the process and result of a person’s acquisition of skills, abilities and theoretical knowledge. The word "form" has a double meaning. Firstly, it means “to set a model and establish prescriptions,” and secondly, it means “to form existing inclinations.” The knowledge included in O. is not separated from the knower as an object lying outside him, but he is directly affected by what he knows. to any technical knowledge one can learn, and even by one’s own choice, a person does not directly learn moral knowledge, as an indispensable component of moral knowledge, and cannot unlearn it either. O. is an internal process, the process of creating “images” and/or “patterns” that a person follows in his life. The result of O. is not represented by the type of technical intention, but stems from the internal process of formation and O. and therefore is constantly in a state of continuation and development. O. cannot actually be a goal; it is a kind of self-increasing process. This is where it differs from the simple cultivation of inclinations from which it originated. Cultivation of inclinations is the development of something given; here the means of achieving the goal are exercise and diligence, which have become a habit. In the process of O., on the contrary, what and thanks to which someone receives O. must be assimilated entirely and completely. In this regard, O. includes everything that it touches, but all this does not enter as a means that loses its functions. On the contrary, in the resulting O. nothing disappears, but everything is preserved. "Education is genuine historical concept, and that's exactly what it's about historical character“preservation” should be discussed in order to understand the essence of the humanities” (G. Gadamer).
Historically, the formation of the phenomenon of O. took place in the process of forming mechanisms for the preservation and transmission of socially significant content from generation to generation. For the first time in European culture, in the dialogue “Protagoras,” Plato raised the question of the possibility of passing on virtue to subsequent generations. What Eastern sage and teacher could doubt that he should teach the skills of “living together”? On the contrary, he taught and demanded an unambiguous perception of his knowledge. “Do not let this book of the law depart from your mouth,” says the Old Testament. And Plato’s Socrates doubted that Protagoras could teach the young man Hippocrates anything. During the discussion, Socrates comes to the conclusion: for a state to “exist”, there must be something united in which everyone participates - this is virtue. And by the highest virtue he meant knowledge, for there is nothing higher than knowledge of what is bad and what is good. If virtue is knowledge, then it can be learned.
For the first time, the concept of O., according to M. Heidegger, was essentially thought out by Plato in The Republic. Heidegger believes that Plato's "Parable of the Cave" is intended to reveal what the Greeks understood by paideia, i.e. O. The parable tells how a prisoner, freed from his shackles, leaves the cave, where he saw only the shadows of things in the flickering of the behind the fire, and during the transition to the surface acquires knowledge of what really exists. The narrative unfolds in a chain of images transforming into each other, embodying the meaning of O. The cave-like room in the parable is an image of people’s everyday residence; the fire in the cave is an image of the firmament under which people live, surrounded by imaginary things, but which they perceive as true reality. Those things named in the parable, which are revealed to the eye outside the cave, are, on the contrary, an image of that in which the actual existence of all things consists. Transitions from the cave to daylight and from there back to the cave require each time a change in the habit of the eyes from darkness to light and from light to dark. And just as the bodily eye only slowly and gradually gets used to either light or darkness, so the soul, too, must not immediately and only in the appropriate sequence of steps become accustomed to the realm of existence. Such habituation requires that the soul turn entirely in the main direction of its aspiration, just as the eye can look correctly only when the body has assumed the corresponding position. This “transition” serves as a symbolic expression of the change that must occur during the unfolding of what is already inherent in the human being. Such retraining and habituation human being to one or another area assigned to him, Heidegger notes, is the essence of what Plato calls paideia. Paideia means guidance to change the whole person in his being. Heidegger believes that the closest word to paideia is “education.” Firstly, this is O. in the sense of an unfolding formation. Such a “formation,” on the other hand, “forms,” proceeding all the time from an anticipatory proportionality with a certain defining species, which is therefore called a prototype. O. is, at the same time, both the formation and the guidance of a certain model. The “Parable of the Cave” does not end with a description of the achievement of the highest stage of ascent from the cave, but narrates the descent of the liberated person back into the cave, for the essential moment of O. is the constant overcoming of ignorance. The parable calls the sun, towards which the prisoner is directed, an image for the idea of good. The Greeks did not understand goodness in a narrow moral sense, it is “that which makes something else fit for something.” After Nietzsche, this concept can be understood as what is the “highest value” for people.
