The conceptualization of new subjectivity and its manifestations in the education sphere in Ukraine

Гегеля, Канта, Рубінштейна
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Abstract

Authors demonstrate that the influence of globalization is contradictory with respect to the socio-cultural sphere and causes transformation of moral and ethical values and changes traditional manifestations of the human capital subjectivity. In this regard, the problem of a new subjectivity arises in scientific discourse, the understanding of which does not contradict the established concept of personality subjectivity, while at the same time supplementing it with the specific psychophysical features of the carriers of this subjectivity. A new subjectivity can manifest (and manifests) itself in a situational change in the ways of self-realization, depending on the circumstances. Under conditions of unpredictability of moral transformation, it is important to direct manifestations of subjectivity in favor of society, while simultaneously preventing negative consequences, and this mission should be performed by state institutions. Using the example of the educational sphere as the most important producer of human capital, it is proved that within the system itself there are carriers of a new subjectivity amongst the best representatives of the pedagogical environment, but they are still not enough for fundamental changes across the country, mainly because of bureaucratic obstacles to pedagogical creativity. It is assumed that the role of the state is crucial for the start of the desired changes in education, and it is advisable to focus on the priority efforts to improve the regulatory framework to release faculty’s creative potential and to provide institutions with modern resources for information and communication technologies. It is argued that in general the state policy of promoting positive manifestations of the new subjectivity will be effective if it relies on the interests of individuals and high-level groups of such subjectivity, using the modern capabilities of information and communication technologies to enhance network interaction between them. This is especially true during the global COVID-19 pandemic, since the activity of the carriers of a new subjectivity can contribute to the stabilization of society.
乌克兰教育领域新主体性的概念及其表现
全球化的影响在社会文化领域是矛盾的,它引起道德伦理价值的转变,改变了人力资本主体性的传统表现形式。在这方面,科学话语中出现了新的主体性问题,对它的理解与既定的人格主体性概念并不矛盾,同时又用这种主体性载体的特定心理物理特征来补充它。一种新的主体性可以根据具体情况,在自我实现方式的情境变化中表现出来。在道德转型不可预测的条件下,重要的是引导有利于社会的主体性表现,同时防止负面后果,这一使命应由国家机构来履行。以教育领域作为人力资本最重要的生产者为例,证明了在教育系统本身中,在教育环境的最佳代表中存在着一种新的主体性的载体,但它们仍然不足以在全国范围内进行根本变革,主要是因为官僚主义对教育创造力的阻碍。人们认为,国家的作用对于开始期望的教育变革至关重要,建议将重点放在改善监管框架上,以释放教师的创造潜力,并为机构提供信息和通信技术的现代资源。本文认为,一般来说,促进新主体性积极表现的国家政策,如果依靠这种主体性的个人和高层群体的利益,利用信息和通信技术的现代能力,增强他们之间的网络互动,将是有效的。在2019冠状病毒病全球大流行期间尤其如此,因为新主体性载体的活动可以促进社会的稳定。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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