The Constitution of the meaning of education and the cultural-semiotic environment ‒ mainstream revolution in modern pedagogy

Abstract

The article deals with two main topics: an attempt is made to characterize the meaning of modern education and introduce the concept of a cultural-semiotic environment, the concept of which is proposed by the author and a group of methodologists and practitioners of pedagogy. The idea of the meaning of education is briefly explained, the process of meaning formation is set in more detail. Characterizing this process, the author analyzes one case and shows that meaning formation allows solving problematic situations by constructing narratives (schemes, metaphors, symbols, etc.) and a new objectivity; as a result, a new reality is created, as well as conditions for new activities. To define the meaning of modern education, the concept of an educational environment (as formed in education, related to pedagogical communication, semiotic loaded) is introduced. In addition, the current situation in the field of education is described. The leading position of the teacher is not the management and formation, but the support of the personality, stimulating and puzzling it, hints and help, organizing conditions and space for the student's activity and creativity, joint search for solutions, demonstration of their own position and work, willingness to discuss problems together with students and a number of other points that lie within the same reality. Four educational needs are analyzed, which form the appropriate pedagogical audiences: "universal" education, "specialized", "interest-based" and "missionary". The conclusion is made that the meaning of education is a complex field of meanings, assuming from the side of pedagogy and science the arrangement of the cultural and semiotic environment, and from the individual thinking, choice and actions. The complexity of building such a dual-use environment (providing the formation of an average type of person and the support of different types of personality) is that it should work for the four specified types of education, acquaint a developing young person with the main types of problem situations, and form the competencies necessary to resolve them.