Concerning Modeling of Modern Professionalization and Self-Identification Systems in Higher Education

Abstract

The article deals with the hypotheses about possible modeling of self-identification and professionalization systems. It is supposed that, during the age of transfer to a new technological paradigm, imperatives of the industrial age and the age of labor specialization are now implied instead of being evident. Imperatives of specialization and qualification are now completed with the imperatives of competence and self-identification. This leads to fundamental changes in the system of professionalization. The hypotheses are completed with an empirical research of modeling the system of objectification for individual self-identification potential. The research demonstrated a fundamentally new possibility to distinguish individual typological styles in solving educational tasks. The authors decided to limit the research with a situation when a bank of educational tasks is formed based on social and engineering practical problems. As a result of the post-experimental concept the authors defined the typology of four intellectual styles. The fundamentals for the typology is the grounded theory method. The conceptualization of intellectual styles is proved by the cluster analysis results. Based on cluster analysis, sub-groups were revealed. They differ from each other by special intellectual preferences and cognitive styles of information processing. The assumption that modern education needs a complex system of tests that corresponds to the complexity of individual variability of a person, is proved and claims for further verification and conceptualization. Existential Anxiety of Religious Identity and Religious Extremism in Indonesian Muslims