Domestic experience in the interaction of science and education. Book: Turbovskaya I

Yamshchikova Larisa Ivanovna
Senior Lecturer Department of Education Management Institute for Advanced Training and professional retraining Education Workers, Orenburg State Pedagogical University, Orenburg
[Email Protected] Mail. Ru

Yermakova Galina Grigorievna
Candidate of Pedagogical Sciences, Associate Professor Department of Management of Education and the Nest Development of Training and Professional Retraining Employees, Orenburg State Pedagogical University, Orenburg

To the question of the diagnosis of the formation of tolerance of managers educational institutions In the process of advanced training

annotation
The issues of diagnosing the formation of tolerance of the leaders of educational institutions in the process of improving the qualifications are considered: criteria, the selection of diagnostic tools, types of diagnostics, individual profiles of tolerance.

Keywords
tolerance, diagnostics, reflection, diagnostic card, individual tolerance profile, motivational value component, cognitive component, conducive component, reflexion component

The transition to the new socio-economic policy puts forward a number of paramount tasks of development of an educational institution: a cardinal improvement in the level professional training management personnel, receipt by the head of new knowledge and the acquisition of practical skills to manage the institution in modern conditions. Based on the specifics of labor, the head of the educational institution is both a subject of educational and educational activities and the carrier of a peculiar individual management culture.

Tolerance as professional and personal quality is a value characteristic of management activities, because Expresses a management strategy focused on the preservation of human dignity in situations of a management decision variability. Despite the presence of a certain amount scientific Labors On the problem of management professionalism, it remains scientifically and methodically unsecured, the question of the formation of management tolerance of educational institutions and the diagnosis of its formation in the process of improving the qualifications of management entities.

The formation of tolerance of the heads of educational institutions provides a specially organized educational process on advanced training courses. The model of the tolerance formation process developed by us includes different kinds and the forms of activity in collaboration:

external (with the advanced training of the head in the system in IPC and PPRO OGPU; with organized scientific and methodological support);

internal (actualizing managerial reflection, which contributes to the emergence of the head of the head in professional managerial self-education).

The purpose of experimental work, built taking into account the structural and meaningful model of the formation of the tolerance of the OU head, is the study of tolerance as a professional-personal quality of the head of the educational institution.

Tasks:

Organization of conditions ensuring the formation of tolerance of the heads of educational institutions in the process of advanced training;

Development of a diagnostic formation card of the tolerance of educational institutions;

Creation of typology of individual profiles of tolerance of OU leaders.

Tolerance as an object of diagnostics is presented in research. Soldana, L.A. Shaygerova, OD Ball, (measurement of forms of social interaction of the individual); A.G. Asmolov (identification of the level of tolerance); E.Yu. Klepsyova (tolerance in the aspect of management activities); G.G. Ermacova (tolerance as an indicator of the reflexivity of the head).

The diagnostic card for formation of tolerance of the OU leader is the development of authors of the published publication.

Table number 1. Diagnostic Map for formation of tolerance of the head of the OU

No. p / p	Components of tolerance	Forming indicators of tolerance	Characteristics, measurement parameters	Tools
	Motivational value	- Subjects of motivation - Professional identification	The presence of motives to constructive management; The adoption of "other" as a carrier of other values; Focus on professional self-development; Devotion and criticality towards group values.	Methods of identifying the level of tolerance A.G. Asmolov (Methodik V.S. Magun, M.S. Zhambocyan, M.M. Magura "Evaluation of the effectiveness of training tolerance")
	Cognitive (cognitive)	Knowledge of the variety of professional, social and personal, cultural identity; Knowledge of the multiplicity of forms of democratic processes and democratic management. Knowledge of tolerance as professionally - meaningful as a manager; Knowledge of the mechanism for the establishment of tolerant relations in the team; Refusal of professional dogmatism.	Understanding the essence of tolerant management; The degree of severity of the professional position of the head; Tolerant relationship (position) to the manifold of organizational behaviors. Awareness of the right to adopt an independent and responsible management decision; Knowledge of reconciliation mechanisms, peaceful ways to resolve conflicts. Manifestation of success in resolving professional difficulties in the management process.	Questionnaire and Questionnaire "The features of the tolerant person" proposed by G.U. Soldana, L.A. Shagerova, L.N. Turbine, L.I, Painina, etc.
	Conventional (behavioral)	Readiness to expand the field of interaction with the subjects of the external and internal environment; Dialogue communication as a management style; Formed conflict competence.	Polycultural, social and pedagogical, management cooperation; The desire to expand the information field of the interaction; The ability to interpret and take the behavior of the "other"; Manifestation of a constructive reaction to non-standard development of the process, situation; The actual tolerant behavior of the head carried out on the basis of personal free choice, with the dominance of the moral component.	Methods of expert assessments on the study of the tolerant relations of OU managers to various subjects of pedagogical activity Klepotsova E.Yu. Solving managerial tasks in solving conflict situations. Modeling management behavior in a conflict situation.
	Reflexive	The integrity of the actual management behavior (compliance in order, content, methods of awareness of itself as a subject of management activities); The effectiveness of attitudes towards itself as a subject of management activities. Ability to professional self-recording.	The consistency of the motivational and operational management behavior and methods of making management decisions. Internality as a vision in oneself, the causes of professional success - failure. Rethinking understanding itself in the usual management situations. Reapproved from one system of management values \u200b\u200bto another. Revaluation of own duties, opportunities, desires, aspirations. Constructing management relations to the organization of a business partnership. New, meaningful way of management thinking and behavior.	Gaming technologies (Game School V. Dudchenko) Training business interpretation of the behavior of the "Other" (E.A. Streltsova) Role-playing innovative games. Methods of self-assessment of tolerance.

