their education does not allow them to understand reality, let alone feel comfortable in this reality.
Both sides in the education debate actually chose the wrong issue. Post-capitalist society needs an educated individual even more than any previous society, and access to the great heritage of the past will continue to be an important element. But this legacy will include much more than a civilization that remains tied to the Western, Judeo-Christian tradition, for which the “humanists” strongly stand. The educated person our society needs must be ready to actively perceive other cultures and traditions: for example, the great heritage of Chinese, Japanese and Korean painting and ceramics; philosophical movements and the religions of the East, as well as Islam - as a religion and as a culture. Moreover, an educated person will not be as “bookish” as the typical product of a liberal arts education offered by “humanists.” An educated person will need not only well-trained analytical skills, but also well-trained perception.
However, the Western tradition must remain at the center of attention, if only so that the educated person has the opportunity to truly take on the solution of present problems, not to mention the problems of the future. This future may turn out to be “post-Western”; it may turn out to be “anti-Western”. But it cannot be “non-Western”. His material civilization and his knowledge are based on aesthetics, science, tools and technology, production, Western economics, Western type of finance and banking. None of these institutions will be effective without an understanding and acceptance of Western ideas and the Western tradition as a whole.
The most serious “anti-Western” movement of our time is not fundamentalist Islam. Such a movement is the "Shining Path" uprising in Peru - a desperate attempt by the descendants of the ancient Incas to "undo" the Spanish conquest of their homeland, return to the ancient languages of Quechua and Aymara and throw the hated Europeans and their culture into the ocean. But this "anti-Western" rebellion is financed by the cocaine consumed by drug addicts in New York and Los Angeles. And the favorite weapon of his followers was not the Incan slingshots, but European bombs planted in American cars.
An educated person of the future must be prepared for life in global world. It will be a "Westernized" world. At the same time, this world is increasingly becoming “tribal.” According to his ideas, outlook, and awareness, an educated person should become a “citizen of the world.” Regardless, he must feed from his roots while enriching his own, local culture.
Societyknowledge and society of organizations
A post-capitalist society will be both a knowledge society and a society of organizations. Both of these systems depend on one another and, at the same time, they diverge in their concepts, ideas and values. Most educated people use their knowledge by being members of one organization or another. Thus, an educated person must be prepared to live and work in two cultures simultaneously - the culture of the "intellectual", which focuses on words and ideas, and the culture of the "manager", which focuses on people and actions.
Intellectuals perceive the organization as a tool that allows them to put their specialized knowledge into practice. Managers view knowledge as a means of achieving organizational goals and certain indicators. Both are right. Even though they are opposites of each other, they are connected to each other like two poles of a magnet, and not as antagonists. They certainly need each other: a research manager needs a research scientist no less than a manager needs a good analyst. If one “suppresses” the other, thereby disturbing the general balance, only a sharp decrease in the efficiency of the organization and a complete collapse of work are possible. The world of the intellectual, unless balanced by the pragmatism of the manager, becomes a world in which everyone "minds his own business" but no one is able to achieve anything significant. The world of a manager, unless he is fed by the ideas of intellectuals, becomes a world of swaggering bureaucracy, in which the “man of the organization” rules the roost. But in a world where the intellectual and the manager balance each other, there is always room for creativity and order, for the realization of potential opportunities and the implementation of the organization's mission.
Many people in a post-capitalist society will live and work in these two cultures simultaneously. A much larger group of people will have to gain experience in both of these cultures at the very beginning of their careers as a result of rotation, moving from work in their specialty to management work (for example, a computer specialist may be transferred to the position of project manager or group leader, and a young professor colleges may offer to work part-time for a couple of years in the university administration). Let us note once again that volunteer work in any of the “third sector” institutions will give a person the opportunity to experience and balance both worlds - the world of an intellectual and the world of a manager.
Educated people in a post-capitalist society must ensure that understand both cultures.
Technical disciplines and educated personality
Educated person XIX century didn't consider it knowledge technical skills, despite the fact that technical disciplines were already taught at universities, and the bearers of technical knowledge were called not “craftsmen” or “craftsmen”, but “professionals”. But technical subjects were not included in the humanities course and were not part of classical education, and therefore could not be considered “knowledge”.