According to M. Foucault, Plato’s ascent to virtue was closely connected with self-care: “I am obliged to take care of myself in order to become capable of managing other people and the polis.” Therefore, self-care must become an art. Self-care is impossible without a mentor. And the position of the mentor himself is determined by concern for the kind of self-care his ward shows. By showing disinterested love for the young man, the mentor gives a principle and example of the care that the young man should exercise in relation to himself as a subject. “Self-care” finds its form and completion, firstly, in self-knowledge, and secondly, in that self-knowledge as the highest and independent expression of one’s “I” provides access to the truth; finally, comprehension of the truth allows at the same time to recognize the existence of the divine principle in oneself. “Taking care of yourself” leads to self-realization, which becomes necessary against the background of mistakes, against the background of bad habits, against the background of all kinds of deformations. Thus, we are talking here, rather, about correction, about liberation, rather than about the formation of knowledge. It is in this direction that self-realization will develop in the future, which seems significant. Further, if a person failed to “correct” in his youth, this can always be achieved at a more mature age. Becoming something a person has never been before is the main theme of self-realization. To implement the latter, the presence of another is required. Ignorance cannot go beyond its own limits, and memory is needed to make the transition from ignorance to knowledge (a transition that is always carried out through another person). According to Foucault, there are three types of relationship to another that are necessary for the formation of a young person. 1. Lead by Example: The example of great men and the power of tradition shape the pattern of behavior. 2. Instruction by knowledge: the transfer of knowledge, behavior and principles, 3. Instruction in difficulty: the skill of getting out of a difficult situation (Socratic art). From now on, the mentor (philosopher) acts as the executor of the transformation of the individual in his formation as a subject. Foucault distinguishes between pedagogy and psychogogy. By pedagogy he understands the transmission of such truth, the function of which is to provide the subject with any relationships, abilities, knowledge that he did not have before and which he will have to receive by the end of the pedagogical relationship. From this point on, psychogogy could be called the transmission of such truth, the function of which would not be to provide a person with any relationships, but rather to change the way of existence of the subject.
In Christianity, in the light of what has been said, the pattern of the relationship between knowledge and self-care consists, firstly, in a constant turning from the truth of the text to self-knowledge, secondly, in the interpretation of the method of interpretation as a way of self-knowledge and, finally, in the position of the goal, which is self-denial. In this regard, there is a gap between psychogogy and pedagogy, since from the soul, which is under psychological impact, that is, from the driven soul, it is required to speak the truth that only she alone can say, which she alone possesses. In Christian spirituality, the driven subject must be present within the true judgment as the object of his own true judgment. In a slave's judgment, the subject of the utterance must be the referent of the utterance.
The modern discourse of O. was finally formed by the 18th century. - during the Age of Enlightenment. The very concept of ocean acquired a categorical status and was dissociated from such concepts as “natural formation” or “mountain formation.” From now on, O. became closely associated with the concept of culture and began to designate a specific human way of transformation natural inclinations and opportunities. The final processing of the concept, stimulated by Herder (understanding by O. “increase towards humanity”), was completed in the period between Kant and Hegel. Kant does not yet use the word “education” in the above-mentioned meaning, but speaks of a “culture of abilities” (or “natural inclinations”), which in this capacity represents the act of freedom of the acting subject. O., according to Kant, concerns the formation of morality and relates to practical education in contrast to school education or training (which provides the acquisition of skills) and pragmatic education (which serves to achieve rationality). Kant’s moral duties also include stimulating one’s talent. This requirement in relation to oneself in Hegel already arises in line with judgments about self-education and education, which ceases to be equivalent to “culture,” i.e., the development of abilities or talents; O. includes the concept of “image,” which has two-sidedness, for, as we have seen, it simultaneously carries within itself the meanings of reflection, cast, and model. According to Hegel, who completes the formation of the concept under consideration, the distinctive ability of the subject is that he breaks with the immediate and natural, and this is required of him by the spiritual side of his being. And therefore he needs O., in the rise to universality. The rise to universality does not imply only theoretical O., but also includes practical, and embraces the essential definition of human rationality as a whole. The general essence of human philosophy is that man makes himself a spiritual being in all respects. It requires sacrificing the general to the particular, which implies curbing drives and thereby freedom from their objects and freedom for one’s own objectivity.
O., according to Hegel, involves reconciliation with oneself and recognition of oneself in otherness. Each individual, rising from his natural essence into the sphere of the spirit, finds in the language, customs, and social structure of his people a given substance that he wants to master. The essence of O. is not alienation as such, but a return to oneself, the prerequisite for which, however, is alienation. At the same time, O. should be understood not only as the result of the ascent of the spirit into the realm of the universal, but at the same time as the element in which an educated person resides. But philosophy should lead, as Hegel believes, to complete mastery of substance, to separation from all objective entities, which is achievable only in absolute philosophical knowledge. Thus, Hegel really escapes historical essence Oh, because it is not so much the last phase of development as the basis for harmonious movement in the future.
