The role of higher education in the development of modern civilization. Pedagogy and Psychology of Higher School

In modern society, education has become one of the most extensive spheres of human activity. It employs more than a billion students and almost 50 million teachers. The social role of education increased noticeably: the prospects for the development of humanity are largely dependent on its orientation and effectiveness. In the last decade, the world changes its attitude to all types of education. Education,. Especially higher, is considered as the main, leading factor of social and economic progress. The reason for such attention is to understand the fact that a person who is able to find and develop new knowledge and adopting non-standard solutions is the most important value and fixed capital of modern society.

In the mid-60s. Advanced countries concluded that scientific and technological progress is not able to resolve the most acute problems of society and personality, a deep contradiction is found between them. For example, the tremendous development of productive forces does not provide the minimum required level of welfare of hundreds of millions of people; Global nature has acquired an environmental crisis that creates a real threat to total destruction of the habitat of all earthlings; Ruthlessness in relation to the plant and animal world turns a person to a cruel defensive creature.

Modern development of education in. Russia and abroad. Limitative and danger have become more realized in recent years. further development humanity through a purely economic growth and an increase in technical power, as well as the fact that future development is more determined by the level of culture and wisdom of man. According to Erich Fromma, the development will be determined not so much what a person has, how much to those who he is, what he can do with what has.

All this makes quite obvious the fact that in overcoming the crisis of civilization, in solving the most acute global problems Humanity should have a huge role to belong to education. "It is now generally accepted - it says in one of the UNESCO documents (report on the state of affairs in world education for 1991, Paris, 1991) - that the policy aimed at combating poverty, reduce child mortality and improving society health, protection Environment, strengthening human rights, improving international understanding and enrichment of national culture will not give effect without the relevant education strategy. Efforts to ensure and maintain competitiveness in the field of advanced technology will be unsuccessful.

But at the same time in the last 10--15 years in the world, everything more persistently make themselves to know the problems that cannot be resolved: within the framework of reforms, i.e. As part of traditional methodical approaches, and more and more often talk about the global crisis of education. The established educational systems do not fulfill their function - to form creative strength, constructive forces of society. In 1968, the American scientist and Education Worker F. G. Kumbs, perhaps for the first time gave an analysis of the unresolved problems of education: "Depending on the conditions established in various countries, the crisis is manifested in different form, stronger or weaker. But his inner springs to the same extent appear in all countries - developed and developing, rich and poor, has long been famous for their educational institutions or with the great difficulty creating them now. " Almost after 20 years in the new book "View from the 80s" he also concludes about the exacerbation of the education crisis and that general situation In the field of education, it became even anxious.

Statement of education crisis from scientific literature I did not solve the official documents and statements of statesmen.

The gloomy picture draws a report of the US National Commission on the Quality of Education: "We made an act of insane educational disarmament. We grow a generation of Americans, illiterate in the field of science and technology. " It is not interesting and the opinion of the former French president of France D "Estenna:" I think that the main failure of the fifth republic is that it turned out to be unable to satisfactorily solve the problem of education and the education of young people. "

Education must

become a leading factor

progress

The crisis of Western European and American education has become the theme and fiction. As an example, we can lead a series of novels about Wilt English Satirik Tom Sharpe or Roman "Fourth Vertera" of the Finnish writer Marty Larnney.

Until recently, the concept of the "global education crisis" was recently rejected in domestic science. According to Soviet scientists, the educational crisis seemed only abroad, "they". It was believed that "we" we can talk only about the "difficulties of growth". Today, the presence of the crisis of the domestic education system is no longer disputed. On the contrary, there is a tendency to analyze and identify its symptoms and ways out of crisis situation 1 .

Analyzing the complex and capacious concept of "education crisis", the authors emphasize that it is not identical to the absolute decline. The Russian highest school objectively occupied one of the leading positions, it possesses a number of advantages that will be highlighted below.

The essence of the global crisis is seen primarily in the orientation of the current education system (the so-called supporting training) in the past, its focus on past experience, in the absence of orientation for the future, this thought is clearly traced in the book mentioned in the list of literature Brochure V.E. Shukshunova, V.F. Tabled, L.I. Romanery and in. Article O.V. Dolzhenko "Useless thoughts, or once again about education."

The modern development of society requires a new education system - "Innovative training", which would have formed the learned ability to projectively determine the future, responsibility for him, faith in itself and their professional abilities to influence this future.

In our country, education crisis has a dual nature. First, it is a manifestation of the global crisis of education. Secondly, it occurs in the situation and under the powerful impact of the crisis of the state, the entire socio-economic and socio-political system. Many are thinking about whether to begin the reforms of education correctly, in particular, the highest school, it is now, in the context of such a complex historical situation in Russia? The question arises, do they need at all, because the higher school of Russia is undoubtedly, has a number of advantages compared to higher schools in the US and Europe? Before answering this question, we will list positive "developments" of the Russian Higher School:

it is able to train personnel in almost all directions of science, technology and production;

the scale of training of specialists and the provision of personnel is one of the leading places in the world;

it has a high level of fundamental training, in particular on natural science disciplines;

traditionally focused on professional activities and has close contact with practice.

These are the advantages of Russian educational system (Higher School).

However, it is clearly aware that the reform of the Higher School in our country is an urgent need. The changes occurring in society are increasingly objectify the disadvantages of domestic higher education, at one time we considered as its advantages:

in modern conditions, the country requires such specialists who are not only "produced" today, but for the training of which our educational system has not yet created a scientific and methodological base;

free training of specialists and incredibly low pay for their work devalued the value of higher education, its elitism in terms of the development of the intellectual level of personality; its status to ensure personality a certain social role and material support;

excessive passion for professional training came to the detriment of the general spiritual and cultural development of the individual;

* Average approach to personality, gross production of "engineering products", unclaimed by the decades of intellect, talent, morality, professionalism led to the degradation of moral values, to the deunity of society, the fall of the prestige of a highly educated person. This drop was materialized in the Pleiad of Moscow and other janitors with university education, as a rule, individuals extraordinary;

totalitarian education management, superchangealization, the unification of the requirements suppressed the initiative and responsibility of the teaching corps;

as a result of the militarization of society, the economy and education, a technocratic idea of \u200b\u200bthe social role of specialists, disrespect for nature and man was formed;

isolation from the world community, on the one hand, and the work of many industries on foreign samples, import purchase of whole plants and technologies - on the other, distorted the main function of the engineer - the creative development of fundamentally new equipment and technology;

economic stagnation, the crisis of the transition period led to a sharp decline in financial and the material support of education, the highest in particular.

Today, these negative characteristics especially aggravated and have completed a number of other quantitative, emphasizing the crisis of higher education in Russia:

* There is a steady tendency to reduce the number of students: (for 10. The number of students decreased by 200 thousand); The existing system "of higher education does not provide the country's population of the same opportunities for training in universities;
* A sharp reduction in the number of teaching "Higher School Corps is noted (most of them leave to work to other countries) and much more.

It is necessary to emphasize that considerable efforts are being made to the Government of Russia, aimed at successfully reforming the highest school. In particular, the main attention is paid to the restructuring of the High Education Management System, namely:

widespread development of municipal forms;

direct participation of universities in the development and implementation of state educational policy;

providing universities broader rights in all spheres of their activities;

expansion of academic freedoms of teachers and students.

In intellectual circles of Russia, there are increasingly possible consequences of the desire to coagulate education and the decline in the social security of students and teachers. It comes to understand that the unlawful distribution to the scope of market forms of activity, ignoring the specific nature of the educational process can lead to the loss of the most vulnerable terms of public wealth - scientific and methodological experience and traditions of creative activity.

So, the main objectives of the reform of the university education system are reduced to solving the problem of both meaningful and organizational and managerial nature, developing a balanced state policy, its orientation on the ideals and interests of Russia updated, and yet, in which the main link, the core, the basis of the conclusion of the Russian Education from the crisis?

Obviously, the problem of long-term development of higher education cannot be solved only by reforms of organizational and management and meaningful nature.

In this regard, everything is more persistent about the question of necessary. ST. Paradigms of education.

We focused on the concept developed by scientists International Academy Higher School Sciences (ANVH) V. E. Shukshunov, V. F. Tedishev, etc. In their opinion, the scientific origins of the new educational policy should be sought in three areas: philosophy of education, the sciences of man and society and the "practitioner theory" (scheme 1.1).

Golubev Viktor Vadimovich Applicant

head of the Rosobrnadzor Department E-Mail: [Email Protected]

Higher education and some problems of modern civilization

Annotation: It is shown that the modern education system is experiencing a global systemic crisis. To exit the system from the crisis, both practical steps and new theoretical developments are required. The classification of the education system is proposed, six levels of educational systems: personal, family, level of educational institution, regional, state, interstate. The need for the transition of the methodology of the modern education system to the eductural principles of the formation of the theoretical foundations is substantiated.

Keywords: EduCology, level of education, education crisis, personality,

educational institution, region, state.

In modern society, education is one of the extensive spheres of human activity (in the first place it is considered a production area). In the modern education system, more than a billion students and almost 50 million teachers were employed at the beginning of the new millennium. The social role of education is extremely high. From the direction and effectiveness of pedagogical technologies today, the prospects for the development of humanity are largely dependent. In the last decade, the world changes its attitude to all types of education. Education, especially higher, is considered as the main, the leading factor of social and economic progress. The reason for such attention is to understand the fact that a person who is capable of finding and mastering new knowledge and adopting non-standard solutions is the most important value and fixed capital of modern society.

In the mid-60s. The country's advanced in industrial relationship came to the conclusion that scientific and technological progress is not able to resolve the most acute problems of society and personality. The tremendous development of productive forces does not provide the minimum required level of welfare, the quality of life of hundreds of millions of people; Global nature has acquired an environmental crisis that creates a real threat to total destruction of the habitat of all earthlings; Ruthlessness in relation to the plant and animal world turns a person to a cruel defensive creature.

In recent years, the limited and danger of the further development of humanity through the purely economic growth and an increase in technical power began to be aware. Today it is necessary to take into account the following circumstance - the future development of society as a whole and each country is separately determined by the level of culture and wisdom of man than technical progress.