University degrees in the field of technology have been awarded for quite a long time: in Europe - along with degrees in law and medicine - since the 13th century. In Europe and America - but not in England - new degree in the field of technical sciences (first assigned in Napoleonic France at the end of the 18th century) soon received public recognition. Most people considered "educated" made their living through technical skills - as lawyers, doctors, engineers, geologists or, increasingly, as employees of business firms (only in England was the "gentleman" still highly respected without certain type of occupation). However, their work (or profession) was considered precisely as “making a living”, and not as “life” itself.
Outside of offices, those with technical knowledge did not mention their work or their specialty. Conducting “shop talk” in society was considered extremely indecent. The Germans contemptuously called such conversations Fachsimplen. Such topics were treated with even more contempt in France: anyone who mentioned his work among decent people was considered ignorant and boring. Such a person risked the fact that sooner or later they would stop taking him.
But now that technical disciplines have acquired academic status, they need to be integrated into “knowledge” as a whole. Technical disciplines should become an integral part of an educated person in our understanding. The fact that the humanities scholars, who were college graduates, refuse to recognize “techies” (which automatically cancels the very idea of inclusion in educational plans humanitarian universities technical disciplines), explains why current students will be sorely disappointed after just a few years of work. They feel abandoned, even betrayed. They have more than enough reasons to complain. If the information obtained during the study of the humanities and classical sciences is not integrated into the “world of knowledge,” then such education cannot be considered either “humanitarian” or “classical.” It failed to cope with its main, most important task: to create a world of discourse, without which civilization is impossible. Instead of uniting, such education divides people.
A person should not become (and this is impossible) a “universalist” in all areas of knowledge. Moreover, our society probably cannot avoid specialization. But we desperately need the ability understand different branches of knowledge. An educated person in a knowledge society will be distinguished by the ability to answer the following questions: what is the subject of this branch of knowledge; what problems does it solve; what are its main provisions and what is the essence of its theories? Which ones are new? important conclusions does she allow us to do? What topics does it not cover, what are its problems, its tasks?
If we do not understand that knowledge is not an end in itself, but a tool, then knowledge will become “sterile” and, in fact, will cease to be knowledge in the true meaning of the word. Knowledge itself is fruitless, since most important discoveries in each specialized areas knowledge arise under the influence of other, independent areas of knowledge.
Economics and meteorology are currently undergoing a period of significant change under the influence of a new branch of mathematics called chaos theory. In geology important discoveries made using physics, archeology changes under the influence of discoveries in genetics, history - under the influence of psychological, statistical and technological analysis. American scientist James M. Buchanan received the Nobel Prize in Economics in 1986 for his use of the newly developed economic theory to the political process. He justified in economic categories assumptions from which political scientists have proceeded for a century.
Professionals must take responsibility for ensuring that others understand them and their specialty. The media play an important role in this matter - the press, cinema and television. But journalists themselves are not able to cope with this task. First of all, every educated person must understand why this or that specialty is needed. This requires leading scientists in each branch of knowledge to take on the difficult task of determining what they actually do.
There is no “queen of science” in the knowledge society. All branches of knowledge are equally valuable; all branches, in the words of the great medieval philosopher St. Bonaventure, in equally lead to the truth. But those who have this knowledge must make them paths to truth, paths to knowledge. In a collective sense, knowledge is held in trust.
Capitalism has dominated for a century, since Karl Marx defined it as a special mode of production and social structure in the first volume of his Capital. The term "capitalism" appeared 30 years later, after the death of Marx. An attempt today to write a book called "Knowledge", as a kind of analogue of "Capital", would probably look very presumptuous. Moreover, such an attempt would probably be too premature. All that can be done at the stage of emerging from the era of capitalism (and also, of course, socialism) is to describe the new social and state system.
But we dare to hope that in about a hundred years a similar book will be written (perhaps they will come up with a different name for it, that’s not the point). This would mean that we have successfully completed the transition from capitalism, which is only just beginning. It is foolish for us to predict what a knowledge society should look like, just as it would have been foolish to predict in 1776 - the year Adam Smith wrote his famous book on the Wealth of Nations and the year James Watt invented steam engine, - the exact structure of society that Marx described only a century later. And it would be no less stupid for Marx to predict, in the era of the heyday of Victorian capitalism, what our modern society would be like.