The relationship between philosophy and common sense is presented by A. Bergson. According to Bergson, the absolute is comprehensible only through intuitive experience, and not through rational constructions abstracted from life. Only ordinary consciousness is capable of comprehending the essence of phenomena, providing direct insight into the “principle of life.” Common sense is an indispensable accessory, the basis of everyday consciousness. He acts as social feeling, allowing us to imagine the consequences of our actions, even, rather, to anticipate them, to be able to choose what is essential. "Common sense is the very attention paid to life." But if common sense- the basis and essence of the spirit, then perhaps it is innate and independent of upbringing? “It seems that this would be the case if everything in the soul and in society were alive, if we were not doomed to carry around the dead weight of vices and prejudices.” Ideas obscure life itself from us and force us to think not about things, but about words. And it is in classical O. Bergson that he finds the strength capable of “breaking the ice of words and revealing underneath it the free flow of thought.” Classical music teaches not to be deceived by words, eliminates automatism and frees ideas from the yoke of verbal forms. It calls for "discarding symbols and learning to see."
IN modern era, Foucault believes, truth is no longer able to serve as the salvation of the subject, as it was in ancient times. Knowledge accumulates in the objective social process. The subject influences the truth, but the truth no longer influences the subject. The connection between access to truth and the demand for the transformation of man and his being by himself was finally broken, and truth began to represent an autonomous development of knowledge. “Postmodernity,” according to J. Baudrillard, is losing the two-century dominance of the social. The Enlightenment, which gave rise to the discourse of philosophy, was based on the principle of rational communication. At its core was the imperative to moralize the message: to inform better, to socialize better, and to create more and more consciousness. But the current era is characterized by a decline in demand for consciousness, and therefore there is nothing to socialize. “Society” is replaced by “masses”, absorbing information without even digesting it. At the same time, the death of the subject as a carrier of cognition occurs? telial activity. The reason for this process was the spread of new means of mass communication. Does totality deprive you of information? the ability to distinguish truth from fiction, and reality from simulation. Similarities and images precede reality as simulacra in such a way that reality turns out to be only a simulation of simulacra. At the same time, the content of the message loses significance, which leads to atrophy of consciousness.
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Education in Russia plays a decisive role in the process of personality formation. Its main goal is the education and training of the younger generation, their acquisition of knowledge, skills, competencies and the necessary experience. Various types of education in Russia are aimed at the professional, moral, intellectual and physical development of children, adolescents, boys and girls. Let's look at this in more detail.
Law "On Education in the Russian Federation"
According to this document, the educational process is a continuous, sequentially connected system. Such content implies the presence certain levels. In the law they are called “types of education in Russia.”
Each level has specific goals and objectives, content and methods of influence.
Types of education in Russia
According to the law, there are two large levels.
First - general education. It includes preschool and school sublevels. The latter, in turn, is divided into primary, basic and complete (secondary) education.
Second level - professional education. It includes secondary, higher (bachelor's, specialist and master's) and personnel training highly qualified.
Let's look at each of these levels in more detail.
About the preschool education system in Russia
This level is intended for children under seven years of age. The basic goal is the general development, training and education of preschool children. In addition, it implies monitoring and caring for them. In Russia, these functions are performed by specialized preschool education institutions.
These are nurseries, kindergartens, early development centers or homes.
About the secondary education system in the Russian Federation
As noted above, it consists of several sublevels:
- The initial one lasts four years. The main goal is to give the child a system of necessary knowledge in basic subjects.
- Basic education lasts from fifth to ninth grades. It assumes that the development of the child should be carried out in the main scientific directions. As a result, secondary educational institutions must prepare teenagers for the State Examination in certain subjects.
These levels of education at school are mandatory for children in accordance with their age. After the ninth grade, the child has the right to leave school and study further by choosing special secondary educational institutions. In this case, it is the guardians or parents who are legally entrusted with full responsibility for ensuring that the process of acquiring knowledge is continued and not interrupted.
Complete education means that the student spends two years in the tenth and eleventh grades. The main purpose of this stage is to prepare graduates for the Unified State Exam and further study at a university. Reality shows that during this period they often resort to the services of tutors, since school alone is not enough.
More information about secondary vocational and higher education in our country
Secondary vocational educational institutions are divided into colleges and technical schools (state and non-state). They prepare students in their chosen specialties in two to three, and sometimes four years. IN most A teenager can enroll after the ninth grade. The exception is medical colleges. They accept students with complete general education.