The result of the study of the formation of the tolerance of leaders of advanced training courses using the diagnostic card developed by us allowed us to create the typology of individual tolerance profiles in accordance with the components of its components:

First type "Motivational and value" characterized by the adoption of the value of the "other", "other", which is the motive of professional behavior and management activities;

Second Type Individual profile of tolerance of the head of the OU: "Cognitive" It is characterized by a pronounced formation of the valued component of the multiplicity of forms of democratic processes and a democratic management style of both the norm taken by the management subject;

Third type Individual profile of the head of OU: " conal (behavioral) is characterized by manifestation of a constructive reaction to non-standard development of the process, situation;

Fourth Type Individual profile of the head of OU: "Reflexic" It is characterized by readiness for self-improvement and self-recording through the acquisition of the value meaning of tolerant interaction in management.

In our study, the representation of individual profiles of the tolerance of managers - listeners of IPC courses and PPRO OGPU (at the time of the start of the experiment), which look like this:

Table 2. Representation of individual profiles of leaders' tolerance at the time of the experiment

Profiles	Quantitative indicators (%)
Motivational value
Cognitive
Konatic
Reflexive

Thus, the results of our research on initial stage Demonstrated the lack of formation of the motivational value and reflexive component in the individual profiles of tolerance found by us. Therefore, the process of forming the tolerance of the OU managers itself was aimed at the formation and correction of these components through the organization of a systemic, targeted, prolonged work of the teacher with a listener - the head of the OU.

According to the results of forming activities, with re-diagnostics, we found the following:

the most correction (formation) is subject to the motivational value component of tolerance: the appearance of interest in the formation of its own tolerance; Recognition of the value of tolerance as professional and personal quality at the modern leader OU;

in the cognitive profile of tolerance, the sustainability of the manifestation of the leading characteristics of this component identified by us (lack of significant dynamics) was recorded;

some changes were obtained in the conitative profile of the leader's tolerance: which was expressed in the transition from burden by stereotypes of perception of the external picture of the behavior of subordinates to the interpretation of their behavior on the basis of mastering the technologies of dialogue cooperation;

the most problematic, difficult from the point of view of formation, the reflexive component remains: the lack of development of the reflexive culture of OU managers, small experience with themselves with themselves as a professional development tool, which involves the continuation of the work begun in the conditions of independent activities of the listener.

So, the dynamics of the formation of tolerance of the OU leaders on the results of the formative experiment look like this:

Table number 3. Dynamics of formation of tolerance of OU leaders

Profiles	Quantitative indicators at the beginning of the experiment (%)	Quantitative indicators for the end of the experiment (%)
Motivational value
Cognitive
Konatic
Reflexive

Based on the developed diagnostic formation card of the tolerance of the OU leaders, as well as the typology of individual profiles, we managed to determine the dynamics of the formation of tolerance. A comparative analysis of the results of the formation of tolerance of the leaders of educational institutions shows although insignificant, but positive trend, which indicates the effectiveness of the organized process of tolerance formation.