But we can predict something now. Namely: the greatest change will be a change in knowledge - in its form and content; in its meaning; in his responsibility, as well as essence concepts educated person.
Unlike money, knowledge is not impersonal. They are not locked into a book, database or computer program, they only contain information. Knowledge is always embodied in a person, he creates knowledge, expands and deepens it, applies it, passes it on to other people, uses knowledge for evil or for good. Consequently, the transition to a knowledge society puts the person at the forefront, while raising unexpected questions, new, unprecedented problems are touched upon concerning a representative of such a knowledge society - an educated person.
In all previous types of society, the educated person acted rather as an ornament; he embodied the concept that in German is conveyed by the word Kultur - a mixture of awe and ridicule, which is not fully translated into other languages (even the word “intellectual” is not entirely accurately reflects this meaning). But in a knowledge society, an educated person becomes its symbol, its standard-bearer. An educated person is a social “archetype” if we speak in sociological terms. It defines the performance characteristics of a society, but also outlines its values, beliefs and beliefs. If at the beginning of the Middle Ages such a symbol of society was the feudal knight, and under capitalism - the bourgeoisie, then an educated person will represent a knowledge society, in which knowledge has become the main resource.
This should change the very meaning of the concept of “educated person”. We must reimagine what it means to be educated. Thus, we can confidently say that the definition of an “educated person” will now be key issue. While knowledge becomes the main resource, an educated person faces new demands and tasks, and new responsibilities are assigned to him. Now an educated person plays an important role.
Since the early 1970s, there has been a fierce debate among American scholars regarding the concept of an “educated person.” Is it necessary for society? Can it exist? What should be considered education anyway?
Many representatives of post-Marxists, radical feminists and other "extremes" argue that there is no such thing as an educated person,
it cannot be - the new nihilists, or deconstructionists, adhere to a similar position. Others claim that educated people can only exist within one gender, one ethnic group, one race, one minority, distinguished by a special culture, and therefore in need of special type educated person. Since these people are mainly concerned only with humanity on a large scale, there will be few supporters of the ideas of Hitler's "Aryan physics", Stalin's "Marxist genetics" or Mao's "communist psychology". However, the arguments of these non-traditionalists are in many ways similar to the evidence given by followers of the idea of totalitarianism. They have the same goal - universality, which is the very essence of the concept of an educated person, regardless of its name ("educated person" in the West or bunjin in China and Japan).
The opposite group - they can be called "humanists" - also criticizes existing system, but for the reason that she is not able to create a universally educated person. Humanist critics call for a return to the tradition of the 19th century, to humanities, to the classics, to the German concept gebildete Mensch. While he is not repeating the thoughts that were in the 1930s. Robert Hutchins and Mortimer Adler from the University of Chicago expressed that knowledge in its infinity consists of one hundred great books, but still largely builds on the idea of a “Return to Pre-Modernity” proposed by these two scientists.
But, alas, both are wrong.
Exercise 1. Read the requirements for a specialist’s speech. Using material of this assignment, make a memo “How an educated person should not speak.”
The specialist’s speech should answer the following T requirements :
1. Oral and written language there must be a specialist correct , i.e. meet the norms of the Russian literary language (spelling, orthographic, grammatical, punctuation, stylistic).
2. The specialist’s speech should be accurate . This presupposes knowledge of the terminology of your profession, knowledge exact value special words, laws of their compatibility and rules of use.
3. The specialist’s speech should be logical . A specialist must be able to highlight the main and the secondary, defend his point of view, build reasoning, put forward a thesis and provide relevant arguments as evidence.
4. The specialist’s speech should be clear And accessible. These qualities of speech are achieved with the precise formulation of thoughts and the logical construction of speech in accordance with the purpose and context of communication, therefore, the specialist’s speech must be communicatively appropriate - appropriate.
6. The specialist’s speech should be expressive. Expressiveness of speech is associated with the ability to use synonyms (lexical and grammatical), figurative means language (epithets, metaphors, etc.).
7. The specialist’s speech should be aesthetic. The aesthetics of speech is given by such qualities as expressiveness, purity, and correctness.