You can enter any higher educational institution in Russia through a bachelor's program only after the eleventh grade. In the future, if desired, the student will continue his studies in a master's program.
Some universities now offer a specialist's degree rather than a bachelor's degree. However, in accordance with the Bologna system, higher vocational education under this system will soon no longer exist.
The next step is the training of highly qualified personnel. These are postgraduate studies (or postgraduate studies) and residency. In addition, specialists with higher professional education can undergo an assistantship-internship program. We are talking about training highly qualified pedagogical and creative figures.
Distance education
This system is a new, specific form of education, which differs from traditional ones. Distance education is distinguished by other goals, objectives, content, means, methods and forms of interaction. The use becomes predominant computer technology, telecommunications, case technologies, etc.
In this regard, the most common types of such training are as follows:
- The first one relies on interactive television. When implemented, there is direct visual contact with the audience, which is located at a distance from the teacher. Currently, this type is not well developed and is very expensive. However, it is necessary when unique techniques, laboratory experiments and new knowledge in a particular area are demonstrated.
- The second type of distance learning is based on computer telecommunication networks (regional, global), which have various didactic capabilities (text files, multimedia technologies, video conferencing, Email And so on). This is a common and inexpensive type of distance learning.
- The third combines CD (basic electronic textbook) and the global network. Thanks to the great didactic possibilities, this type is optimal for both university and schooling, as well as during advanced training. A CD has a lot of advantages: multimedia, interactivity, availability of a large amount of information with minimal financial losses.
Inclusive education
The Law “On Education in the Russian Federation” highlights the creation of favorable conditions for the education of persons with disabilities as one of its priorities. Moreover, this is reflected not only in form, but also in content.
In the law, this system is called “inclusive education”. Its implementation implies the absence of any discrimination against children with special needs, equal treatment of everyone and accessibility of education.
Inclusive education is implemented in all educational institutions Russia. The main goal is to create a barrier-free environment in the learning process and ensure vocational training persons with disabilities. To implement it, it is necessary to perform certain tasks:
- technically equip educational institutions;
- develop special training courses for teachers;
- create methodological developments for other students, aimed at the process of developing relationships with people with disabilities;
- develop programs that are aimed at facilitating the adaptation of persons with disabilities in general educational institutions.
This work has only just begun to develop. Over the next few years, the set goal and identified tasks must be fully realized.
Conclusion
IN currently the types of education in Russia are clearly identified, the functions and content of each level are revealed. However, despite this, the reconstruction and reform of the entire education system continues.
This article is about education as a process of training and education. For other meanings of the term "education", see the page Education (meanings).
Education- a single, purposeful process of education and training, as well as the totality of acquired knowledge, abilities, skills, values, operational experience and competence
In the broadest sense of the word, education is the process or product of shaping the mind, character and physical abilities of an individual. Since a person’s experience of one individual does not disappear after its death, but accumulates in society thanks to a developed mind and the ability to communicate, such an accumulation of experience allowed the formation of such a phenomenon as culture. Culture is not the experience of one individual, but the experience of society as a whole. Education is the process of transferring this knowledge accumulated in culture to new generations. Education is purposefully carried out by society through educational institutions: kindergartens, schools, colleges, universities and other institutions, which, however, does not exclude the possibility of self-education, especially in connection with the wide availability of the Internet.
In the ordinary understanding, education, among other things, implies and is mainly limited to the teaching and upbringing of students by a teacher. It may consist of teaching reading, writing, mathematics, history and other sciences. Teachers in narrow specialties, such as astrophysics, law, geography or zoology, can only teach these subjects. The specialization of education increases as students grow older. There is also teaching of vocational skills such as driving. In addition to education in special institutions There is also self-education, for example through the Internet, reading, visiting museums or personal experience. General level and special education determined by the requirements of production, the state of science, technology and culture, as well as social relations.
Awareness of the possibilities of using compulsory education as a means of depersonalizing a person caused in a democratic society the development of a movement for non-state and even family education, for a larger share of courses on the responsible choice of the student (with the participation of parents and teachers) in the curriculum of secondary schools (that is, after graduation from primary school) , support for self-education, continuing education throughout a person’s active life (as educational needs arise), out-of-school, distance and additional education, etc.