Literature

Magun VS Evaluation of the effectiveness of the training of tolerance as means of influencing the consciousness of high school students. / Hardc. Magun, M.S. Zhampocyan, M.M. Magagura // On the way to tolerant consciousness / Ed. Asmolova A.G. -M.: Meaning. - 2000. - 278c.

Soldatova G.U. Training program "Learning tolerance". On the way to tolerant consciousness. /G. Soldier L.A. Shaygerova, OD Sharov. - M.: Meaning. - 2000. - p.182

Kleptsova E.Yu. Psychology and pedagogy of tolerance. /E. Kleptsova. - M.: Acad. Project. - 2004. - 174c.

Ermakova G.G. Conflictological competence of the manager. / G.G. Ermakova. - Orenburg: OGPU. - 2001. - 123С.

Recommended for publication:
N.V.Nazarov, Doctor of Pedagogical Sciences, Scientific Work
A.A.Akayan, Doctor of Pedagogical Sciences, Member of the Editorial Board

_____

Larisa I. Yamschikova.
T. eacher of the EDUCATIONAL MANAGEMENT CHAIR AT THE POST GRADUATE EDUCATION INSTITUTE, ORENBURG STATE PEDAGOGICAL UNIVERSITY, Orenburg.
[Email Protected] Mail. Ru

Galina G. Ermakova.
Candidate of Pedagogical Sciences, Lecturer of the Educational Management Chair AT The Post Graduate Education Institute, Orenburg State Pedagogical University, Orenburg.

Up to The Question of the School Leader Tolerance Forming in the Process of Post Graduate Education

The Diagnosis Of Tolerance formation hEADS OF EDUCATIONAL INSTITUTIONS In The Process of Training: Criteria for Selection Of Diagnostic Tools, Diagnostics, Individual Profiles of Tolerance.

Key Words: Tolerance, Diagnostics, Reflexion, Diagnostic Card, Individual Profiles of Tolerance, Motive-Valuable Component, Cognitive Component, Conative Component, Reflexive Component.

Modern school needs new type leaders, educated people who can independently make responsible decisions in a selection situation, predicting their possible consequences; capable of mutually beneficial cooperation with a developed sense of responsibility for the fate of education. The main responsibility for the preparation of heads of educational institutions falls on the institutions of advanced training. Today, the head of the thinking, humane, creating, psychologically steady and possessing needs in self-realization. Akmeology helps to solve these problems.

Akmeology, being a science that integrates the area of \u200b\u200bknowledge about the person's achievement of the peaks of his creativity, education and professionalism, studies those conditions and factors that ensure the achievements of a person in professional activity As personality and as a mature subject of this activity (B.G. Ananiev, A.A. Bodaliev, A.A. Derkach, etc.). Studying the development of an adult, milestones of its formation on the basis of humanistic, acmeological analysis when considering a person as a subject of professional and life pathAs a specialist and as individuals seemed relevant to us. As part of the acmeology, tolerance is understood as an integral characteristic (indicator) of the professional maturity of the individual, the activity of which is the interaction of the "man - man".

Changes in the sociocultural situation modern society Require orientation of educational institutions for tolerant interpersonal interaction, as on the basis of successful and efficient management. The presence of tolerance in the modern leader, forced to reckon with the diverse changes and inhomogeneous worldviews of the subjects of the pedagogical educational process, is due to the fact that the manager needs to "learn to find unity and harmony, without which all this diversity does not only make sense, but also unsafe for humanity and his Future. "

At the same time, in scientific terms, the tolerance of educational institutions, as "the art of living in the world of unlike people and ideas" (A.G. Asmolov), has not yet been considered as an ideological and methodological position in management.

The difficulty of the management process is related to the fact that managers have to solve numerous problems "common to many for many, but alien nature of themselves." In the practice of pedagogical management, this leads to dissonance between theoretical plants and practical actions of the head in management situations with various business entities.

The concept of tolerance is well fitting with akmeology, for the tolerance is the adoption of different worlds, different people with different capabilities and to master it can only man socially mature. The formation of tolerance of educational institutions is possible with targeted systemic learning.

Education in the IPC and PPRO OGPU is organized so that at the level of socio-group consciousness it is clear and clearly represented by cultural universals in the form of tolerance as cultural and managerial value. Conditions are created to ensure the optimal value of the value process of acmeological education, the achievement of the result includes:

The formation of semantic and motivational needs of the formation of tolerance;
The presence of sustainable professional interest in achieving success on the basis of tolerant interaction;
Focus on adaptation and self-realization in the management of the Pedagogical team of the OS due to changes in the management style, the development of conflictological competence;
Acquiring a tolerant position to management problems.

