Neoliberal Algorithm of Higher Economic Education as the Instrument for Deformation of Strategic Thinking

T. Hlushko
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引用次数: 1

Abstract

Neoliberal paradigm of higher education, which is dominating in today’s global world, orients everyone who studies economic science for compliance with standards of self-regulating free market and recognition of its key role in social economy. Such educational algorithm, in our opinion, significantly narrows the range for comprehension of strategic solutions in specific historical economic problems. In particular, limiting the horizons of professional economists and focusing their attention on the capabilities of only one economic ideology significantly restricts freedom of thought and freedom of choice for strategies of economic behavior. Also we should say that mixed types of economic evolution in developed countries are not practically determined by the theoretical postulates defended by neoliberalism. Thus, critical analyses and significant transformation of implemented in the 1990’s ideological platform are long ago actualized not only in theory, but mainly in the level of socio-economic practices. In our opinion, modern Ukraine needs a fundamentally new approach for organization of educational process in the field of higher economic education. And the main focus of transformation in educational sphere should be namely strategic vectors of comprehension for the future of the country. That is, we must clearly define which kind of professional economists we are educating and for what purpose: should they create and implement effective strategies of socio-economic development or just to reproduce borrowed economic scenarios, formed by external global actors? Our answer to this question requires providing of an academic condition for creating self-sufficient professionals who will be able to take responsibility for development and implementation of productive socio-economic strategies.
高等经济教育的新自由主义算法:战略思维变形的工具
高等教育的新自由主义范式在当今全球占主导地位,它引导每个研究经济科学的人遵守自我调节的自由市场标准,并承认其在社会经济中的关键作用。在我们看来,这种教育算法大大缩小了理解特定历史经济问题的战略解决方案的范围。特别是,限制专业经济学家的视野,将注意力集中在一种经济意识形态的能力上,严重限制了经济行为策略的思想自由和选择自由。我们还应该说,发达国家的混合类型的经济演变实际上并不是由新自由主义所捍卫的理论假设所决定的。因此,在20世纪90年代的意识形态平台上实施的批判性分析和重大转变,不仅在理论上,而且主要在社会经济实践层面早就实现了。我们认为,现代乌克兰在高等经济教育领域的教育过程组织需要一条根本性的新途径。教育领域转型的主要焦点应该是理解国家未来的战略载体。也就是说,我们必须清楚地界定我们正在培养哪一类专业经济学家,以及他们的目的是什么:他们是应该创造和执行有效的社会经济发展战略,还是只是复制外部全球行动者形成的借来的经济情景?我们对这个问题的回答要求提供一种学术条件,以创造能够自给自足的专业人员,他们将能够负责制定和执行生产性社会经济战略。
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