РЕФОРМУВАННЯ ОСВІТИ У КОНТЕКСТІ ЗМІНИ ПАРАДИГМИ СУСПІЛЬНОГО РОЗВИТКУ: МЕТОДОЛОГІЧНІ ТА СВІТОГЛЯДНІ ОРІЄНТИРИ
| Main Author: | О.В. Марченко |
|---|---|
| Format: | Article Journal |
| Terbitan: |
, 2016
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| Subjects: | |
| Online Access: |
https://zenodo.org/record/58720 |
Daftar Isi:
- In modern conditions updated search mechanisms for resolving conflicts between the growing society in the public education and a new type of stabilization factors that ensure long-term viability of the system. From here the differences between two different paradigms, types of education - supportive and innovative. This difference is related with the degree of "closeness" or "openness" of education: in the first case it functions as a closed system, in the second - as open space. Understanding the formula progressive development of society in the inseparable connection with the knowledge necessary of modernization of education actualizes the research of the essential aspects of innovation, which is designed to act as a "balance of power", when the stability of the system while maintaining the necessary support energy changes. As long as the organizational form of education is a closed system that is directed from the outside, it can not be innovative. The source of the develpoment is in itself, that enables the process or the innovation as internal needs. In the conditions of the information society acquires the problem of the optimal balance of purposeful and self-organizing influence, solution which allows to save not only the integrity of the educational space, but the required proportion of chaos in it as a source of the development. But, in the educational space, which is a multi-component and multi-dimensional socio-cultural education, there is a continuous movement, which resulted in certain structures and subsystems are moving from one state to another. At the time shift of administrative functions, including strategic direction in the educational groups, art groups and teachers - artists, innovators. Because such reformatting of this control scheme the educational process will be formed multivariate enriched environment that will operate on its synergistic interaction models, dynamic laws of creative chaos, which will be the driving factor for the new educational goals, values and creative impulses. In such educational a space management will be delocalized and inseparable from the direct participants of the educational space. However, the demand for locally focused global management, which provides for the constitution of a locally defined educational spaces, which activates fraktalizatsiya suspended temporarily educational traditions. The coexistence of spaces difficult problem of awareness of national identity in its transtemporalnomu sense. Thus, the conceptual basis of the national educational space in the XXI century is organic synthesis and universal national priorities and different ways of spiritual and practical understanding of the world, different cultural traditions. This integration requires a new social, economic, scientific, technological and ideological platform for educational practices at different levels, innovation and synergy educational models and appropriate management schemes can provide spiritual, intellectual and socio-economic progress of the state.