To include listeners to the formation of tolerance, various technologies implementing a acmeological approach in learning are used. Akmeological learning technology is the technology of achieving success and high results in the training and development of the listener on the basis of a sustainable motivation of achievements.

As technologies, it is customary to use:

dialogue in pairs;
research and Methodological Method of Generalization educational material;
quasi-control (self-analysis, self-test, self-control);
trainings of different species, etc.

The listener is given the opportunity to specifically design its professional development through the organization of its own activity of training, having passed the path from the theoretical understanding of the meaning of tolerance before assigning it to use in management activities.

Thus, it is necessary to create a special academic situation that has been predisposing to the formation of management tolerance, for which it is characteristic:

the presence of contradictions between the desire for professional identification and the difficulties of interaction with the significant "others";
the presence of contradictions between the desire for self-actualization and the non-formation of reflexive assessments, self-assessment;
the possibility of adopting and assigning universal values \u200b\u200bin personnel management;
the discovery of the meaning of finding self-effectiveness in the profession.

For this, we apply the following acmeological technologies - reflective technologies and technology of dialogue interpretation of knowledge.
The dialogue as a way to interpret knowledge contributes to the formation of management behavior in a multidimensional space of an organization, where it is objectively due to the impossibility of coincidence of points of view and positions of subjects.

The dialogue interpretation of knowledge allows the head to get rid of the illusion of easy straight-line achievement with personnel, develops communicative abilities, the ability to rationally use intellectual potential, stimulates reflection as a way of finding out how "another" perceives the position of "reflecting" and evaluates his personal features.

The effectiveness of the dialogue interpretation of knowledge provides communication through a dialogue based on the principle of tolerance.

Dialogue is a special level of communication, which achieves well-known freedom from stereotypes in assessing the "other", the type of communication for which the relation to the "other" as equal to a decent person and the desire to achieve mutual understanding.

In the matches of a person on a dialogue, its tolerance is expressed on equal communication as a refusal of a claim to the monopoly possession of the truth, recognition of his own errors, respect for the rights of "other" in contrast.

Distinctive features Dialogical communication - support on the principle of tolerance, assuming:

equality of the positions of the interacting parties in which mutual effects is carried out on each other - the ability to become the position of another;
lack of assessments, complete adoption of the partner, to communicate as it is, respect and confidence in it;
the presence of similar installation partners relative to the same situation that allows to develop a mechanism for identification;
special emotional coloring of communication, sincerity and naturalness of the manifestation of emotions, mutual penetration into the world of senses and experiences of each other, contributing to the emergence of spontaneity and the development of empathy experiences (sympathy of assistance - complicity);
the ability of communication participants to see, understand and actively use a wide range of communicative means, including non-verbal.

The dialogue, being a source of reflection, forces in the process of interpreting knowledge to think, pondering alternative options, carefully follow the selection of arguments, for the first time to turn to what was previously not significant. This leads to the birth of new meanings, comparing its other experience, manifestation of the "self-correcting component" (Lipman, 1999), which, being included in practice, encourages the search for corrective procedures and, therefore, promotes the effectiveness of personnel management activities.

The listener, trained reflection technologies, acquires the ability to reconstruct its own model of managerial behavior.

Thus, the formation of management tolerance provides a refusal of professional dogmatism, moral illegible, contributes to a tolerable attitude towards a socio-cultural diversity inherent in any pedagogical community, becoming the basis of the professional position of the head.

3. Gurov V.N., Karimov F.F. Time Challenge: Formation of key competence "Tolerance" at the heads of educational organizations // Education: traditions and innovations. 2015. №3. P. 8-13.

4. Yakshigulov F.M. Retrospective analysis of the development of legislation in the field of protection of the rights and advantages of the child // Vestnik VEU. 2015. № 5 (79). P. 212-218.

5. Yakshigulov F.M. The relevance of the protection of the rights and advantages of the child in modern Russia // Vestnik VEU. 2015. № 2 (76). P. 215-221.

F.F. Karimov.

Specialist in UMR Department of Theory and Practice Management

IRO of the Republic of Bashkortostan Ufa, Russian Federation

The head of the educational organization as a guarantor of the preparation of the tolerant personality

annotation

The article discusses the problem of the formation of tolerance and the diagram of the management cycle of the head educational organization In the context of the formation of tolerance.

Keywords

Head of the educational organization, tolerance, formation of tolerance.