All this makes it quite obvious that in overcoming the crisis of civilization, in solving the most acute global problems of humanity, a huge role should belong to education. "It is now generally accepted - it says in one of UNESCO documents in the past Millennium, - that the policy aimed at combating poverty, reduce child mortality and improving society health, environmental protection, strengthening human rights, improving international understanding and enrichment of national culture They will give effect without the relevant education strategy. Efforts to ensure and maintain competitiveness in the field of advanced technology will be unsuccessful.

It should be emphasized that almost all developed countries conducted various in depths and scales of the reform of national education systems, investing enormous financial resources in them. The reforms of higher education found the status of public policy, because the states have become aware that the level of higher education in the country determines its future development. In line with this policy, first of all, issues related to the growth of the contingent of students and the number of universities were solved. In this regard, the quality of knowledge, new functions of the highest school, the quantitative growth of information and the spread of new information technologies. However, this is most of the declaration, rather than, methodically secured searches. In the past 10-15 years, in the world, everything more persistent is to know the problems that cannot be resolved within the framework of quantitative reforms. It becomes clear that in the framework of traditional methodical approaches it is impossible to go to the new paradigm of education. Today, they are increasingly talking about the global crisis of education. The established educational systems do not fulfill their function - to form creative strength, constructive forces of society. Back in 1968, the American scientist and the Enlightenment Worker of F. G. Kumbs, (perhaps, for the first time) gave an analysis of unresolved education problems: "Depending on the conditions established in different countries, the crisis is manifested in different form, stronger or weaker. But its inner springs to the same extent appear in all countries-developing and developing, rich and poor, has long been famous for their educational institutions or with the great difficulty creating them now. " Almost 20 years later, in the new book "View from the 1980s", he also concludes about the exacerbation of the crisis of education and that the overall situation in the field of education was even alarming.

Today, the statement of the crisis of education from scientific literature has passed into the official documents and statements of statesmen.

The gloomy picture draws a report of the US National Commission on the Quality of Education: "We made an act of insane educational disarmament. We grow a generation of Americans, illiterate in the field of science and technology. " It is very important that since the new approaches to the solution of the crowned problems have not been found. In this regard, the opinion of the former president of France France Jiscara d Estena: "I think that the main failure of the fifth republic is that it has been unable to satisfactorily resolve the problem of education and the education of young people."

In domestic science, until the collapse of the USSR, the notion of the "global education crisis" was rejected. According to Soviet scientists, the educational crisis seemed only abroad abroad. It was believed that it can only be about the "difficulties of growth" even at the turn of the century. Today, the presence of a crisis of both foreign and the domestic education system is no longer disputed. On the contrary, there is a tendency to analyze and identify its symptoms and ways out of the crisis situation.

Currently, various researchers allocate six levels of education system:

1) Personal level or self-education. The process of self-education begins in a person in her early childhood and continues throughout his life. Self-forming is a system of internal self-organization to assimilate the experience of generations aimed at its own development. It is a means of self-education, since it contributes to the development of purposefulness, perseverance in achieving the goal, internal organization, diligence and other moral qualities. In a broad sense, the self-education understands all types of knowledge acquisition. Separately, it is worth noting that self-education is a powerful factor performing and enriching education organized by society.

2) Family level (household) education. As a rule, under the family level of education, family education is meant, which is a systematic targeted impact on the child of adult family members and family mistakes. The main and overall task of family education is the preparation of children to life in existing social conditions; The narrower, concrete - the assimilation of their knowledge, skills and skills necessary for the normal formation of the person in the family conditions. Objectives and means of family education are due to the socio-economic system, the level of development of culture. It is usually built on the basis of ideology, morality and system of relations between the social layer, to which the family relates, and inextricably linked with self-education and self-education of adults,

the formation of their qualities and character traits that ensure effective pedagogical impact on children.

3) the level of educational institution (OU). When they talk about education, most often recall training on the initial, average, general, special and higher levels of education. And indeed, in the technical sense, education is a process through which society through schools, colleges, universities and other institutions purposefully conveys their cultural heritage - accumulated knowledge, values \u200b\u200band skills - from one generation to another

4) Regional level of education. The concept of "regionalization of education" is a recognized scientific and pedagogical principle of the development of global education and is not a reflection of the modern political conjuncture. The relevance of the idea of \u200b\u200bregionalization is determined by the global tendencies of the sociocultural development of mankind, aimed at recognizing the intrinsicness, the uniqueness of national and regional variants of cultures, their unity, integrity, and significance as an integral part of universal culture.

The development of regional education systems, adequate features of educational needs and interests of students and the specifics of the region, is a step forward in the development of Russian education, its movement towards democratization and modernization. Education based on the priority of the personal educational interests of a person operating as a system that provides educational services, the consumer of which is a specific person, and not as a personnel training system, where production, economy, the state act as a consumer cannot react to specific Features, including regional, consumer interests.

This specificity of educational interests and needs of each person is a consequence of differences not only by his personal abilities, but also those conditions in which a specific personality exercise its individual education.

Under the regional educational space is a combination of scientific, educational, cultural and educational, economic institutions (state and non-state, official and unofficial), media oriented media, the public involved in solving education problems, as well as social and psychological stereotypes regulating The behavior of people in relation to the formation functioning in a particular region.

The regional educational space is a type of a challenged social system, developing according to its own patterns, which has both subjective and objective nature. In each region of the Russian Federation, educational space is functioning, peculiarly reflecting the features and specifics of a particular region, its tradition, culture, national and religious composition of the population, the level of economic development, etc. The unity of the federal educational space is determined by those common elementswhich are inherent in the country's educational space, take place in each of the regional educational spaces.

Researchers note that the education system is promising, oriented not on the momentary demand in the labor market, but on educational needs citizens of the region. These needs determine the location of the network of educational institutions, preferred educational programs, the ratio of state and non-state educational institutions, types and types of schools and educational institutions, etc. up to an acceptable level of quality educational training. Economic development of the region, its financial situation, the level of income, the national and religious composition of the population, cultural traditions and preferences, climatic and geographic conditions - These factors of educational space largely regulate the educational needs of a particular personality. The choice of a future profession, the direction of advanced training, retraining, the level of education depends not only on the abilities and interests of the personality, but also on the capacity of professional and personal socialization, which exist in a particular region.

For example, it seems unlikely that a student experienced and possessing the necessary abilities in the field of botany, but living in large city Selects agronomy as a future profession. Rather, it will be a different way to implement interests and abilities. At the same time, a person living in rural areas, a small city, the agricultural region with more likelihood, will choose precisely agronomy, as the direction of its future professional activities and the realization of personal interests and abilities.

5) Educational system at the level of the state. Speaking about the state level of education, it is necessary to mention the educational space. Under it is understood as the entire set of educational institutions of various types and interacting with them public and state organizations, as well as coming educational and educational processes in a separate country. All together they create a human socialization environment, transforming it into personality, provide a certain level of education, intelligence and culture of society, interpersonal, political, economic, social, military, ethical and all other relations.

Educational space is multidimensional. It includes habitat, a stay environment, educational and developing production and other indicators. At the same time, the harmonious development of the inhabitants of this space can occur only in relationship with the state of the surrounding social and natural environment, with the living conditions in the family, on the street. The leading factor of public being in this space is a culture that organizes and the regulatory principle of lifestyle, ensures the preservation and reproduction of human resources, the culture of the health and culture of a healthy lifestyle, culture of awareness and resolution of the contradictions of being.

Educational space forms a single nation with a common name, one state language, with the community of culture, with a single understanding of what is happening, with common goals and general actions to achieve them. It is born in the spirit of statehood, national values, national interests and national benchmarks are formed, the skills of self-organization and self-government of the people, the mistake of his life, and the connection of generations is carried out and the newest life results are generated.

6) Educational system at the interstate level. With the globalization of the economy, the competitive advantages of any country are ensured by the development of education and science. In the Declaration of the Fifth International Conference of UNESCO (1997), it was emphasized that in modern conditions such an educational policy is needed, the implementation of which will allow in the XXI century "to learn to learn and do, learn to be". Currently, in global integration processes, the most important strategic objective becomes the creation of a general educational space based on a coherent system for recognizing education documents (from initial to the highest and postgraduate), which allows unhindered to obtain education in educational institutions of partners. A single educational space can only be created with the generality of the principles of state policy in the field of education, only subject to ensuring equal opportunities and rights of citizens to receive education and uniform approaches to the development of state educational standards and programs. Its creation, at the same time, should speed up the processes of the formation of a common scientific and technological, economic and information space, to expand the possibilities of training qualified specialists for various sectors of the economy, science, culture, education and social sphere, Create conditions for improving relations between interethnic and interstate communication.

Starting from the level of the educational institution and ending with the interstate level, the following main elements can be distinguished:

■ resources (economy);

■ Frames (Personology);

■ Process (EduCology).

The economic component of education can be characterized as the preparation of young people to future professional activities in accordance with the needs of society in labor with a certain level of qualifications. At the same time, the economic efficiency of education is determined depending on the degree of satisfaction of this demand, as well as funds spent on these purposes. The following trends can be distinguished associated with the economic aspect of the educational process:

An increase in the injection into the economy;

Government security (free);

Charity;

Tuition;

Shadow money;

National projects;

System of state educational lending;

Changing teacher remuneration system;

Stimulation of co-foundation;

Strengthening state support and stimulating labor of pedagogical and management workers

Development of differentiated statutors of budget financing of institutions (organizations) of higher education.

In recent years, the economic component of the educational process was dominant. Under these conditions, it was lost sight of the key aspect of the educational process -Cadra and directly the educational process itself.

Speaking of frames, it is necessary to mention the trends associated not only in recent years, not only with the teaching staff, but also directly with the students themselves:

Gender (change in the number of men and women);

Cyclicity (for students)

Tutoring;

Rotary (renewability);

Improving the professionalism of pedagogical personnel;

Civilization (the level of development of information technologies);

Increase the status of a pedagogical worker;

Weak motivation of young people to choose a pedagogical profession;

Insufficient communication of the higher education system with a changing market of labor;

Inconsistency of most prepared specialists with the needs of enterprises;

Low percentage of employment graduates on the training profile.