8. A specialist must be able to lead dialogue And monologue with one or more speech partners in person, by telephone or through business letters.
9. When conducting a dialogue or monologue with speech partners, it is important to remember to comply with language norms. Success verbal communication largely depends on general culture a person, from his awareness of the rules of etiquette accepted in society.
The specialist must know and use formulas speech etiquette :
1. Greeting and farewell formulas: Hello; Good afternoon; Greetings; Goodbye; all the best; best wishes; see you.
2. Presentation and introduction formulas: Let me introduce myself; My name is...; let me introduce you to...; please introduce yourself to this...; glad to meet you; very nice to meet you.
3. Formulas of apology and gratitude: I'm sorry; Sorry; excuse me; guilty; let me thank you; Thank you; thank you; I appreciate it.
4. Formulas of sympathy and condolences: I sympathize with you; my condolences.
5. Compliments and approvals: You look wonderful; your report was the most interesting; you are doing great; you are an irreplaceable worker; you did a great job.
6. Congratulations and wishes: Congratulations; Let me congratulate you; Wish you; Happy holiday; please accept my sincere congratulations.
7. Formulas accompanying requests: Please; be kind; let me ask you; if you don't mind; I beg you very much; it's not difficult for you; you can't (couldn't).
The specialist must be able to use politeness tactics :
1. Prevention of a negative reaction from the recipient.
I'll bother you; let me ask you; if you do not mind; I'm sorry to trouble you; can I contact you; Can you help me.
2. Objection under the guise of consent.
Yes, but; This is partly true; you're probably right, but; It seems to me that it is worth paying attention to this fact.
If you allow me to enter into a debate; I doubt that this is so; It is hard to believe; don't you think that...; if I'm not mistaken; I think.
IN last time, when we made this decision, it didn't turn out very well; let's try to avoid previous mistakes.
5. Polite refusal.
I would really like to help you, but...; I'm very sorry, but our company does not provide such services; Today we cannot fulfill your request, please contact us in a week.
6. Providing freedom of action to the addressee when demonstrating his position.
You can do as you wish, but I believe; the right of choice remains yours, but let me note that...; I don’t want to impose my point of view on you, however...; It is your right.
Task 2.Based on the above proverbs and sayings, formulate the rules of speech behavior for the speaker and the listener.
1. They kill with a knife in a deserted place, in a word - in public. 2. Cows are caught by the horns, but people are caught by the tongue. 3. If you watch your tongue, it will protect you; if you loosen it, it will sell you. 4. What is unspoken can be expressed, what has been said cannot be returned. 5. It’s better to be lame on your leg than on your tongue. 6. Don't say everything you know, but know everything you say. 7. It’s better to cry at the right time than to laugh at the wrong time. 8. The egg taught the chicken wisdom. 9. Words are pearls, but when there are many of them, they lose their value. 10. The liar’s house burned down - no one believed it. 11. Throws pearls before swine. 12. The meaning of a word depends on the tone in which it is said.
Task 3.Read the texts below, determine what types of logical proofs (reasoning with definition, inductive and deductive reasoning, analogical reasoning) are presented in examples.
1.Irina Khakamada: I believe that public policy is not a game of amateurs to assert themselves among the whole people, but this is a normal profession, the same as the profession of a doctor or an artist. There are people capable of this profession, and there are those who are not. And most importantly, if you are involved in it, then, as in any profession, you must know the rules of the game. The rules of the game are that you must give interviews and be as sincere as possible. Whether you like it or not, dance; if you don’t want to dance, leave this profession.
2.THEIR.: We are lucky (thesis): it is not always possible for a person to live through several eras during one life, huge historical eras. I was born in Soviet country, I survived Gorbachev's perestroika, I survived the democratic shock therapy Gaidar and Yeltsin, and I myself created, I was a piece of this history, and everything depended on whether I could decide to run with this history together or sometimes even get ahead of it, or whether I would be afraid and then stay somewhere on edge (arguments). I was lucky that I made up my mind, and I began to stew in the formation new history(conclusion). And therefore, of course, main idea- change, try
3.THEIR.: I recently returned from St. Petersburg, and everyone asks me: “How is it that you walk around without security and are not afraid?” I say: “Security is when a person invents a toy for himself”... It’s like decorating a small child like a Christmas tree, the mother does this not for the child, because the child is terribly uncomfortable, but for herself. So it is with security, it is not for protection, but simply to raise your loved one in your own eyes.