Approaches to education
Culturally responsive approachSupporters of cultural conformity are of the opinion that the results of training depend solely on the diligence (diligence) of the student and on the cultural environment in which he is “immersed” (on the presence of a sufficient number of school buildings, teachers, canteens, libraries with books, now - computers in classrooms and at home, etc.). The significant diversity of natural abilities of students is essentially neglected. Many representatives of this approach (for example, T.D. Lysenko and their followers in Soviet pedagogy) denied the very fact of the presence of natural abilities to learn. Characteristic feature this approach is to train everyone in unified program, at the same pace, etc. For successful work This approach, however, absolutely requires constant monitoring of student success and elimination of unsuccessful ones. If this requirement is violated (which, of course, is covered up with “the best intentions”) due to the obvious and hidden opposition of those who do not want and/or are unable to learn (let us clarify that it is precisely according to this program and the proposed method), the success of training of such a group begins to fall and at certain circumstances, the negative results of such training far outweigh its positive components. Textbook examples of such overlaps were given by Ya. A. Komensky in his “Great Didactics” (from where the same idea came about about a person trying to do something for which Nature clearly did not intend him famous expression"Donkey with a lyre") The mentioned phenomena are discussed in detail using examples from the life of the Soviet school, for example, in the works of Prof., Doctor of Pedagogical Sciences. V. V. Kumarina. Thus, in particular, a chain can be traced when systematic grief from educational failures leads many schoolchildren first to grief, then to depression and psychosomatic diseases. Coercion and deception in setting grades lead to huge moral costs in educating young people, etc. An interesting fact from the above-mentioned book: in Tsarist Russia (second half of the 19th century), the proportion of students graduating full course gymnasium, barely exceeded 10% of those admitted to the 1st grade - and this despite the fact that school was not compulsory for everyone! Research by Norwegian and American teachers of those years showed that (in the absence of withdrawal and expulsion of underachievers) this indicator was common for both North American and European schools, that is, Russian children were no better and no worse in this regard than their foreign peers. In other words, with a strict (the same for everyone) program in a general education school with a ten-year duration of study, the proportion of more or less healthy children unsuitable for such a school turns out to be about 90%. And with the prevalence of various diseases and the deterioration of the environmental situation, this percentage, of course, only increases. Therefore, in a compulsory general education school, according to a number of experts, with its huge variety of goals and natural abilities of students, and, at the same time, the absence of planned dropouts, the principle of conformity with nature is more suitable. Famous representatives
Nature-based approachLevels of universal (polytechnic) educationOr integrally interdisciplinary omniscience of a basic level:
Preschool educationPreschool education - ensuring intellectual, personal and physical development child aged from 2 to 8 years. Depending on the legislation, traditions and cultures, the approach to preschool education is different - it may be assigned various basic and specific tasks, it may be compulsory or not, and it is implemented through various traditional institutions. Preschool education in RussiaPreschool education in Russia - education, training and development, as well as supervision, care and health improvement of preschool children from 2 months to 7 years. Preschool education is carried out, as a rule, in preschool education institutions, general education institutions (preschool), institutions of additional education for children (centers and associations for early child development), but can also be carried out at home in the family. Taking into account the fact that in Russia now more than a third of young families with a child are not provided with childcare preschool institutions, preparing parents for the basics of family preschool education becomes one of the most important tasks of youth family policy. General educationGeneral education is the first level of education - not vocational or special education. Currently, general education in a broad sense includes the following components: preschool, primary general, basic general, secondary (complete) general and additional education of children. Sometimes, preschool and/or primary general education are not included in the concept of general education and are considered separately. In Russia and some other countries, three levels - primary general, basic general and secondary (complete) general, are sometimes called secondary education, as they are included in school education and taught in secondary schools. Primary general educationPrimary general education is the first stage of general education for children in Russia and many other countries. While receiving primary education, children acquire first knowledge about the world around them, skills in communication and solving applied problems. At this stage, the child’s personality is formed and begins to develop. Basic general educationBasic general education is the second stage of general education in Russia and in most other countries, the goals of which are to create conditions for the formation and formation of the student’s personality, the development of his inclinations and interests. Basic general education is necessary step to obtain secondary (complete) general education and primary vocational education. In developed countries, basic general education is compulsory for everyone; in most developed countries it must be publicly available, that is, free. Both are directly declared in constitutions. In most developed countries, basic general education involves 9 years of study high school. At the end of the last 9th year, schoolchildren take tests (in Russia - OGE), the results of which determine the opportunity for each student to receive either complete secondary education or secondary vocational education. Secondary (complete) general educationSecondary (complete) general education is the third and final stage of general education