Recently, speaking about trends related to the educational process, researchers are increasingly mentioning the term "Educology". Edukology is one of the sciences on education, which studies the general patterns of the organization, functioning and development of the field of education.

EduCology (from Lat. Educo - I teach + Logos - doctrine, science) is a science that seeks to comprehend the patterns of functioning and development of the field of education as a whole. It is in the formation stage and does not yet have a generally recognized status, as, however, and

well-determined, clearly determined and recognized by all scholars of the subject. Famous Argentine scientist Carlos Oliver offers practically integrating all sciences on education. Other scientists, in particular, Lithuanian, Swedish consider it as an integration science, but rather the research and training, and the formation of a person throughout his life. In their interpretation, the Educology is more likely to sociological and philosophical understanding of the process of human training. Most of the scientists (Australian, Croatian, as well as a number of domestic, for example, ha. Bordovsky and V.A. Cobrikov) dismissed the role of scientific discipline exploring the patterns of the organization, functioning and development of the entire field of education.

Gennady Bordovsky and Dmitry Medvedev at the opening of the year of the teacher in Russia

So the K.E. Oliver in the past century proposed to make the term "EduCology" generally accepted, because he brings clarity and accuracy into science, covering all knowledge of society, about a person, about education, the word, the entire branch of education, in which each element of the study has its place. With this approach, the EduCology implies and developing modern information technology training in their theoretical, applied and practical aspects.

As a complex of sciences, Odukology includes: Actually, the study of education issues - education, education, comparative pedagogy; cycle of applied scientific disciplines - anthropology, psychology, sociology, economy, geography, politics, management; The cycle of educational sciences is the theory of education, structure, planning, goals, content, study of users and personnel of systems, methods, consulting problems, resources and financing.

LITERATURE

1. Bordovsky G. A., Management of the quality of the educational process: monograph

/PB. RGPU them. Herzen, 2001.

2. Bordovsky G.A., V. Carrotchikov New teaching technologies: Terminology issues // Pedagogy. 1993. No. 5.

3. Report on the situation in world education for 1991 Paris, 1991

4. V.A. cabesters Infonoospheric Educology: new information technology training. SPb.: RGPU, 1991.

5. Kirinyuk A.A. Kirsanov K. A. Global problems of education. In 2 tons. - National Institute of Business. 2005.

6. Kirinyuk A. A., Kirsanov K.A. Growth difficulties // Higher education in Russia. 1999. №1. - p. 37 - 42

7. Cumbsis, Philipp. Education crisis B. modern world: Systemic Analysis / F.G

Cumbs; per. from English S. L. Volodina, V. A. Kuznetsova, S. P. Romanova; Ed. Mr. Svorov;

having left. V. A. Zham. - Moscow: Progress, 1970. - 261 p.:

8. Oliver K.E. On the theory of comparative pedagogy // Perspectives. Education issues. 1989. No. 2 (66).

Part 1 Pedagogy of Higher Education

Chapter 1. Modern development of education in Russia and abroad

1. The role of higher education in modern civilization

2. Place of Technical University in the Russian educational space.

3. Fundamentalization of education in high school

4. Humanization and humanitarianization of education in high school

5. Integration processes in modern education

6. Educational component in vocational education

7. Informatization of the educational process

Chapter 2. Pedagogy as science

1. The subject of pedagogical science. Its main categories

2. Pedagogical Science and Communication Pedagogy with other sciences

Chapter 3. Basics of Didactite Higher School

1. The general concept of didactics

2. Essence, structure and driving forces

3. Principles of learning as a basic landmark in teaching activities

4. Training Methods in Higher School

Chapter 4. Pedagogical Structure

1. Pedagogical act as organizational and managerial activities

2. Self-consciousness of the teacher and the structure of pedagogical activities

3. Pedagogical abilities and pedagogical skill teacher of higher school

4. DYDATIC AND PEDAGOGICAL MASTER OF THE TEACHER OF HIGH SCHOOL

Chapter 5. Forms of the organization of the educational process in high school

2. Seminar and Practical classes in VS

3. Independent work of students as the development and self-organization of the personnel of the student

4. Basics of pedagogical control in high school

Chapter 6. Pedagogical Design and Pedagogical Technologies

1. Stages and forms pedagogical design

2. Classification of higher education technologies

3. Modular constructing of discipline and rating control

4. Intensification of training and problem learning

5. Active learning

6. Business game as a form of active learning

7. Euristic teaching technologies

8. Technology of iconic-contextual education

9. Technologies for educational training

10. Information Technology Training

11. Remote Education Technologies

Chapter 7. Fundamentals of lecture courses

Chapter 8. Basics communicative culture Pedagogue

Chapter 9. Pedagogical Communication

Part 2. Psychology of Higher School

Chapter 1. Features of the student's personality

Chapter 2. Personality Typology Student and Teacher

Chapter 3. Psychological and Pedagogical Study Study

Appendix 1. Psychological schemes "Individually and psychological features of the individual"

Appendix 2. Psychological schemes "Communication and socio-psychological impact"

Chapter 4. Psychology vocational education

1. Psychological foundations of professional self-determination

2. Psychological correction of the student's personality with a compromise choice of profession

3. Psychology of professional formation of personality

4. Psychological Features of Student Training

5. Problems of improving the progress and reduction of students

6. Psychological foundations of the formation of professional systemic thinking

7. Psychological features of the education of students and the role of student groups

Application. Psychological schemes "Social phenomena and formation of the team"

Bibliography

Pedagogy and Psychology of Higher School

Part 1. Pedagogy of higher education

Chapter 1. Modern division of education in Russia and

ABROAD

The role of higher education in modern civilization

Education, especially higher, is considered as the main, the leading factor of social and economic progress. The reason for such attention is to understand the fact that a person who is able to find and develop new knowledge and adopting non-standard solutions is the most important value and fixed capital of modern society.

In recent years, the limited and danger of the further development of humanity through a purely economic growth and an increase in technical power, as well as the fact that future development is more determined by the level of culture and wisdom of man is more realized. According to Erich Fromma, the development will be determined not so much what a person has, how much to those who he is, what he can do with what has.

All this makes it quite obvious that in overcoming the crisis of civilization, in solving the most acute global problems of humanity, a huge role should belong to education. "It is now generally accepted - it says in one of the UNESCO documents (report on the status of world education for 1991 Paris, 1991) - that the policy aimed at combating poverty, reduce child mortality and improving society health, environmental protection, Strengthening human rights, improving international understanding and enrichment of national culture will not give an effect without an appropriate strategy in the field of education. There will be no avail efforts to ensure and maintain competitiveness in the field of advanced technology. "

In 1968, the American scientist and the Enlightenment Worker of F. G. Kumbs, perhaps for the first time gave an analysis of the unresolved problems of education: "Depending on the conditions established in various countries, the crisis is manifested in different form, stronger or weaker. But its inner springs in The same extent appear in all countries - developed and developing, rich and poor, has long been famous for their educational institutions or with the great difficulty creating them now. " Almost after 20 years, in the new book "View from the 80s", he also concludes about the exacerbation of the crisis of education and that the overall situation in the field of education has become even alarming.

The statement of the crisis of education from scientific literature has passed into the official documents and statements of statesmen.

A dark picture draws a report to the US National Commission on the Quality of Education: "We have committed an act of insane educational disarmament. We grow a generation of Americans, illiterate in the field of science and technology." It is not interesting and the opinion of the former French President of France D "Estenna:" I think that the main failure of the fifth republic is that it has proven to satisfactorily solve the problem of education and the education of young people. "

The crisis of Western European and American education became the theme of fiction. As an example, you can cite a series of novels about Wilt of English Satirik Tom Sharpe or Roman "Fourth Verteal" of the Finnish writer Marty Larnney.

In domestic science, until recently, the concept of the "global education crisis" was rejected. According to Soviet scientists, the educational crisis seemed only abroad, "they". It was believed that "we" we can talk only about "difficulties of growth". Today, the presence of the crisis of the domestic education system is no longer disputed. On the contrary, there is a tendency to analyze and identify its symptoms and ways out of the crisis situation.

Gershongskip B. S. Russia: education and future. Education crisis in Russia on the threshold of the XXI century. M., 1993; Shukshunov V. E., taken Shay V. F., Romanova L. I. through the development of education to New Russia. M., 1993; and etc.

The essence of the global crisis is seen primarily in the orientation of the current education system (the so-called supporting training) in the past, its focus on past experience, in the absence of a future orientation. This thought is clearly traced in the brochure V.E. mentioned in the list of literature Shukshunova, V.F. Tabled, L.I. Romanekova and in the article O.V. Dolzhenko "Useless thoughts, or once again about education."

The modern development of society requires a new education system - "innovative learning", which would have formed the learned ability to projectively determine the future, responsibility for him, faith in itself and their professional abilities to influence this future.

In our country, education crisis has a dual nature:

· Firstly, it is a manifestation of the global educational crisis;

· Secondly, it occurs in the situation and under the powerful impact of the crisis of the state, the entire socio-economic and socio-political system.

Many are thinking about whether to begin the reforms of education correctly, in particular, the highest school, it is now, in the context of such a complex historical situation in Russia? The question arises, do they need at all, because the higher school of Russia is undoubtedly, has a number of advantages compared to higher schools in the US and Europe? Before answering this question, we list the positive "developments" of the Russian Higher School:

· She is able to train personnel in almost all directions of science, technology and production;

· The scale of training and provision of personnel is occupied by one of the leading places in the world;

· Different with a high level of fundamental training, in particular on natural science disciplines;

· Traditionally focused on professional activities and has close contact with practice.

These are the advantages of the Russian educational system (higher education).