(Based on materials from the TV program “School of Scandal”)
The pace and manner of speech, the volume of your voice, intonation and clarity of pronunciation are the characteristics on the basis of which an opinion will be formed about you in the first minutes of the conversation. It is advisable to try to restrain the tempo of speech so that it is calm, without excessive expression. “An empty word spills out like peas from a sieve, a rich word turns slowly, like a ball filled with mercury,” said K. S. Stanislavsky about the difference in the perception of fast and measured speech. Therefore, if you want your words to be listened to, take your time and don’t chatter. However, it should be remembered that fast speech is perceived more convincingly, therefore, especially important points It's better to speed up its pace.
You must speak with weight and confidence - like an experienced specialist who knows his worth. An indecisive person can be recognized by vague statements replete with euphemisms that soften speech: “to achieve certain success” instead of “become a leader,” “not very happy” instead of “angry,” etc. The so-called qualifiers also create the impression of uncertainty: “as if”, “only”, “a little”, “apparently”. A candidate who speaks this way is viewed as a weak person, unsuitable for serious and responsible work. The impression is reduced by such self-deprecating statements such as: “I’m not a speaker,” “I’m still an inexperienced specialist,” “I’m a new person.”
If you want to test how well you can present yourself verbally, record your “self-presentation” on a voice recorder (or take a video), and then listen to the recording. Usually, even the most experienced top managers wrinkle their foreheads in annoyance when listening to their self-presentations. And what can we say about us mere mortals?
If necessary, adjust your speech towards greater decisiveness and certainty. The main thing is to be sincere. Any falsity is noticeable and plays against us.
How relevant are these tips to you and your friends? Which of the described errors in speech behavior do you notice in yourself?
Task 5.Become familiar with questions that may be asked during an interview. Using material tasks 4, formulate approximate answers to them.
1. What attracts you to work with us in this position?
2. Why do you consider yourself worthy of this position? What are your advantages over other candidates?
3. What are your strengths?
4. What are your weaknesses?
5. Why did you leave? previous work?
6. Have you received any other job offers?
7. Would your personal life this work associated with additional loads?
8. What changes would you make to new job?
9. What salary are you expecting?
10. What can you tell us about your professional connections that you could use in your new job?
11. How do you increase your professional qualifications?
12. What time frame could you start working?
13. Name those situations in which you were unable to succeed. Why?
14. How do you feel about the method of coercion and threats towards subordinates? When should you resort to threats?
15. Do you often use praise towards your subordinates and other people?
16. What do you like to do in free time?
Task 6.Get to know standard business phrases telephone conversation. Emphasize those that you use most often when talking on the phone.
| LANGUAGE FORMULAS | |||||||
| Conversation initiator | Answering phone call | ||||||
| 1. Starting a conversation | |||||||
| Greeting formula | Hello! Good afternoon | Hello! Good afternoon Hello! I'm hearing you! | |||||
| Performance | Are you worried... | Firm... | |||||
| He's talking to you... from the company... | ...by the phone | ||||||
| I'm calling on an errand... my name is... | ...listens | ||||||
| I represent... | |||||||
| Specifying the recipient of the conversation | Would you please connect me with... Call me, please... Can I speak with... Excuse me, is this a company...? Excuse me, am I talking to...? | Unfortunately, he is not here at the moment. What shall I tell to him? ...is currently in a meeting. Could you call me back in 15 minutes? ...no, he will be tomorrow from 10 to 12. How can I introduce you? | |||||
| Yes, I'm listening. I'm on the phone. | |||||||
| Reaction to the absence of a conversation recipient | Excuse me, could you tell me... that... Could you tell me... that the company called... and asked him to call us back on the phone... | Okay, I'll tell you... Yes, please... | |||||
| Tell me, please, when will he (she) be there? | |||||||
