教育价值论:现代学生青年社会教育的理想与统一价值

E. Sakharchuk, I. Kiseleva, E. R. Baghramyan, A. L. Sakharchuk
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引用次数: 0

摘要

介绍。寻找价值论依据的问题与解决地方大学进步使命实施任务的需要有关。这个问题的出现有充分的证据,因为从第一阶段的拨款研究中获得了分析数据,该研究致力于在大学的多忏悔环境中形成学生身份的因素。所获得的数据证明了教育活动中明显的个人主义焦点,这可能会对学术团体的发展和大学合作形式的工作产生负面影响。本研究旨在确定符合俄罗斯人现代利益的现实教育制度的价值论基础,并在学生和大学教师价值观比较的基础上澄清阻碍大学价值共同体形成的障碍。方法论和研究方法。本研究的实证基础是对大学生和教师的调查。该调查由俄罗斯13所大学的一个研究小组于2021年和2022年进行。基于对各种教育概念方法(社会中心、人类中心和神学中心)的描述,本文提出的理论和实践论证,解决了每个概念的优缺点问题。研究中使用的计量方法(内容分析和群体偏好的社会计量学)使其能够反映重要样本(1,256名学生和87名教师)的分析结果。该分析与近年来众所周知的研究在时间特征上也有所不同(选择特定的时间点,在一定程度上追踪由于历史时刻的社会文化特殊性而导致的价值取向的动态)。澄清了现代后现代教育意识形态的本质。研究发现,其优先性与个人主义取向相关联,与自我中心的利益相结合,代表着永恒的价值观念和外围的公共利益。后现代教育学的意识形态与传统教育文化的价值语义原则形成对比,注重社会人格的成长,以形式化的理想观念为特征。以社会为中心的方法强调需要主体与主体之间的相互作用,考虑到理想观念的问题对教育过程中的所有参与者都很重要。科学的新奇。本研究的科学新颖性在于所获得的分析结果,一方面表明学生的不可知论和精神被动,享乐主义占主导地位,在确定现代学生的语义优先级方面普遍混乱,另一方面,教师作为导师,亲自传递积极的精神和价值经验的作用没有得到充分发挥。伴随着教育学生和纠正学生对教师态度的问题,教师是否需要形成具有社会意义的理想导向思维的问题也被提了出来。现实意义。这些意见和结论可能有助于在专业教育和高等教育方面拟订管理和协调建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Axiology of education: Ideals and unifying values in social education of modern student youth
Introduction. The problem of finding axiological grounds is associated with the need to solve the tasks of implementing the progressive mission of universities in the regions. The problem appeared with sufficient evidence as a result of obtaining analytical data from the first stage of the grant study devoted to the factors of formation of students’ identity in the multi-confessional environment of the university. The data obtained testified to a pronounced individualistic focus of educational activity, which presumably could have a negative impact on the development of academic communities and cooperative forms of work at universities.Aim. The present research aims to determine the axiological foundations of the actualised educational system that corresponds to the modern interests of Russians and to clarify the ideas about the barriers that prevent the formation of university value communities on the basis of the comparison of values of students and university teachers.Methodology and research methods. The empirical basis of the study is surveys of university students and teachers. The surveys were conducted by a research group at 13 Russian universities in 2021 and 2022. Based on the description of various conceptual approaches (sociocentric, anthropocentric and theocentric) to education, theoretical and practical argumentation presented in the article, the question of the advantages and disadvantages of each of the concepts is solved. The axiometric methods used in the study (content analysis and sociometry of group preferences) made it possible to reflect the results of the analysis of a significant sample (1,256 students and 87 teachers were interviewed). The analysis differs from the well-known studies of recent years also in temporal characteristics (specific time points were selected to trace to a certain extent the dynamics of value orientations due to the sociocultural specifics of the historical moment).Results. The nature of the modern postmodern ideology of education is clarified. It is revealed that its priorities are associated with individualistic orientations, coupled with egocentric interests, which represent the idea of eternal values and public benefit on the periphery. The ideology of postmodern pedagogy is contrasted with the value-semantic principles of the traditional culture of education, focused on the growth of the social personality, characterised by a formalised idea of the ideal. The sociocentric approach emphasises the need for subject-subject interaction taking into consideration the question of the idea of the ideal is significant for all participants in the educational process.Scientific novelty. The scientific novelty of the research lies in the analytical results obtained, indicating signs of agnosticism and spiritual passivity of students, hedonistic dominants and general confusion in determining the semantic priorities of modern students, on the one hand, and the insufficiently realised role of teachers as mentors, personally transmitting positive spiritual and value experience, on the other. Along with the problem of educating students and correcting their attitude tothe teacher, the question of the need for the formation of socially significant ideals-oriented thinking of teachers is raised.Practical significance. The observations and conclusions may be of interest in the development of managerial and coordinating recommendations in professional and higher education.
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