· In modern conditions, the country requires such specialists who are not only "produced" today, but to teach which our educational system has not yet created a scientific and methodological base;

· Free training of specialists and incredibly low pay for their work devalued the value of higher education, its elitism in terms of the development of the intellectual level of personality; its status to ensure personality a certain social role and material support;

· Excessive passion for professional training came to the detriment of the general spiritual and cultural development of the individual;

· Averaged approach to personality, gross production of "engineering products", unclaimed by the decades of intelligence, talent, morality, professionalism led to the degradation of moral values, to the deunity of society, the fall of the prestige of a highly educated person. This drop was materialized in the Pleiad of Moscow and other janitors with university education, as a rule, individuals extraordinary;

· Totalitarian education management, superchangealization, the unification of the requirements suppressed the initiative and responsibility of the teaching corps;

· As a result of the militarization of society, the economy and education was formed a technocratic idea of \u200b\u200bthe social role of specialists, disrespect for nature and man;

· Isolation from the world community, on the one hand, and the work of many industries on foreign samples, import purchase of entire factories and technologies - on the other hand, distorted the main function of the engineer - the creative development of fundamentally new equipment and technology;

· Economic stagnation, the crisis of the transition period led to a sharp decline in financial and financial support for the formation, higher in particular.

Today, these negative characteristics especially aggravated and have completed a number of other quantitative, emphasizing the crisis of higher education in Russia:

· There is a steady tendency to reduce the number of students (in 10 years the number of students has decreased by 200 thousand);

· The existing higher education system does not provide the country's population of the same opportunities for training in universities;

· A sharp decline in the number of the teaching corps of higher education is noted (most of them are leaving to work in other countries) and much more.

· Wide development of municipal forms;

· Direct participation of universities in the development and implementation of state educational policy;

· Providing universities broader rights in all spheres of their activities;

· Expansion of academic freedoms of teachers and students.

So, the main objectives of the reform of the university education system are reduced to solving the problem of both meaningful and organizational and managerial nature, developing a balanced state policy, its orientation on the ideals and interests of Russia updated. And yet, what is the main link, the core, the basis of the withdrawal of Russian education from the crisis?

Obviously, the problem of long-term development of higher education cannot be solved only by reforms of organizational and management and meaningful nature.

In this regard, everything more persistent is the question of the need to change the paradigm of education.

We have focused on the concept developed by scientists of the International Academy of Sciences of Higher School (ANVH) V.E. Shukshunov, V.F. In their opinion, the scientific origins of a new educational policy should be sought in three areas: the philosophy of education, the sciences of man and society and the "practice theory" (Scheme 1.2).

Philosophy of Education Must give a new idea of \u200b\u200bthe place of man in the modern world, the meaning of his being, about the social role of education in solving key problems of humanity.

Sciences about man and society (psychology of education, sociology, etc.) are needed to have a modern scientific idea of \u200b\u200bthe patterns of behavior and human development, as well as a model of interactions between people within the educational system and the education system itself with society.

"Theory of Practice", which includes modern pedagogy, social design, management of the education system, etc., will provide an opportunity to present a new education system in the aggregate: to determine the goals, system structure, the principles of its organization and management. It will appear tool for reforming and adapting the education system to changing living conditions.

So, the fundamental basics of education are indicated. What are the directions of development of the intended paradigm of education?

In tab. 1.1 are represented possible options development of education.

Table 1.1.

Options for the development of education

Elements / paradigms	Existing paradigm	Possible development
The main task of man	Knowledge of the existing world	Targeted change in the world
Scientific basis of activity	Naturally scientific method	Theory of transformative practice
A typical task has	Only one right decision	Many permissible solutions
Evaluation criteria for decisions	Only one: "That's right - wrong"	Many criteria: utility, efficiency, harmlessness
The role of ethics, morality and morality	They have no place, there is no need for them.	Need to select solutions
The main task of education	Give knowledge about the existing world and its laws	Equip the methodology of creative peace transformation
The possibility of spiritual formation of personality	Only separately through humanitarian education	Perhaps quite and preferably in the process of activity

The proposed methodology can be called humanistic, as a person is in its center, its spiritual development, a system of values. In addition, the new methodology based on the educational process puts the task of forming moral and volitional qualities, creative freedom of personality.

In this regard, it is quite clearly aware of the problem of humanization and humanitarianization of education, which, with a new methodology, acquires a much deepest meaning than simply the admission of a person to humanitarian culture.

The meaning is that it is necessary to humanize the activities of professionals. And for this you need:

· First, revise the meaning of the concept of "fundamentalization of education", invested in it a new meaning and including knowledge of human and society in the main base. In Russia, this is not a simple problem;

· Secondly, the formation of systemic thinking, the unified vision of the world without separation to "physicists" and "lyrics" will require a counter movement and rapprochement of the parties.

Technical activity must be humanized. But the humanities should take steps towards the development of universal values \u200b\u200baccumulated in the scientific and technical sphere. It was the tear of technical and humanitarian preparation that led to the depletion of the humanitarian content of the educational process, a decrease in the creative and cultural level of a specialist, economic and legal nihilism, and ultimately to reduce the potential of science and production.

The famous psychologist V. P. Zinchenko so determined the emptying effect on the human culture of technocratic thinking: "There are no categories of morality, conscience, human experience and dignity for technocratic thinking." Usually, speaking of humanitarianization of engineering education, only an increase in the share of humanitarian disciplines in the university curriculums. At the same time, students are offered various art historical and other humanitarian disciplines, which is rarely directly related to the future activities of the engineer. But this is the so-called "external humanitarianization".

We emphasize that in the environment of the scientific and technical intelligentsia, the technocreciety of thinking is dominated, which "absorb" students from the very beginning of their studies in the university. Therefore, they relate to the study of humanitarian disciplines as something secondary, showing sometimes frank nihilism.

Recall once again that the essence of humanitarianization is seen primarily in the formation of the culture of thinking, the creative abilities of the student based on a deep understanding of the history of culture and civilization, total cultural heritage. The university is designed to prepare a specialist capable of constant self-development, self-improvement, and the richer will be his nature, the brighter it will manifest themselves in professional activities. If this task is not solved, then as the Russian philosopher G. P. Fedotov wrote in 1938, "... there is a perspective of industrial, powerful, but soulless and confused Russia ... Naked soulless power is the most consistent expression of Capain , cursed by the God of civilization. "

So, the main directions of the reform of Russian education should be a turn to a person, appeal to his spirituality, the fight against science, technocratic snobbery, integration of private sciences (Table 1.2).

Table 1.2.

The main directions of reform in the field of science:

· Turn to man.

· Fight technocratic snobism.

· Integrate private sciences.

The necessary conditions:

· Revival of prestige of education.

· Active perception of science on person and society.

· Democratization, demilitarization, deideologicalization.

· Orientation on post-industrial development technology.

Main federal interests

· Harmonious and free development of members of society.

· Lifting and enrichment of the moral and intellectual potential of the nation.

· Providing a market multi-way economy by high-level professionals.

At the same time, the Russian education development program must contain mechanisms guaranteeing:

· Unity of the federal educational space;

· Open perception and understanding of the entire palette of world cultural and historical and educational experience.

The main lines of the conclusion of Russian education from the crisis are determined; Developed possible options for the implementation of education reform. It remains only to bring education to such a level that will give a new vision of the world, new creative thinking.

In pedagogy, the formation usually understand the process and the result of the assimilation of a certain system of knowledge, skills, views and beliefs, that is, their ordered combination based on pre-specified principles and tasks. Human education is manifested in the results of its activities, creative development of abilities, forms of communication and behavior. An educated person is a cultural person who owns not only professional competence, but also by many other forms of culture.

Higher education Performs two types of interconnected functions in society:

but) reproduction functionaimed at reproduction of culture, social experience and ways of activity in new generations of people; b) development functionaimed at the development of human personality so

and society as a whole.

- Education - This is one of the ways of human entry into the world of culture. - Education - This is a means of socialization, formation and development of a person as a person.

- Education- This is a factor affecting the social status of the person, on the process of its professionalization and self-affirmation.

- education This is a factor of reproduction of the socio-professional structure of society and social progress.

The world today unites efforts in the field of education to solve not only local , but also global problems of mankind:

1. InterSocial problems- deterrence of nuclear weapons and preventing new world war, harmonizing economic relations between developed and lagging countries, the fight against terrorism, etc.

2. Problems generated by the interaction of society and- preventing the natural environmental degradation, ensuring the food of the rapidly growing population of the planet, etc.

3. Problems of human and society relationships - overcoming the crisis of healthcare due to both economic and sociocultural factors (drug addiction, alcoholism, stress); decrease in the growth of the number of physically and mentally defective people who create a threat to the gene pool of mankind.

The reason for the listed problems is primarily a person himself with its insufficient level of education, with its undeveloped abilities to navigate in modern problems. And also responsibly included in their permission.

The normal existence of any society is impossible without the full functioning and development of the higher education system. The place of education in the life of society is largely determined by the role played in the public development of people's knowledge, their experience, skills, skills, the possibility of developing their professional and personal qualities.

What is happening now informatization of the global community is a scientific and real fact. The most profoundly increasing role of knowledge, public development information was reflected in the concept of the information society, the formation of information civilization. Information, knowledge becomes the "fundamental social factor", which underlies economic development. The fact that knowledge takes the key positions in economic development, turning into the main source of value in the post-industrial, information society, radically changes the place of education in the structure of public life, the relationship of its areas, like education and economics. Acquisition of new knowledge, information, skills, skills, the need for their permanent updating and development becomes the fundamental characteristics of employees in the post-industrial economy.

A new type of economic development, approved in the information society, is necessarified for employees during the lifetime to change the profession, constantly improve their qualifications.

The scope of education is significantly intersecting in the information society with the economic sphere of life of society. Educational activities become an important component of economic development. The identity in the information society receives new opportunities for self-realization and development, but for the use of these opportunities, active activities are needed to form citizens. In the public structure of the post-industrial society, the scope of education is closely intertwined with all the elements of this structure, and the course of social development depends on the state of this sphere.

Social significance of education Many also determine the following factors:

· Understanding the increasing part of the company that today higher education becomes as if basic, minimally necessary for creative activity, bringing the greatest satisfaction;

· Increased in the eyes of many people the value of education for self-development, gaining a feeling of self-esteem and self-esteem, expanding the circle of human communication by understanding people of another cultural mentality.

In recent years, the role of higher education is changing, it becomes more affordable for a wide range of people, and the number of diplomas owners is continuously growing an increase in the supply of qualified labor and its excess allows the employer to choose from the vast mass of specialists, and, it means, and increase the claims to the level of training worker.