| Excuse me, please, when can I call back to catch him? Excuse me, please, can you tell me how I can contact him (her)? I'm from the company... on a question... Excuse me, would it be convenient if I call you back in two hours? | |||||||
| Apology for "unauthorized call" | Can I distract you for a moment? Can you spare me a few minutes? Can I take some of your time? | Yes please. Yes, I am listening to you carefully. Unfortunately, I'm very busy. Could we move the conversation to... Sorry, but I have visitors right now. Could you call me back in... minutes? Could you call back later? Is it difficult for you to call tomorrow? | |||||
| 2. Introduction | |||||||
| Background information | I am calling with a question/regard (this is the question I am calling you about) next question:... I am calling upon request... I am calling upon recommendation... | ||||||
| Could you... We need... I have to... I was asked... | ...inform...notify...discuss with you...inform...consult...contact... | ||||||
| 3. Discussion of the situation | |||||||
| Link to source of information | According to my assumptions... According to our information... According to management data... As we know... | ||||||
| Paraphrasing and authorization of information | As I understand you... As I understand, you state... In other words, you think... If I understand you correctly, you say... | ||||||
| Correction | Can you hear me? Did you understand my message? You didn’t quite understand me correctly... I’m afraid that you misunderstood me... It seems that you misunderstood me... | Could you repeat... Sorry, I didn't hear... Sorry, could you speak louder (slower)? | |||||
| The desire to seize the initiative | Sorry, I'll finish my thought... I would like to clarify a few more details... | Just a minute, I need to clarify... Sorry, I have thoughts on this issue... | |||||
| Summarizing | So, are we agreed? I think the situation is now clear... As I understand it, we have now agreed on everything. That's probably all I needed to tell you... Will there be any more clarifications or additions? Do you have any other thoughts on this issue? Are you satisfied with this solution to the issue? | As I understand it, this is all? Are you done? On this issue, it seems, is everything? Do you have any other wishes? Do you have any more questions? | |||||
| 4. Final part conversation | |||||||
| Gratitude | Very grateful for the help... Thanks for the advice... | Do not mention it. This is my responsibility. It was my pleasure to do this.../help you... | |||||
| Thank you for the offer, we will definitely discuss it... Thank you for the invitation, I accept it with pleasure... | |||||||
| Apology for the unauthorized call | I apologize for interrupting you... Sorry for disturbing you in non-working hours/ on a day off... Sorry, please, for talking too long. Sorry for interrupting you from your work... Sorry for the late call.... Sorry, please, for disturbing you on a day off | It's OK. Don't worry, everything is fine. | |||||
| Parting | I'm waiting for your call. I'll be waiting to hear from you. All the best. | I'll definitely call. I will try to contact you as soon as possible. And all the best to you. | |||||
| Goodbye. See you. All the best. Best wishes. Have a great trip! | |||||||
Task 7.Determine which form of public communication is used
(report, message, speech, conversation, lecture).
Speech by a library employee in a group with an overview of new arrivals; speech of a parliamentary candidate during a pre-election meeting; the Prime Minister's report on the work of the government; speech of a young scientist at scientific conference; speech by a trade unionist to students; conversation between a psychologist and a student; explanation of the material by the teacher during a lesson with students.
Task 8.Choose the correct statements.
1. A speech at a funeral meeting is a protocol and etiquette speech.
- A toast is an entertaining performance.
- A joke for an audience is an entertaining performance.
- Greeting speech at the opening of the conference - this is a protocol and etiquette speech.
- A report is a prepared speech.
- A lecture is an informational presentation.
- A student’s answer in an exam or test is a persuasive speech.
- A conversation between a dean and a student is public speaking.
- The rector’s congratulations to university graduates at the graduation ceremony is a convincing speech.
APPLICATION
Dean of the State Faculty of TSTU
prof. Pavlova I.I.
3rd year student gr. IST -34
Smirnova A.D.
Statement
Please allow me early delivery exams for the summer session due to the fact that during the session I will have to undergo a course of treatment in a sanatorium.
I have attached a copy of the voucher to the sanatorium.