in Russia and some other countries, the goals of which are the development of the student’s creative abilities and the formation of independent learning skills. In accordance with the Law of the Russian Federation “On Education”, secondary (complete) general education is compulsory and publicly available. Secondary complete general education is a necessary stage for obtaining higher education. The main purpose of high school is preparation for entering a university. Students enter high school after screening exams, which end their basic general education. In Russia, secondary general education includes primary, basic general education and 2 years of study in high school (10th and 11th grades). In most developed countries it is not 2, but 3 years (in some countries, for example, Germany, 4). For this reason, Russian certificates are only partially recognized in the West, and Russian applicants are deprived of the opportunity to be directly admitted to the majority of foreign universities. Secondary general education ends with passing state exams (USE), the results of which determine the possibility of admission to a university. Levels of specialized educationProfessional educationVocational education (also vocational education) is a system for training qualified workers in vocational schools, as well as through on-the-job training. Primary vocational educationPrimary vocational education (PPE) - the initial level of vocational education. Mainly represented by GOU NPO (State educational institution primary vocational education) and NOU NPO (Non-state educational institution of primary vocational education). IN Soviet time consisted of a vocational school (full name - secondary city vocational school, SGPTU). Currently, a significant part of Russian vocational schools have been renamed PTL (vocational lyceums). Some vocational schools have been renamed colleges. Admission is carried out on the basis of 9th and 11th grades. Secondary vocational educationSecondary vocational education (SVE) - average level vocational education. NPO (Primary Vocational Education) and secondary vocational education institutions combine and implement two-stage training in primary and secondary vocational education programs. In accordance with standard Regulations about the educational institution of secondary vocational education, the educational institution is also called the term SSUZ (secondary specialized educational institution). Higher professional educationHigher vocational education or higher education is the upper level of vocational education, following secondary general or vocational education in a three-level system, and includes a set of systematized knowledge and practical skills that allow solving theoretical and practical problems according to professional profile. Unlike general education, in developed countries higher education is not universal, much less free. Main article: Ultra-higher professional education Superhigher professional education is a system of advanced training for persons with higher education. Although in name this system is part of education, in content it is largely or exclusively research work, the results of which are awarded an academic degree. In Western Europe and North America, as well as in some CIS countries, the terms postgraduate education or postgraduate education (English) graduate education, postgraduate education), refer to the academic degrees of Master and Doctor of Philosophy. Attempts are currently being made to unify the system postgraduate education within the framework of the Bologna process. Postgraduate studiesPostgraduate studies are a form of advanced training for individuals in order to prepare them for the academic degree of Candidate of Sciences at a university or research institution for the training of teaching and scientific personnel highly qualified - candidates of science. Doctoral studiesDoctoral studies are forms of advanced training for individuals with the aim of preparing them for the academic degrees of Doctor of Science; specialized unit A university or research institution for the training of highly qualified teaching and scientific personnel - doctors of science. Levels of educational process managementBranches of education
Scientific directions in the field of education
Education practice
The role of Wikipedia in educationThe British weekly The Economist points out positive role Wikipedia as a source of objective knowledge in conditions of state control over education and political indoctrination of students:
see alsoNotes
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- Education is the process of acquiring knowledge, training, enlightenment (Ushakov’s dictionary).
In the broad sense of the word, education is the process or product of “forming the mind, character and physical abilities of the individual... In the technical sense, education is the process by which society, through schools, colleges, universities and other institutions, purposefully transmits its cultural heritage - accumulated knowledge, values and skills - from one generation to another [between generations].” In the context social progress education, in addition to the format of transmitting social cultural heritage, allowed man to break the connection with Nature, in which the volume of knowledge and life expectancy are interconnected.
In the ordinary understanding, education, among other things, implies and is mainly limited to the teaching of students by a teacher. It may consist of teaching reading, writing, mathematics, history and other sciences. Teachers in narrow specialties, such as astrophysics, law, geography or zoology, can teach only this subject, usually at universities and other universities, colleges and other secondary educational institutions. There is also teaching of vocational skills such as driving. In addition to education in special institutions, there is also self-education, for example, through the Internet, reading, visiting museums or personal experience. The level of general and special education is determined by the requirements of production, the state of science, technology and culture, as well as social relations.
Pythagoras also noted that “you can share education with another person and, having given it to another, not lose it yourself.” “In general, it is education that distinguishes people from animals, Hellenes from barbarians, freeborn from slaves, philosophers from ordinary people", he thought. Russian word“education” contains a reminder of “image” - Greek. μόρφωσις (or paideia), which means bringing something to a certain form, μορφή (Latin analogue - forma).
