高等教育发展前景:教育方面

O. Melnychenko
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引用次数: 0

摘要

本文从教育学和未来学的角度对教育的发展前景进行了分析。作者强调,未来的概念已经从科幻小说变成了基于跨学科和多学科方法的现代期望和假设,这使得科学家能够理解未来在人类日常生活中的作用,特别是将思维与时间性、记忆和现代技术联系起来。本文探讨了未来教育的关键能力,这对欧洲、北美和南美、亚洲教育空间以及世界上一些特定地区的可持续发展都很重要。特别注意的是与世界不同区域的不同情况相对应的权限概念的差异。在此基础上,提出了面向未来、在大学培养教育过程中必须培养的能力特征:预见性思维能力;跨学科研究能力;对变化和观点的世界性感知能力;具备处理不完整和复杂信息的能力;合作能力;个人决策能力;自我激励和激励他人的能力;思考个人和文化模式的能力;独立行动的能力;道德行为的能力;同情和团结的能力。作者把重点放在那些被世界上任何地区的所有科学家都认可的能力上——这是系统的、预期的和批判性思维的发展。关键能力在不同的背景和地区具有不同的相关性和意义。在这种背景下,大学在思考学生在高等教育过程中应该培养什么样的关键能力时,显然必须考虑到某些差异。今天,未来的研究者正试图将社会科学、人文科学的主观思维转变为一种跨学科和多学科的方法,这种方法没有意识形态、宗教、种族或民族的教条。这尤其适用于教育领域,在教育领域,必须克服个别学科中信息的分离,这种分离阻碍了对社会发展、其结构、活动机制等的整体想象的形成。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
PROSPECTS FOR THE DEVELOPMENT OF HIGHER EDUCATION: EDUCOLOGICAL ASPECTS
The article is devoted to the analysis of prospects for the development of education from the point of view of educology and futurology. The author emphasizes that the idea of the future has gone from science fiction to modern expectations and assumptions based on interdisciplinary and multidisciplinary approaches, which allow scientists to understand the role of the future in the everyday life of humanity, in particular, to connect thinking with temporality, memory and modern technologies. The article examines the key competencies of future education, which are important for sustainable development both in the European, North and South American, Asian educational space, as well as for some specific regions of the world. Particular attention is paid to the differences in the concepts of competences corresponding to different circumstances in different regions of the world. On this basis, the article characterizes competences that are oriented towards the future and that must be developed in the educational process of university training: competence in anticipatory thinking; competence in interdisciplinary research; competence in cosmopolitan perception of changes and perspectives; competence in working with incomplete and complex information; competence in cooperation; competence in individual decision-making; competence in self-motivation and motivation of others; competence in thinking about individual and cultural patterns; competence in independent actions; competence in ethical actions; capacity for empathy and solidarity. The author focuses on those competencies recognized by all scientists regardless of the region of the world - this is the development of systematic, anticipatory and critical thinking. Key competencies have different relevance and meaning in different contexts and regions. Against this background, it becomes clear that universities must take into account certain differences when thinking about what key competencies students should develop in the educational process of higher education. Today, researchers of the future are trying to change the subjective thinking in the social sciences, humanities to an interdisciplinary and multidisciplinary approach, which are devoid of ideological, religious, racial or ethnic doctrines. This especially applies to the educational sphere, in which it is necessary to overcome the separation of information in individual disciplines, which hinders the formation of a holistic imagination regarding the development of society, its structure, mechanisms of activity, etc.
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