Education is important component reproduction of labor. The proportions of the active population engaged in the services, education, research, communication, communications increase social work and other activities where the percentage of university graduates is higher than, for example, in agriculture and in traditional industries. Therefore, the role of higher education is increasing because demand has become more. Higher education is designed to transfer knowledge, skills and form qualities that will allow graduates to explore various professional situations and adapt to unexpected turns during changes in technological processes in the organization of labor and the structure of the profession. Higher education plays a big role at any faculty of the university, as it fulfills an important social task: it is one of the means of exercising social justice in society. Obtaining higher education without separation from work opens the way to the knowledge, professional and cultural growth of a large number of people, who are not able to consider education in day offices. These reasons are the most different, often they do not depend on the personality characteristics of the person (marital status, material conditions, the remission of pedavis from the place of residence, etc.).

The formation and effective functioning of the higher education system plays an important role, as it fulfills the most important condition for the socio-economic development of the country, comprehensive personality development, and this is one of the main directions of higher education. Higher education plays a big role, and especially university, acts at the same time as an innovator, contributing to the process of gaining knowledge as a result of research activities, and in the role of a conservative, in terms of educational activities.

Today, many people understand that to get a certain set of knowledge - does not even mean to get an excellent career in the future. The awareness of this fact is primarily due to the fact that it is necessary to learn to apply the knowledge gained. The person encyclopedia in life can not achieve anything only because he does not know where and how to apply his knowledge. The ability to organize yourself, the competent distribution of your time (time management), the ability to manage the team and put the right tasks, and also to know how to make them in life - here is the key to the fact that you are called formed.

Hypertext

Chapter 1. Modern development of education in Russia and abroad

1. The role of higher education in modern civilization

2. Place of Technical University in Russian Educational Space

3. Fundamentalization of education in high school

4. Humanization and humanitarianization of education in high school

5. Integration processes in modern education

6. Educational component in vocational education

7. Informatization of the educational process

Chapter 2. Pedagogy as science

1. The subject of pedagogical science. Its main categories

2. Pedagogical Science and Communication Pedagogy with other sciences

Chapter 3. Basics of Didactite Higher School

1. The general concept of didactics

2. Essence, structure and driving forces

3. Principles of learning as a basic landmark in teaching activities

4. Training Methods in Higher School

Chapter 4. Pedagogical Structure

1. Pedagogical act as organizational and managerial activities

2. Self-consciousness of the teacher and the structure of pedagogical activities

3. Pedagogical abilities and pedagogical skills of the Higher School teacher

4. DYDATIC AND PEDAGOGICAL MASTER OF THE TEACHER OF HIGH SCHOOL

Chapter 5. Forms of the organization of the educational process in high school

2. Seminar and Practical classes in VS

3. Independent work of students as the development and self-organization of the personnel of the student

4. Basics of pedagogical control in high school

Chapter 6. Pedagogical Design and Pedagogical Technologies

1. Stages and forms of pedagogical design

2. Classification of higher education technologies

3. Modular constructing of discipline and rating control

4. Intensification of training and problem learning

5. Active learning

6. Business game as a form of active learning

7. Euristic teaching technologies

8. Technology of iconic-contextual education

9. Technologies for educational training

10. Information Technology Training

11. Remote Education Technologies

Chapter 7. Fundamentals of lecture courses

Chapter 8. Basics of the Communicative Teacher's Culture

Chapter 9. Pedagogical Communication

Psychology of higher school

Chapter 1. Features of the student's personality

Chapter 2. Personality Typology Student and Teacher

Chapter 3. Psychological and Pedagogical Study Study

Appendix 1. Psychological schemes "Individually and psychological features of the individual"

Appendix 2. Psychological schemes "Communication and socio-psychological impact"

Chapter 4. Psychology of Vocational Education

1. Psychological foundations of professional self-determination

2. Psychological correction of the student's personality with a compromise choice of profession

3. Psychology of professional formation of personality

4. Psychological Features of Student Training

5. Problems of improving the progress and reduction of students

6. Psychological foundations of the formation of professional systemic thinking

7. Psychological features of the education of students and the role of student groups

Application. Psychological schemes "Social phenomena and formation of the team"

Bibliography

Pedagogy of higher education

1. Modern development of education in Russia and abroad

1. 1 The role of higher education in modern civilization

In modern society, education has become one of the most extensive spheres of human activity. It employs more than a billion students and almost 50 million teachers. The social role of education increased noticeably: the prospects for the development of humanity are largely dependent on its orientation and effectiveness. In the last decade, the world changes its attitude to all types of education. Education, especially higher, is considered as the main, the leading factor of social and economic progress. The reason for such attention is to understand the fact that a person who is able to find and develop new knowledge and adopting non-standard solutions is the most important value and fixed capital of modern society.

All this makes it quite obvious that in overcoming the crisis of civilization, in solving the most acute global problems of humanity, a huge role should belong to education. "It is now generally accepted - it says in one of the UNESCO documents (report on the status of world education for 1991 Paris, 1991) - that the policy aimed at combating poverty, reduce child mortality and improving society health, environmental protection, Strengthening human rights, improving international understanding and enrichment of national culture will not give an effect without an appropriate strategy in the field of education. There will be no avail efforts to ensure and maintain competitiveness in the field of advanced technology. "

But at the same time, in the last 10-15 years in the world, everything more persistently make themselves to know the problems that cannot be resolved within the framework of reforms, i.e. As part of traditional methodical approaches, and more and more often talk about the global crisis of education. The established educational systems do not fulfill their function - to form creative strength, constructive forces of society. In 1968, the American scientist and the Enlightenment Worker of F. G. Kumbs, perhaps for the first time gave an analysis of the unresolved problems of education: "Depending on the conditions established in various countries, the crisis is manifested in different form, stronger or weaker. But its inner springs in The same extent appear in all countries - developed and developing, rich and poor, has long been famous for their educational institutions or with the great difficulty creating them now. " Almost after 20 years, in the new book "View from the 80s", he also concludes about the exacerbation of the crisis of education and that the overall situation in the field of education has become even alarming.

The statement of the crisis of education from scientific literature has passed into the official documents and statements of statesmen.

The essence of the global crisis is seen primarily in the orientation of the current education system (the so-called supporting training) in the past, its focus on past experience, in the absence of a future orientation. This thought is clearly traced in the brochure V.E. mentioned in the list of literature Shukshunova, V.F. Tabled, L.I. Romanekova and in the article O.V. Dolzhenko "Useless thoughts, or once again about education."

In our country, education crisis has a dual nature. First, it is a manifestation of the global crisis of education. Secondly, it occurs in the situation and under the powerful impact of the crisis of the state, the entire socio-economic and socio-political system. Many are thinking about whether to begin the reforms of education correctly, in particular, the highest school, it is now, in the context of such a complex historical situation in Russia? The question arises, do they need at all, because the higher school of Russia is undoubtedly, has a number of advantages compared to higher schools in the US and Europe? Before answering this question, we list the positive "developments" of the Russian Higher School:

It is able to train personnel in almost all directions of science, technology and production;

The scale of training of specialists and the provision of personnel is one of the leading places in the world;

It has a high level of fundamental training, in particular on natural science disciplines;

Traditionally focused on professional activities and has close contact with practice.

These are the advantages of the Russian educational system (higher education).

In modern conditions, the country requires such specialists who are not only "produced" today, but for whom, our educational system has not yet created a scientific and methodological base;

Free training of specialists and incredibly low pay for their work devalued the value of higher education, its elitism in terms of the development of the intellectual level of personality; its status to ensure personality a certain social role and material support;

Excessive passion for professional training came to the detriment of the general spiritual and cultural development of the individual;

The average approach to the personality, the gross production of "engineering products", the abnormality of the decades of intelligence, talent, morality, professionalism led to the degradation of moral values, to the deunity of society, the fall of the prestige of a highly educated person. This drop was materialized in the Pleiad of Moscow and other janitors with university education, as a rule, individuals extraordinary;

Totalitarian education management, superchangealization, the unification of the requirements suppressed the initiative and responsibility of the teaching corps;

As a result of the militarization of society, the economy and education, a technocratic idea of \u200b\u200bthe social role of specialists, disrespect for nature and man was formed;

Isolation from the world community, on the one hand, and the work of many industries on foreign samples, import purchase of whole plants and technologies - on the other, distorted the main function of the engineer - the creative development of fundamentally new equipment and technology;

Economic stagnation, the crisis of the transition period led to a sharp decline in financial and the material support of education, the highest in particular.

Today, these negative characteristics especially aggravated and have completed a number of other quantitative, emphasizing the crisis of higher education in Russia:

There is a steady tendency to reduce the number of students (in 10 years the number of students has decreased by 200 thousand);

The existing higher education system does not ensure the country's population of the same opportunities for training in universities;

A sharp decline in the number of the teaching corps of higher education is noted (most of them are leaving to work to other countries) and much more.

Widespread development of municipal forms;

Direct participation of universities in the development and implementation of state educational policy;

Providing universities broader rights in all spheres of their activities;

Expansion of academic freedoms of teachers and students.

So, the main objectives of the reform of the university education system are reduced to solving the problem of both meaningful and organizational and managerial nature, developing a balanced state policy, its orientation on the ideals and interests of Russia updated. And yet, what is the main link, the core, the basis of the withdrawal of Russian education from the crisis?

Obviously, the problem of long-term development of higher education cannot be solved only by reforms of organizational and management and meaningful nature.

In this regard, everything more persistent is the question of the need to change the paradigm of education.

We have discharged on the concept developed by scientists of the International Academy of Sciences of the Higher School (ANVH) V. E. Shukshunov, V. F. Tedishev, etc. In their opinion, the scientific origins of the new educational policy should be sought in three areas: education philosophy, sciences About man and society and "practitioner theory."

The education philosophy should give a new idea of \u200b\u200ba person's place in the modern world, about the meaning of his being, about the social role of education in solving key problems of humanity.

So, the fundamental basics of education are indicated. What are the directions of development of the intended paradigm of education?