What interesting things are happening with education in the digital age? How do relations between generations work now? Why today is it necessary to talk about life in conditions of uncertainty, about the ability to make choices, build horizontal connections, and think beautifully? CHTD suggested several topics for discussion for the academician Russian Academy education, psychologist Alexander Asmolov and co-founder of the educational projects, entrepreneur Alexander Rudik. We publish their dialogue.
doctor psychological sciences, director Federal Institute Development of Education (FIRO), Head of the Department of Personality Psychology, Faculty of Psychology, Moscow State University. M.V. Lomonosov.
investor, president of the Proobraz Foundation, entrepreneur, member of the Coordination Council of Business Russia, co-founder of media projects about education “Mel” and ChTD.
How digital is changing society
The explosion associated with network reality is dramatically changing people's mental attitudes. For example, the “center-periphery” opposition disappears. Many schemes that are in our minds begin to crack and break. When I once got lost in Paris, I pestered everyone with the question: “How to get to the center?” Until one smart person told me: “There is no center in Paris.”
For us, the Kremlin is always geographically in the center, our space is packed like this. But there is a completely different mental package, where center-periphery is only one of the lines. Then there is no basis for an inferiority complex if I am somewhere on the outskirts, and others are in the center of the world. This is possible thanks to the digital reality in which new generations live and operate.
Another feature of these new generations is that, like Julius Caesar, they are multitaskers. They don't have single-track task processing. Their horizons are broad, and they go into the digital reality, like into a portal.
Recently, when I was asked to speak, I proposed a topic that everyone could understand: “How to catch up with children and grandchildren.” We need to create an Internet education program for 50-60-70 year olds. Not just to teach them how to use the Internet, but to give them the opportunity to communicate with younger generations in a different way.
I know situations where fighting grandmothers or grandfathers began to quickly master the Internet. One friend, when she got an iPhone, told me: “I’m hooked. Finally, my granddaughter looked at me as a serious person.”
At the same time, the majority do not understand how this or that digital technology works (the same mobile phone), although everyone uses it. There is even an opinion that society is moving towards a digital primitive system.
Another problem that digital has brought, in my opinion, is the problem of excess information. Nowadays there is a lot of talk about digital literacy. This important question, but I would do more about information literacy now. The ability to filter out unnecessary things, determine the value and veracity of information - this, it seems to me, is the simplest thing to learn.
Because we often waste a lot of time on all sorts of nonsense; We are wasting our most valuable resource. The ability to work with information is critically important, but no one teaches this.
A. Asmolov: The Internet and the redundancy of information it generates constantly affects us, so we can consider digital environment factor in human evolution. We have to learn to live in this environment, deal with excess, select what is valuable from what is thrown at us, and be responsible for our choices.
Who do we want to release?
A. Rudik: The ability to make choices and be responsible for them is next topic, which, unfortunately, is not taught here at all. Rector of one of London universities to my question: “What result do you expect when you give education?” replied: “We teach you to think beautifully.” I say: “That’s all? This is all?" Yes, there are no other tasks.
In essence, what does “digital” give? An unprecedented degree of freedom. You generally find yourself in a different world, where the monopoly on information and knowledge disappears. The content is free, the means of communication are practically free. With a little effort, you can ask anyone in the world a question and get an answer. And the education system must change completely to suit these new conditions. But she doesn’t change, she remains.
A. Asmolov: She is changing slowly.
A. Rudik: Yes, but mentally she doesn't change. Another idea is that we should graduate the “difficult” person from the education system. Not smart, but complex, who understands how to act, how to evaluate information, how to do the right thing in a situation of uncertainty. Not everyone still realizes how big the revolution is ahead.
A. Asmolov: There is actually a complexity revolution underway. She's cleaner than industrial Revolution and other technological revolutions, because the revolution of complexity is, first of all, a revolution of mentality. As a result, a person appears with “excessive degrees of freedom.”
Descartes said: “I think, therefore I exist.” For today's age, we must say differently: “I doubt, therefore I exist.” Doubt is working with uncertainty. And when we raise people who are ready to work with uncertainty, you are absolutely right, it’s really beautiful.
Who has a need for development?
A. Rudik: It seems to me that thinking adults definitely have such a need. But there are not many of them. But all adults can be gradually “squeezed” from both sides: there are children who live in digital world, and there are people of the silver age.
It was a discovery for me that older people are so active, so eager to learn something and find a use for themselves in the new world!
If, conditionally, children are pressing on one side, and active grandparents are on the other...