Currently, the transition to the post-industrial society is observed, in the economy of which the innovative sector of the economy with high-performance industry, the knowledge industry, with a high share in GDP of high-quality and innovative services, with competition in all activities, including in science and education. This transition requires a manifestation of tolerance in all spheres of vital activity. The observed unrest in the world suggests the need for tolerance as a rescue circle for all human civilization.

Understanding this fact, we wonder: why knowing about the need to form tolerance, which will lead to the future to the well-being of our society, most of the leaders of educational organizations do not attempt in the direction of improving the situation?

In our opinion, there are three reasons. this Regulationwhich briefly reduce the following:

first, the error, which consists in the thought that the formation of tolerance does not need that tolerance is formed by itself;

secondly, an erroneous system is usually applied in the organization of the management of the educational organization, in which the value of tolerance is not of interest in either the team, no parents or children;

thirdly, - in schools there is no desire for scientific survey in the context of the formation of a key component tolerance;

fourth, the work methods of managers are reduced to the following technology: "Initiative-treatment", i.e. If there is no initiative in the formation of tolerance and there is no encouragement in this matter, nothing will be done.

Thus, we come to the conclusion that it is necessary to show the executives of educational organizations of benefits that can be obtained in the formation of tolerance in the team.

International Scientific Journal "Innovative Science" №2 / 2016 ISSN 2410-6070

The main benefit of the preparation of the tolerant personality for the head of the educational organization and each participant of educational relations, in our opinion, is to increase the competitiveness of this person in the labor market (municipal, regional, federal, international). It should be noted that the intrinsic, the rigid person faces difficulties in the process of its livelihood, the environment tries to avoid him, it is difficult for him to find (or change) work due to a tendency to the glooms and discord.

The head of the educational organization works in the context of the next educational cycle (Fig. 1):

Management cycle of the head of the educational organization

1. Planning

2. Organization of work _ ^ _

3. Motivation of participants in educational relations

4. Control

Figure 1 - Management Cycle of the Head of Educational Organization

From this picture, we see that planning, organization, motivation, control is needed by the head of the educational organization during work. Under planning in the context of tolerance, we understand the formulation of goals and objectives (in line with tolerance); definition of source prerequisites; identifying alternatives; Enter and execution of the plan. Organization of work in our understanding is the streamlining of the work of the head (responsible) and the Contractor. Under the motivation of participants in educational relations, we understand stimulation, motivation, prompting to tolerant relations. Control in the context of the formation of tolerance is understood by us as a procedure for checking and comparing actual results with tasks.

The head of the educational organization, in our opinion, is the guarantor of the preparation of the tolerant personality, since it is entrusted with the state responsibility, which, in accordance with Article 51, paragraph 8 of the Federal Law dated December 29, 2012 No. 273-F3 "On Education in the Russian Federation", ".. The surveyor of the educational organization is responsible for the management of educational, scientific, educational work and organizational and economic activities of the educational organization. "

List of used literature

1. Gurov V.N. and others. Formation of a tolerant personality in polyethnic educational environment / Tutorials - M., 2004. - 240 p.

2. Meson M., Albert M., Hedomry F. Fundamentals of Management: Per. from English - M.: Case, 1998. - 800 p.

3.Postusultial society [Electronic resource]. - URL:

https://m.wikipedia.org/wiki/Postinductrial_Entest (date of handling: 01/19/2016).

4. Karimov F.F. Formation of a tolerant model of managers as a problem of the educational organization / in the collection: innovative science and modern society. Collection of articles international scientific and practical conference. 2015. P. 197-199.

5. Gurov V.N., Mazitov R.G., Karimov F.F. To the question of the formation of the tolerant personality of the child in the polyethnic educational societies of Bashkortostan // Austrian Journal of Humanities and Social Sciences, 2015, No. 7-8. (July-August) "East West" Association for Advanced Studies and Higher Education GmbH ", 2015. - P. 39 - 42.

International Scientific Journal "Innovative Science" №2 / 2016 ISSN 2410-6070

6. Gurov Valery, Ramil Mazitov, Fanis Karimov Formation of Core Competence "Tolerance" in The Heads of Educational Organizations in The Process of Retraining and Advanced Training // Oxvord Journal Of Scientific Research, 2015, No.1. (9) (January - June). VOLUME IV. "OXFORD UNIVERSITY PRESS", 2015. P. 608 - 614.