The meaning is that it is necessary to humanize the activities of professionals. And for this you need:

First, revise the meaning of the concept of "fundamentalization of education", invested in it a new meaning and including knowledge of human and society in the main base. In Russia, this is not a simple problem;

Secondly, the formation of systemic thinking, the unified vision of the world without separation to "physicists" and "lyrics" will require the oncoming movement and rapprochement of the parties. Technical activity must be humanized. But the humanities should take steps towards the development of universal values \u200b\u200baccumulated in the scientific and technical sphere. It was the tear of technical and humanitarian preparation that led to the depletion of the humanitarian content of the educational process, a decrease in the creative and cultural level of a specialist, economic and legal nihilism, and ultimately to reduce the potential of science and production. The famous psychologist V. P. Zinchenko so determined the emptying effect on the human culture of technocratic thinking: "There are no categories of morality, conscience, human experience and dignity for technocratic thinking." Usually, speaking of humanitarianization of engineering education, only an increase in the share of humanitarian disciplines in the university curriculums. At the same time, students are offered various art historical and other humanitarian disciplines, which is rarely directly related to the future activities of the engineer. But this is the so-called "external humanitarianization". We emphasize that in the environment of the scientific and technical intelligentsia, the technocreciety of thinking is dominated, which "absorb" students from the very beginning of their studies in the university. Therefore, they relate to the study of humanitarian disciplines as something secondary, showing sometimes frank nihilism.

Recall once again that the essence of humanitarianization is seen primarily in the formation of the culture of thinking, the creative abilities of the student based on a deep understanding of the history of culture and civilization, the whole cultural heritage. The university is designed to prepare a specialist capable of constant self-development, self-improvement, and the richer will be his nature, the brighter it will manifest themselves in professional activities. If this task is not solved, then as the Russian philosopher G. P. Fedotov wrote in 1938, "... there is a perspective of industrial, powerful, but soulless and confused Russia ... Naked soulless power is the most consistent expression of Capain , cursed by the God of civilization. "

So, the main directions of the reform of Russian education should be a turn to man, appeal to his spirituality, the fight against science, technocratic snobbery, integration of private sciences.

The main directions of reform in the field of science:

Turn to man

Fight technocratic snobs

Integrate private sciences

The necessary conditions

Revival of prestige of education

Active perception of sciences about man and society

Democratization, demilitarization, deideologicalization

Orientation on post-industrial development technology

Main federal interests

Harmonious and free development of members of society

Lifting and enrichment of the moral and intellectual potential of the nation

Providing a market multi-way economy by high-level professionals

At the same time, the Russian education development program must contain mechanisms guaranteeing:

The unity of the federal educational space;

Open perception and understanding of the entire palette of global cultural and historical and educational experience.

1.2 Place of Technical University in Russian Educational Space

The implementation of the ideas of the reform of higher education requires an adequate change in the types of higher educational institutions. In this regard, a number of Russian polytechnic universities received the status of technical universities to which high demands are presented. In the history of domestic higher education, a number of examples of technical universities can be distinguished. One of the representatives of technical universities is universities historically approaching the tops of university education through the engineering products being created. Such universities include the Moscow Technical University, known for its fundamental and high ranking at the world level. Other types of universities are represented by Polytechnic institutions that were created in the idea of \u200b\u200bYu. S. Witte as technical universities. Such universities include the oldest polytechnic universities in Russia - Yurgu (NPI) and SPbGTU. A group of technical universities who received this status recently developed as a number of industry, and sometimes multi-sectoral universities, which, by virtue of their development, turned into centers of science, education and culture, where education is combined with scientific research.

Technical University is an elementary educational institution both in terms of the preparedness of pedagogical personnel and in terms of the level of intellectual development of students. University on a competitive basis can do anyone. However, if the difficulties of intellectual or any other order make it impossible to continue study in this educational institution, the developed mechanisms of socially acceptable selection, the flexible educational system, the leading link of which is the university, allow persons who left him to complete education in another educational institution.

Therefore, the Technical University is formed as a leading link of continuous vocational education in the region, uniting functionally educational institutions of various levels. Sharing students between these institutions encourages the university to create a significantly more flexible system of the educational process, capable of some restrictions at the entrance to assimilate the influx of students from other educational institutions and purposefully produce student outflows to other educational institutions. One way to solve this problem is the creation of a multi-level qualific system of fundamental education for each of the integrated directions of science and technology, the levels of which are responsible various quality qualitate learning and determine the possibility of choosing a student further educational path at the university or beyond.

1. 3 Fundamentalization of Education in Higher School

Millennium frontier is considered by modern world science as a transitional period from the civilization of the industrial to civilization of the post-industrial. As shown by the two past decades and all distinct the detective trends, the main features of the post-industrial development of the world community and the new technological method of production are:

Humanization of technology, manifested in both the structure and the nature of its use; The production of technique that meets the needs of a person who gives the work is more creative character;

Increase in the high-tech production, the priority of high-tech, using the achievements of the fundamental science of technical systems;

Miniaturization of technology, deconcentration of production programmed on a quick response due to rapidly changing technology and demand for products;

Environmentalization of production, rigid environmental standards, the use of waste-free and low-waste technologies, integrated use of natural raw materials and its replacement synthetic;

Simultaneous location and internationalization of production based on local technical systems, exchange of finished products; Strengthening integration ties between regions and countries focused on meeting the demand, which in turn increases the mobility of the population and the possibility of work of specialists in various regions and countries.

All this together dictates new requirements for the education system, including the strengthening of its humanitarian and fundamental component, increases the share of the principles of fundamentalization and humanization of higher professional education, increases the need to integrate fundamental, humanitarian, special knowledge, providing a comprehensive vision by a specialist of his professional activities. In the context of future technological and social change.

The core of the post-industrial technological method of production is three interrelated basic directions - microelectronics, computer science and biotechnology. However, all achievements in these areas of science should be based on noospheric thinking, universal values, protecting the human personality from the negative effects of technology.

The upbringing of a multidimensional creative personality in the university should be implemented through the optimal combination of fundamental, humanitarian and professional disciplines, their interpenetration based on interdisciplinary bonds, integrated courses, interdisciplinary forms of control, ensuring the formation of a holistic consciousness based on systemic knowledge.

The relevance of the fundamentalization of higher education

Preparation of highly qualified professionals always remains the most important task of the highest school. However, at present, this task is no longer possible without fundamentalization of education. This is due to the fact that scientific and technological progress has turned fundamental sciences in the immediate, permanent and most effective moving force Production, which applies not only to the latest high-tech technologies, but also to any modern production.

It is the results of fundamental studies that provide a high pace of development of production, the emergence of completely new branches of technology, the saturation of production by means of measurements, research, control, modeling and automation, which were previously used exclusively in specialized laboratories. All wider are involved in the production that were previously considered very far from the practice of achieving such areas of knowledge as relativistic physics, quantum mechanics, biology, laser and plasma physics, physics of elementary particles, etc. More and more fundamental theories begin to be used for practical purposes, transforming into engineering theories. The competitiveness of the most prosperous firms is largely provided with fundamental developments in research laboratories under firms, at universities, in a variety of scientific and technical centers, up to powerful technoparks. More and more fundamental studies initially include access to specific applied and commercial purposes.

In addition, fundamentalization of education effectively contributes to the formation of creative engineering thinking, a clear idea of \u200b\u200bthe place of its profession in the system of universal knowledge and practice.

If the university does not form the ability to develop the achievements of fundamental sciences and creatively use them in engineering activities, he will not provide its pets the necessary competitiveness in the labor market. Therefore, in the modern technical university, from the first year, the desire of students should be cultivated to the deep development of fundamental knowledge.

Over the past 2-3 decades, it was finally imposed on the basis of fundamental sciences New scientific direction - Modern natural science. It is built with a comprehensive, theoretically reasonable, in many parts is empirically confirmed, having a powerful predictive force model of the Universe. Built with this model, the modern picture of the world eliminated the disadvantages of the previous similar constructions and continues to be improved. She gives a clear idea of \u200b\u200bthe world in which he lives, about his place and roles in this world. Based on the cosmological principle of the unity of the whole non-living, living and thought, she successfully created a scientific base for high morals based on solid knowledge, and not on the unique faith As a result, the modern scientific picture of the world, built by fundamental science, became an integral part of universal culture, extremely strengthening the relationship between the areas of culture and science within the framework of modern civilization. Therefore, the relationship between the humanitarian and fundamental components of the highest technical education. Only on this basis, the highest school will be able to form the high personal qualities of the graduate necessary for him for fruitful professional activities in modern conditions.

Source theoretical provisions

As the initial theoretical position of the fundamentalization of education, the idea of \u200b\u200bthe unity of the world is accepted, manifested in the universal relationship in the sphere of non-living, living, spiritual. The unity of the world is manifested in the unity of the cultural, scientific and practical spheres of civilization and, as a result, in the organic bonds of natural science, humanitarian, technical sciences. These ties will inevitably be reflected in the models of specialists, curricula, programs, textbooks and the organization of the educational process. From here, the need to form a new model of education system in a technical university, which is based on rethinking the relationship of the fundamental and technical components, the formation of multi-level integration of technical and fundamental knowledge.

Fundamental sciences are natural sciences (i.e. sciences about nature in all its manifestations) - physics, chemistry, biology, science on space, land, man, etc., as well as mathematics, informatics and philosophy, without which it is impossible Deep understanding knowledge of nature.

In the educational process, each fundamental science corresponds to its discipline, which is called fundamental.

Fundamental knowledge is knowledge of the nature contained in the fundamental sciences (and fundamental disciplines).

Fundamentalization of higher education is a systematic and comprehensive enrichment of the educational process by fundamental knowledge and methods of creative thinking developed by fundamental sciences.

Since the overwhelming part of the applied sciences arose and develops on the basis of the use of laws of nature, the fundamental component has almost all engineering disciplines. The same can be said about many humanitarian sciences. Therefore, almost all disciplines studied by a student should be involved in the fundamentalization process throughout their studies. Similar thought is also fair for humanitarianization. The above is the basis of the principled possibility and practical feasibility of integrating the humanitarian, fundamental and professional components of the preparation of the engineer.

Fundamentalization of higher education implies its constant enrichment of the achievements of fundamental sciences.