A. Asmolov:...Who want to catch up with their grandchildren...
A. Rudik: Yes. Then adults will have to change too.
A. Asmolov: My children and I have different models of success. I know what models of success we have, but what models of success do they have? We often see pedagogical universities who drag children (through teachers) back. It’s as if we want the children to be detained and returned. I hope it doesn't work out. Although zombification is happening quickly.
A. Rudik: The problem here is a lack of understanding of the motivation of modern children and what goals we pursue in training and education. IN complex world“Zombification” is the simplest way out, an attempt to lean against at least some kind of system in conditions of uncertainty. That is why both society and government so often appeal to the Soviet experience. But then the world was completely different, and the tasks were different. Ideology kept the system coherent, and this system did not end with graduation from school. Now this is not the case. Now ask half of the officials who are responsible for education: “What do the children want and where do you want to take them?” - they won't say.
A. Asmolov: Finding success models is a monumental task today. And most importantly, how naive are those who want their children back! One of the management leaders told me: “You are a psychologist. What happens to the children? They are all on the Internet now. Could you help us negotiate with the main blogger?” This idea of a “chief blogger” is akin to the idea that there is always a Kremlin in the middle of the city.
Learn to play in an orchestra
A. Rudik: The demands on people today are completely different. They must be able to quickly adapt to each other in order to play - relatively speaking - in an orchestra, in order to act harmoniously. Not only know your part, but be able to adapt - play in the right key and tempo. Without a conductor.
It seems to me that society will be built on the principle of communities. This is already happening now. Moreover, these communities will arise, disappear, evolve, merge, and move in some other way. There will be many “orchestras”. If earlier there were vertical groups arranged as a hierarchy, now freedom has become almost absolute. Coming big stage organizations of these communities. All sorts of different ones, big, small... And it doesn’t matter on what basis.
A. Asmolov: And between them there are bridges.
A. Rudik: Yes. And bridges are through people, not through institutions.
A. Asmolov: Vertical in general is a fragile structure; in this world, where there are so many challenges and complexities, it stops working because it reduces the number of degrees of freedom. Now in society it is more likely that force will act weak ties(in accordance with the concept of the American sociologist Mark Granovetter. - CTD), that is, the relationships that arise between neighbors, colleagues, and distant acquaintances.
What makes an educated person different?
A. Asmolov: One of the unique things is skillfully swimming in an abundance of information. But the most main feature- generation of new information.
The wonderful Hans Selye, who introduced the concept of “stress” into our culture, divided all people into two categories: problem makers and problem solvers. And he modestly said: “Here Einstein and I are problem makers.”
In fact, it is a unity: posing problems and the ability to search for information. And thirdly, make decisions. Responsible choices, not just choices. Today, to be educated means to beget education.
A. Rudik: In English there is a word literacy, which is translated as “literacy”, but this is not quite literacy. Not as before: “you can write and read correctly,” but digital, information, and social literacy. A competent person cannot be passive.
You cannot be educated, literate, if you do not interact with the world, are not part of some community, do not give impulses to it...
You must understand how to give and receive a signal, you must do something. This is precisely what literacy is in a broad sense words.
A. Asmolov: In fact, education is the generation of meanings. And technologies and platforms are secondary. Why am I afraid of platforms and programs? I'm afraid of the programmed person. In this case, the person who generates meanings and overcomes excessive degrees of freedom is an educated person.
A. Rudik: Moreover, meanings are not only the result of the work of the mind. I saw a speech here, the creator of Alibaba, and he said that now in the world it is not IQ that is more important and in demand, but LQ. L - from the word Love, Love. That is, a person who knows how to love first of all is important. This is something that a robot with the most advanced artificial intelligence cannot do. This is the element of a “complex” person. What is love? This is the ability to give more than to receive, which does not fit into mathematical logic.
A. Asmolov: Yuri German had a brilliant understanding of love, close in meaning to what you say: “Love is a general circulatory system.” And the fact that the leader is like this large company says that in the beginning there was love, not technology or platform...
A. Rudik: This is one of the most technologically advanced companies in the world.
A. Asmolov: Yes, no one will blame him for not knowing technology. So, he tells us with this LQ: “You think there will be peace ahead artificial intelligence. Nothing like this! There will be communication ahead, there will be love ahead.”