The right to education is currently confirmed by national and international legal instruments, for example, the European Convention for the Protection of Human Rights and Fundamental Freedoms and the International Covenant on Economic, Social and Cultural Rights, adopted by the UN in 1966.
Awareness of the possibilities of using compulsory education as a means of depersonalizing a person caused in a democratic society the development of a movement for non-state and even family education, for a larger share of courses on the responsible choice of the student (with the participation of parents and teachers) in the program of secondary schools (that is, after graduation from primary school), support for self-education, continuous education throughout a person’s active life (as educational needs arise), out-of-school , distance and additional education, etc.
EDUCATION IS THE FORMATION OF OUR FUTURE in every sense. Describing the role of education in the development of states, the famous political figure, founder German Empire Otto von Bismarck said: “The Battle of Sadovaya was won by a Prussian teacher.” Absolutely the same can be said about the role of the Russian teacher: it is education that lays the foundations for future great achievements and victories. The future of our country depends on what the next generation becomes. Putin's plan focuses Special attention development of education as the foundation of Russian culture and unique Russian civilization.
The world is now experiencing a new scientific and technological revolution, rapid development information technologies. Absolutely all areas of activity - and industrial production, management, and business, not to mention science, require qualified specialists. Without them it is impossible to talk about any development. But most important function education – the formation of a person as an independently thinking and self-developing personality, not afraid to make decisions and be responsible for himself, his family and his actions. It is such a person, protected from unfair manipulations of a political and economic nature, that constitutes the unit civil society. Only such a person can take responsibility for the future of the country and people.
Putin's plan provides for a breakthrough policy in the field of education and initiates a wide variety of measures to support it. Within national project“Education” has already carried out large-scale internetization of schools, providing schools with new educational equipment, supporting class teachers, supplying new buses to rural schools, providing financial incentives to the best universities in the country that are introducing innovative educational programs and conducting Scientific research, new training centers were organized in military units, allowing military personnel not to interrupt their education in connection with the performance of their duties. However, this is just the beginning long way on becoming responsible modern requirements education systems.
The most important priority of Putin’s Plan is to maintain access to education for all segments of the population. Everyone who wants to receive a high-quality education, including higher education, must and will receive it. Differences in family income should never lead to differences in educational attainment.
Will the introduction of a two-level system of higher education (bachelor's and master's degrees) lead to the actual introduction of universal paid higher education?
NO, IT WILL NOT. Both bachelor's and master's degrees will certainly retain budget places. But for each student, the possibilities for choice will expand significantly future profession, and a higher education diploma will be officially recognized at international level.
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EDUCATION
the process and result of a person’s assimilation of general and specialized social experience, systematized knowledge, skills, as well as social norms and values; one of the most important means of social regulation, consolidation and reproduction of society and increasing the level of its adaptive capabilities in constantly changing historical conditions.
In the process of education, the individual is enculturated and socialized, and a person acquires a certain functional role in the social division of labor. The main way to obtain education is studying in various educational institutions.
There are general and special education.
General education is aimed primarily at the inculturation of the individual, it forms the spiritual image of a person, lays behavioral stereotypes and cultural patterns in his consciousness, and provides the knowledge necessary for everyone, regardless of the chosen profession.
Special education introduces a person to current system division of labor, provides knowledge and skills for productive activities (including creative and innovative activities) in a highly specialized field.
The concept of education appears at the turn of the 18th–19th centuries. In contrast to educational models of education, inspired by the works of J. Locke, the idea of education is not limited to telling a person a certain amount of information, changing his opinion and educating him from a certain preliminary, uncultured state. Goethe, Pestalozzi and the neo-humanists viewed education as a general spiritual process formation of man, as opposed to the educational techniques of the enlighteners.
Education is no longer something external to a person, something that should be mastered and put at his service. From birth, a person is on the path of education, because education becomes his being.
The crystallization of the concept of education occurred in the depths of German thought. Already in Herder this word meant “increase in humanity.” I. Kant understood education as a specific human way of transforming natural inclinations. It is necessary to develop one’s abilities in order to become a useful link in the world - this is a person’s duty to himself and all humanity.
Education, according to W. von Humboldt, acts as the meaning of human history. In the process of education, which has been going on since the beginning of the existence of mankind, the self of a person, his humanity, i.e. “humanity”, is realized.
The purpose of education is whole person, who has realized the entire sum of a person’s potentials, who has become the master of his own destiny. Educated person- this is a person who has risen to his era, integrating all the achievements of the past. Education, therefore, does not follow external principles of perfection, but originates “in the experience and feeling of a combined spiritual and sensual aspiration” and therefore is constantly in a state of continuation and development.