Fundamental sciences are learning nature, and applied creating something new, and solely on the basis of fundamental laws of nature.

The fact that applied sciences arise and develop on the basis of the ongoing use of the fundamental laws of nature, makes general professional and special disciplines also carriers of fundamental knowledge. Consequently, the process of fundamentalization of higher education should be involved along with natural scientific general-professional and special disciplines.

Such an approach will ensure the fundamentalization of the student's training at all stages from the first to fifth courses.

1.4 Realities of post-industrial civilization and new value orientations of Russian education

In the social structure of the global community of the XXI century. In one of the basic social groups will include employees of the sphere of reproduction - workers, technicians, programmers, scientists, designers, engineers, teachers, employees. As can be seen from the list given, its main part is graduated by specialists. Political relations, adequate post-industrial civilization, and changes in the state-legal sphere create prerequisites for the participation of social groups in public life up to entry into management of state structures.

In the transition period, the role of personality increases, the processes of humanization of society are intensified as a guarantor of its survival in the context of the crisis of industrial civilization. All this can not not affect the formation of priority areas and value orientation of higher professional education.

The value dominants of Russian education, actualized in the professional and social activities of specialists, are determined by the realities of the transition period from the crisis of the industrial crisis to the formation of post-industrial civilization.

So, the development of high technologies, their rapid change implies the priority development of the creative and projective abilities of the student.

Reducing the intellectual potential of science requires improving the quality of training of specialists, its fundamentalization.

The universal environmental crisis poses before education, and especially engineering, the task of changing the universal environmental consciousness, education of professional morality and the orientation of specialists for the development and use of environmentally friendly technologies and industries.

The information revolution and transformation of society in the information society dictate the need to form information culture of students, information protection against harmful influences The media and at the same time requires strengthening the information orientation of the content and widespread introduction of information technologies in the educational process.

The lag of the pace of development of public consciousness from the rapid development of global problems of humanity requires alignment of their dynamics, in particular through the education system, the formation of educated planetary thinking, the introduction of new disciplines, such as system modeling, synergetics, prognostics, globalism, etc.

The leveling of the dynamics of the technological and social development of society is primarily due to the formation of a new worldview paradigm, refusal to the anthropocentrism and the formation of new holistic world-upsion, noospheric consciousness, new value orientations based on the general systemic dominant, which does not in any way contradict the revival of the national self-consciousness, but only Cleans it from chauvinistic and nationalist layers.

All these processes primarily relate to the education system and are directly related to the enhanced educational component of education, spiritual and moral education Youth through knowledge and beliefs.

The role of the educational component of Russian vocational education is especially high, for it is it that it will be a protective system of society that can instill in the generations of specialists of the XXI century. moral qualities necessary for the future successful development of the Russian state.

The negative consequences of the rapid and sudden entry of Russia into the market, the collapse of the totalitarian society and its moral values \u200b\u200bwere intensified in the youth environment such negative social phenomena as egocentrism, group egoism, moral damage, a complex of social inferiority, a sharp drop in the scale of moral values, disbelief in social progress, Uncertainty, etc.

Similar students' moods will have to overcome the teaching corps of higher education, amplifying educational work with students.

Today there are no social instruments, youth organizations dealing directly to the problems of upbringing. Education should permeate the learning process. Its content and procedural characteristics must comply with the new educational paradigm, strategy and tactics of the development of Russian education.

Every teacher today requires personal and professional abilities * to make adjustments to their activities or develop a fundamentally new individual pedagogical trajectory.

* The term "ability" from the Fratsus "Habile" - skillful, clever, skillful. It means the acquisition of qualifications that meet modern requirements.

All of the above confirms the importance of humanization and humanitarianization of higher education.

1.5 Essence of the concepts of "Humanization" and "Humanitarianization"

Under the humanization of education it is understood as the process of creating conditions for self-realization, the self-determination of the student's personality in the space of modern culture, creating a humanitarian sphere in the university, who contributes to the disclosure of the creative potential of the personality, the formation of noospheric thinking, value orientation and moral qualities with their subsequent actualization in professional and social activities.

Humanitarianization of education, especially technical, involves the expansion of the list of humanitarian disciplines, deepening the integration of their content to obtain systemic knowledge.

Both of these processes are identical, complement each other and should be considered in relationships, integrating with the processes of fundamentalization of education.

Concepts of humanization and humanitarianization in a technical university

It is obvious that in technical universities, solving the problem of humanitarianization, it is necessary to seek the penetration of humanitarian knowledge into natural science and technical disciplines, enrichment of humanitarian knowledge by natural scientific and fundamental components. The main provisions of the concept of humanization and humanitarianization can be attributed:

An integrated approach to the problems of humanization of education, which involves a turn to a holistic person and to a holistic human being;

Humane technologies of learning and education of students;

Training on the border of humanitarian and technical spheres (on the border of living and non-living, material and spiritual, biology and technology, technology and ecology, technology and living organisms, technology and society, etc.);

Interdisciplinary in education;

The functioning of the cycle of socio-humanitarian disciplines in the university as a fundamental, source educational and system-processing;

Overcoming the stereotypes of thinking, the statement of humanitarian culture.

What should be the criteria for humanization of education? Unanswered to this question, it is impossible to make a solution to the problem of humanitarianization of Russian education. As such criteria allocated:

1. Mastering universal values \u200b\u200band methods of activity contained in humanitarian knowledge and culture.

2. Mandatory availability of in-depth language training, while the linguistic module becomes an integral part of the entire humanitarian complex.

3. Humanitarian disciplines in the total volume of disciplines under study should be at least 15-20% for non-humanitarian educational institutions and their percentage should increase.

4. Elimination of interdisciplinary gaps both vertically and horizontally.

Currently, there are illusory intergovernmental bonds of natural science, technical and humanitarian disciplines, on the one hand, and disciplines within the humanitarian cycle - on the other. In addition, the narrow orientation of the formation led to the fact that the knowledge system, skills and skills of students of all steps (school, dusses, universities) is a conglomerate of poorly related information about nature, a society, a person who is as poorly used by students in practice, Independent development of knowledge, self-development.

Humanitarianization of education involves increased attention to the expansion of the nomenclature of educational disciplines of the humanitarian cycle and at the same time enrichment of natural science and technical disciplines with the material revealing the struggle of scientific ideas, the human fate of the discovery scientists, the dependence of socio-economic and scientific and technological progress from the personal, moral qualities of a person, his creative abilities.

Thus, the prospect of updating and actualization of humanitarianization of education is associated with the interpenetration of natural science and humanitarian disciplines, on the one hand, and on the other, with the strengthening of the role of humanitarian education.

Speaking of humanization and humanitarianization of higher technical education, we must keep in mind that engineering education in the XXI century. Be sure to take into account the new relationship of engineering activities with the environment, society, man, i.e. Engineer's activities should be humanistic. Because of this, in technical universities and universities, special attention should be paid to the philosophy of technology, since it differs significantly from the philosophy of science. While the philosophy of science ultimately revolves around the question: how to assess the scientific truth and what is the meaning of this truth, the technology philosophy revolves around the question of the nature of the artifact, i.e. Made by man.

By virtue of this, the fundamental scientific problem to be understood, for technical universities is: "What is the nature of what we create, and why do we do it?" And this is one of the tasks of technology philosophy. Responding to the above questions, the philosophy of technology claims that they must wear a humane nature, not be hostile nature, society, a person; They must be harmonized with them.

The creation of such "humanistic" technologies implies a change in the view of their creators to the essence of its activities. The only way to change the view of engineers and other technical workers is lying through humanization and humanitarianization of education.

Humanitarian knowledge includes sciences about a person, science of society, the science of human and society cooperation, the prognostics of public processes and the development of human nature.

The main focus in organizing the educational process in universities should be interdisciplinary in training, the basis of which is the interdisciplinary nature of modern knowledge. Two directions are dominated here:

1) intensive input into purely technical universities of the physicial cycle disciplines;

2) enrichment of humanitarian specialties and disciplines the basics of technical and natural scientific knowledge and vice versa.

This path of learning through an interdisciplinary approach contributes to the formation of globalization and non-standard students, the ability to solve complex problems arising at the junction of various areas, to see the relationship of fundamental research, technology and the needs of production and society, to be able to evaluate the effectiveness of one or another innovation, to organize its practical implementation .

In the formation of specialists, engineers of a new type, humanitarian preparation affects the essence of their creative activity not only in the technical, but also in the social, environmental and economic spheres. The existing education system in technical universities of Russia does not give an engineer to understanding the technologies of effective social interaction and communicative culture.

Until now, there is a sharp separation in Russia and even the opposition to the humanitarian and technical spheres of activity, thinking and education. The Russian education system is divided into two weakly interacting parts: humanitarian and technical. This is the painful problem of Russian education, which is still not possible to solve properly, whereby the engineer's activities are practically not fertilized by the humanistic spirit of creativity.

Technical University of the Future - Humanitarian University, i.e. University of Unified Culture of Humanity, because in the XXI century. There will be a rapprochement of engineering and humanitarian activities, their new relations with the environment, society, man will be established, there will be a further convergence of biology and technology, living and non-living, spiritual and material. In the future, the engineer without serious humanitarian preparation can not do. That is why humanitarianization of education in general, and especially technical, is a primary task for the Russian higher education. The solution to the problem of humanitarianization of education in the technical universities of Russia should be carried out in the following areas:

| Expansion of the nomenclature of the physicitarian module disciplines (see the structure of the main training modules in the modern technical university);

| Ensuring the interpenetration of humanitarian knowledge and non-humanitarian disciplines (natural and technical);

| Enrichment of natural science and technical disciplines with knowledge revealing the struggle of scientific ideas, the human fate of the discovers, the dependence of the socio-economic and scientific and technological progress from the personal, moral qualities of a person, its creative abilities;

| Interdisciplinary in education;

| Learning to solve scientific and technical problems at the border of technical and humanitarian spheres;

| Ensuring the possibility of obtaining students at the Technical University of the Second Humanitarian or Socio-Economic Specialty;

| Strengthening the preparation of engineers in legal, language, environmental, economic, ergonomic regions;

| Creation at the University of the Humanitarian Environment;

| Person-oriented training.

