Educational cultural-semiotic and private environment of a developing person's life activity (towards the construction of semantic reality and ultimate ontology for the sphere of new education)

Abstract

The article formulates the concept of an educational cultural-semiotic and private environment of a developing person's life activity. It is focused on new forms of education in the context of a change in the basic pedagogical paradigm and changes, which the author calls a "quiet revolution in education." The principles of the traditional and new paradigms of education are briefly characterized. The question is raised about the reality that will allow us to comprehend and link together the individual principles of the new paradigm: a student is a kind of centaur and a "social individual" and a "personality"; not individual characteristics, but different backgrounds and development trajectories; a combination of learning and independent activity (education that promotes in the future, the transition to self-education); search and formation of new forms of education; restoration of the meaningfulness of education in relation to goals and content; transition to reflexive contents. The author describes the image of culture that he developed in the process of many years of cultural studies and helped to see a new reality. But he called this reality not a culture, but an environment. The characteristics of such an environment are indicated, two levels of its constitution and description are distinguished - abstract (as reality) and more concrete (ontological). The latter is illustrated by the material of the problems of teaching mathematics. In conclusion, the criteria for demarcating competencies for new types of education are discussed: which area and tasks are responsible for, what forms of awareness take place, the nature and features of the current practice.