Education, according to Hegel, is the exit of individuality beyond the limits of the immediately given, the smoothing out of its characteristics and raising individuality to the level of universality, so that it can perceive natural things in their freedom and essentiality without subjective interest and can henceforth be consistent with them in its actions.
Education, according to Hegel, is not only the education of oneself, but also the education of reality. Education translates mental universality into reality; with its help, individuality renounces its selfhood and conforms to the developing substance of the world spirit, transforming it into reality.
The debate about which education is more useful for society: general, which ensures maximum mastery of cultural and spiritual experience, or highly specialized, which implies high competence in a particular field, perhaps to the detriment of a broad intellectual and cultural outlook, has been going on for more than a century.
It is obvious, however, that both the spiritual and material content of education depends on the most pressing needs of society at one time or another. In the 1930s, in the context of the unfolding modernization of Soviet society, a large number of technically competent personnel was needed more than ever. Then, in addition to training specialists in universities and secondary specialized educational institutions, compulsory on-the-job technical training was introduced at factories and factories. They were led by experienced engineers, often drawn from abroad. During the era of the first five-year plans, 80 million illiterate peasants were taught to read and write. Up to 15% of the budget was spent on education needs. As a result, a backward agrarian country in a short time turned into a powerful industrial power. During the 10 pre-war years, 9,000 factories were built in the country, industrial production grew at a rate that has not yet been surpassed by any country in the world.
Subsequently, American experts considered one of the main reasons for the USSR’s victory in space to be the universal technical literacy of the Russians, after which a similar technology began to be introduced in the United States. Soviet system personnel training.
In the context of globalization, when everyone competes with everyone else in a single world labor market, education remains the most important factor economic growth and successful competition both for individuals and for companies and states. According to the director of the Microsoft development department N. Mihrworld, in a society where knowledge rules, the ratio of the best to the average is no longer 1 to 2, as it was before, but 1 to 100 or even 1 to 1000. And the head of the same company, B. Gates claims that if 20 key employees left Microsoft, the company would simply go bankrupt.
Large corporations spare no expense on education for their employees. Motorola experts have calculated that every dollar invested in education brings in $33 in profit. The leaders of many states also understand this. Back in 1993, when he was elected to his first term, future US President Bill Clinton said, speaking to workers laid off after the factory closed: “No one, neither I nor anyone else, is capable of opening this factory and returning you to your jobs. In the modern world, capital flows to where there is cheap work force. And this is not here. Therefore, we must develop other muscles that are in our head. All of America needs to go back to school."
US spending on education is comparable to the entire Russian state budget. At the same time, the United States earns up to $12 billion a year on education foreign students, instilling in them American values. The USSR also trained foreign students, but today there are fewer and fewer of them.
Russian youth themselves go to study abroad. Teachers and scientists are leaving universities (during the reforms, the brain drain amounted to more than 3 million people). In Russia, only 5% of the budget is currently spent on education needs (277.94 billion rubles out of 5,463.5 billion rubles that make up the expenditure portion of the 2007 budget). In Japan, Singapore and South Korea - from 10% to 15%. In most European countries - from 6% to 12%.
For Russia, which is the coldest country in the world, a country with expensive labor, located far from sea routes, the only chance for survival is innovation in the field high technology, which, in turn, are impossible without education.
Investing in education is investing in the future of the country. In the 1990s. education has become an industry financed on a residual basis. Unable to live on a salary of 5–10 dollars, school teachers and university professors in large numbers went abroad, went into small and medium-sized businesses and other industries. The foreign foundations that flooded the country, including the well-known Soros Foundation, actually put both the Ministry of Education and individual institutions on the money needle. Educational programs written with Western grants for Russian schools and universities were biased, distorted real facts for propaganda purposes.
The depressing state of affairs in the field of education could no longer remain unnoticed by the authorities. Since the beginning of the 2000s. Urgent measures began to be taken to improve the quality and accessibility of education. President V. Putin has repeatedly stated that in order to avoid loss Russian education its advantages and to enhance its innovativeness, it is necessary to increase and modernize educational requirements. In 2005, this task was included in the program of priority national projects.
The national project “Education” provides for the creation of two new universities (Southern and Siberian federal universities; the state allocates 3 billion rubles.
for each), two business schools (including the Higher School of Management in St. Petersburg; 1.5 billion rubles each), allocation of grants, encouragement the best teachers and university teachers, as well as talented students, undergraduates and graduate students, measures to additional education military personnel, solving the problem of teaching aids, transport for rural schools.
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Incomplete definition ↓