1.6 integration processes in modern education

Integration and systematic approach in the development of modern science

Scientific and technical revolution (HTR), who marked the second half of the past XX century. and the reason for the transition of humanity from industrial civilization to post-industrial, touched upon all the spheres of life and activities of human society, including education. His crisis state today suggests that this civilizational link is lagging behind in its development from the entire system. The essence of HTR helps to explain the causes of the education crisis and way out of it. Main features of the NGT:

The merger of scientific and technical revolutions; Scientific discoveries immediately become the basis of new technologies;

Transformation of science in productive force;

System automation production;

Replacement in the production of direct human labor with extradited knowledge;

The emergence of a new type of employee with a qualitatively new level of training and thinking;

Transition from extensive to intensive production. But the main feature is that the HTR has formed on the basis of the depth systemic relations of science, technology, production and caused by their indigenous coup in the productive forces of the Company with a decisive role of science. The basis for the NTR classification is the activities of the Company in the field of the three specified elements of the system. It is closely related to the social environment and significantly affects all sides of the life of modern society. Education, culture, human psychology are in relationships and interdependence, representing elements of one system: Science - Technique - Production - Society - Man - Wednesday. In the development process, changes occur in all units of the system. Considering the NTR as a comprehensive self-organizing open system, it is easier to understand the causes of the failure in a particular subsystem and the patterns of development, leading to its alignment.

One of the most important consequences of HTR is the transformation of the personality, its role in scientific and technological progress and to eliminate the negative effects of HTR through the creation of a new living environment and the development of other needs, which in turn predetermined the choice of a new, personal-oriented educational paradigm.

The modern revolutionary development of scientific knowledge is characterized by the following features:

Differentiation of Sciences is combined with integrative processes, synthesis of scientific knowledge, complexity, transfer of research methods from one area to another;

Only on the basis of the integration of the findings of private sciences and the results of research of specialists different regions Knowledge is possible comprehensive system lighting of the scientific problem;

Sciences are becoming increasingly accurate due to the widespread use of the mathematical apparatus;

Modern science is rapidly developing in time and space. The gap is reduced between the emergence of a scientific idea and its introduction into production;

Today scientific achievements are the result of collective activities, the object of social planning and regulation;

The study of objects and phenomena is carried out systemically, comprehensively; A holistic study of objects contributes to the formation of synthetic thinking.

These features of modern science, where the main principles of scientific research are the integration and systemic approach, help to understand the patterns and prospects for the development of modern education as one of the audience of the HTR key link.

HTR led to a change in the goals and meanings of education. In one of the previous sections tutorial It was said about a new educational paradigm. In this context, we will only briefly remind about the main goal of modern education, prognostic, on the preparation of specialists capable of projective determination of the future, on the cultivation of the intellectual elite of the country, on the formation of a creative person, a holistic perceive world capable of actively influenced the processes occurring in social and Professional spheres.

Back in 1826, I. G. Pestalozzi considered education as harmonious and equilibrium development in the process of training and education of all human strength. The modern development of education as the system should be implemented through the systemic knowledge necessary to develop a holistic, systemic thinking. These knowledge can be obtained on the basis of integrating humanitarian, fundamental and technical sciences and must be focused on the global level of science.

This approach implies first of all the multidimensionality and unity of education, the simultaneous and equilibrium functioning of its three components: training, education, creative development of the individual in their relationship and interconnection. Modern education It needs to develop a new methodology, a global theory in which all links of the educational system are becoming an object of research in their interaction with the community and man. UNESCO introduced the term "Edukology", under which the methodology of education is meant. UNESCO's work language is French, and therefore it makes sense to refer to these words. In French "Education" means "upbringing". Therefore, it is possible to consider the epukology as a science on education, "cultivation" in the education system, in a holistic creative person, aware of themselves by the subject of activities in the surrounding world.

By definition, V. Kinelev (higher education in Russia. 1993. No. 1), EduKology - Science "On the principles of formation of an educated person and identify fundamental knowledge as part of universal culture, on the one hand, and is the basis for training - on the other."

In this definition, the inextricable relationship between fundamental, humanitarian and professional knowledge in the educational process is clearly traced. The systematic approach to education makes the principle of integrity, integacity fundamental in the development of its methodological foundations.

1.7 Synergetic approach and system analysis in modern education

Thanks to the great discoveries of the second half of the XX century. In the field of natural sciences in the 70s. There is a new interdisciplinary scientific direction of "synergetics", which convincingly confirms the community of patterns and principles of self-organization of various complex macrosystems - physical, chemical, biological, technical, economic, social. The modern scientific picture of the world and achieve synergetics opens up wide opportunities for modeling educational processes With the help of methods and approaches that traditionally applied to natural and accurate sciences.

In forecasts, the prospects for the development of education should be based on the principles of the complementarity of the natural scientific methodological tradition and humanitarian methods of knowledge.

The specificity of the interdisciplinary knowledge methodology is the primacy of integrative, synthesizing trends.

Such an approach contributes to the restoration of holistic ideas about the world, the picture of the world as a single process. Integration of knowledge based on interdisciplinary bonds makes it possible to cover linear bonds horizontally and point vertically, catch not only the sequence, but also simultaneously of these ties and recreate new, more high level Holistic vision of any problems, situations, phenomena in the entire imperiousness, multi-mindedness.

Doubleness "Nature - Culture", which includes all forms of earthly life, is characterized by four basic signs: archetyphetic, antithetic, holographicity, cyclicity. They reflect the openness of the world and apply to all elements of the system: both to the DNA molecule, and the world of nature, and to the technosphere, and to a single cultural field whose subsystem is education. This versatility is reflected in the fourth principle of the wise men of the Ancient East: "Everything is all, everything is in everything, everything is always there, everything is everywhere."

The synergistic approach to education opens up the possibilities of self-awareness of the need to judge a particular cultural phenomenon, and in this context of education in accordance with the surgaziness, with a given historical and cultural state of society or a well-established system of scientific criteria.

One of the most important features of modern knowledge consists in a detailed discussion of fundamental, ideological, philosophical, cognitive and methodological problems, which is a necessary condition for the formation of new ideas of science. Various methods Mastering the world (art, philosophy, science, etc.) give the possibility of multidimensional vision of the problem. That is why today the determining trend of the cognitive process is integration.

Modern education, based on the integration of various methods and various sciences, contributes to a holistic awareness of the world and the growth of the creative potential of the personality: the coevolution of a person, nature and society determines the moral principles for the harmonization of their coexistence, and in the environment of education - waste from the subjectence of scientific knowledge as a means of learning efficiency and find optimal ways to integrate knowledge. Differentiated ready-made knowledge forms reproductive thinking. Integration of knowledge is impossible without the use of creative efforts. The synergistic approach to education involves the development of variable models of the educational process and the content of courses, the fundamental principles of which will be integration and creative development of the individual. The synergistic approach to education organically fits the method of system analysis. The main thing in it is a logically reasonable study of the problem and the use of the relevant methods of its decision that can be developed within the framework of other sciences. Systemic analysis involves interdisciplinary. The scientific picture of the world is recreated by the method of system analysis and is a model based on these specific sciences about nature and society. Systemic analysis is not only a methodological basis for scientific research and the development of new technical and managerial decisions. It can be regarded as a toolkit for rational mastering knowledge, comprehension of their nature, ways to memorize and systematization. He helps to understand new knowledge. Mastering system analysis skills contributes to the formation of creative thinking, reintegration of information at a new qualitative level with understanding systemic links. One ancient sage argued that the ounce of knowledge is worth a pound of information, and the oz of understanding is a pound of knowledge. Only well-understood knowledge gives a qualitative increase in person. Speaking of understanding, a logical understanding should be distinguished, providing reproductive assimilation of information, and deep understanding, i.e. Comprehensive mastering the subject of reflections, in which the "speculation" and creative activity becomes possible.

Integrative type of knowledge

Today in the highest school-oriented research and block construction of disciplines, it is difficult to create a modern holistic idea of \u200b\u200bscience in students. Antended trends in the development of higher education, in which integrative processes are clearly viewed, are beginning to be implemented in the advanced universities of Russia of the university type, where there are powerful scientific schools, physical and mathematical and humanitarian faculties. How can students have a holistic idea of \u200b\u200bscience, what disciplines and the forms of the organization of the educational process will help them develop an integral type of knowledge? Psychologists have no consensus on modern thinking styles. It is possible to give as an example the classification of A. I. Subetto, which highlighted the following styles: synthetic - at the level of the system approach;

Theoretical, applied when searching for solutions;

Pragmatic, intermediate between the first two;

Analytical - formal logical methods;

Realistic - inductive-empirical methods.

In practice, these styles are most often combined. Thinking style is directly related to the modern scientific picture of the world. In the history of the development of science, every picture of the world - mechanical, relativistic - corresponds to its style of thinking. IN modern science An example of the highest form of knowledge systematization is the scientific picture of the world (NKM). The Higher School introduced an NKM course, which plays an important role in the formation of an integral type of students' knowledge. The scientific picture of the world performs three functions in education:

Ideological, as an integral part of scientific knowledge;

Combining all theories, it systematizes knowledge in the content of education;

Forms modern, systemic and dialectical types of thinking.

V.N. Speitsadel believes it is appropriate to divide the process of formation of the scientific painting of the world into two stages. In the first, preparatory, stage, during the whole training, it is desirable to introduce issues related to the NKM into substantive material. In the second, final, stage, he recommends reading a special NKM course to systematize all the knowledge gained earlier. At the same time, in the process of studying the integration rate of the NKM, a holistic knowledge is formed, which is more and more fully than each theory separately. Students are becoming the formation of systemic thinking based on a conscious assimilation, reflection of systemic links and block storage of knowledge in memory.

In the process of studying integrative courses, students know the nature of knowledge, ways to memorize, systematization, structure scientific theoriesAnd most importantly, they acquire the ability to systemic thinking, the understanding of new knowledge according to the known structures of scientific theories.

The integrative type of knowledge is formed in the educational process of higher education, combining direct experience, systemic thinking, a non-trivial approach to the problem, intuition.