7. Gurov Valery, Ramil Mazitov, Fanis Karimov Formation of Core Competence "Tolerance" in The Heads of Educational Organizations In The Proceedings and Advanced Training // Proceedings of The VII International Academic Congress "Modern World: Politics, Economy, Culture, History, Technology, Science and Education (Canada, Ottawa, 18-20 March 2015). Volume II. "Ottawa University Press", 2015. - P. 358 - 364.

8. Gurov Valery, Ramil Mazitov, Fanis Karimov Formation of Core Competence "Tolerance" in The Heads of Educational Organizations in The Proceedings of Retraining and Advanced Training // Proceedings of the 5th International Academic Congress "Science, Education and Culture in Eurasia and Africa ". (France, Paris, 23-25 \u200b\u200bMarch 2015). VOLUME IV. "Paris University Press", 2015. - P. 563 - 570.

L.R. Kondaurova

personnel Management Head

HELL. Sizhetdinova I.O. Head of Corporate University, Ph.D.

PJSC NPO Android Technology, Moscow

Features of personnel training at an innovative enterprise

The main task of the corporate university of any enterprise is an extinguishing of professional competencies of personnel. In organizations whose production activities are placed in typical areas, standard methods and training techniques are widespread, partly borrowed from companies from countries with more intensive development of the economy. IN this case The role of the corporate university of the company is easily laid in the diagram shown in Figure 1.

Figure 1 - Working diagram of the standard corporate university

An innovative enterprise features a large number of employees with several higher education, master's and degrees (Figure 2).

The work is made in accordance with the plan fundamental studies Russian Academy Education 2008-2012 g.
The laboratory of the education philosophy was carried out by a comprehensive study, in which the interaction of pedagogical science and the system of domestic education in modern, defined globalization, conditions, as a managed process, were systematically substantiated and disclosed.
The monograph is intended to scientists, executives of the management bodies of the education system, system teachers vocational education, as well as to prepare scientific personnel on pedagogical specialties.

Preamble ...... 6 Introduction ...... 15 Chapter first. Modern domestic education as an object and category of philosophical and methodological examination ...... 31 §1. The philosophical and methodological actualization of the original series of basic concepts characterizing and determining the changes that occurred in modern domestic education ...... 32 §2. The meaningful adequacy and contextual interdependence of the basic concepts reflecting the state and dynamics of the development of domestic education in the context of globalization ...... 38 Chapter Second. Conceptual validity of opportunities and ways to use the scientific potential of pedagogy and psychology in organic unity ...... 97 §1. Interaction as unity: pedagogy and psychology ...... 97 §2. The philosophical and methodological substantiation of solving complex psychologicopedaging problems ...... 108 Chapter Three. Anthropological aspects of the variational development of education from the position of the interaction of pedagogical science and philosophy of education ...... 127 §1. Philosophicconceptive substantiation of the features of education as a world of childhood Criteria base of productive mutual influence of pedagogy and anthropology ...... 127 Chapter Fourth. Modern education: The specificity of the functioning and development problems ...... 152 Education as a functional system: features of manifestation in various types of society ...... 154 Education in the information society: Humanitarian problems as a landmark ...... 162 Culture as The basis for the use of knowledge and information in their fundamental differences ...... 175 Chapter Fifth. Aesthetization of educational space as a new strategy for the interaction of pedagogical science and education ...... 191 §1. From the aesthetic component to the organic project union of pedagogy and aesthetics in the educational space ...... 191 §2. System characteristics of the aesthetization of the world of education as a continuously forming space ...... 201 §3. Regional component and reflection in the variational nature of the aestheticization of the educational space of the school ...... 212 Chapter Six. Strengthening the unified educational space of the Commonwealth of Independent States from the perspective of the relationship between pedagogical science and education ...... 232 §1. Pedagogical heritage domestic teachers As a factor in the development of education in the CIS countries ...... 235 §2. Armenia's experience in strengthening a single educational space ...... 248 Conclusion ...... 254 Literature ...... 266

Publisher: "Institute of Effective Technologies" (2012)

480 rub. | 150 UAH. | $ 7.5 ", Mouseoff, Fgcolor," #FFFFCC ", BGColor," # 393939 ");" onmouseout \u003d "Return nd ();"\u003e dissertation, - 480 rubles, delivery 1-3 hours, from 10-19 ( Moscow time), except Sunday

Korolchuk, Oksana Igorevna. Interaction of science and education: Socio-philosophical analysis: the dissertation ... Candidate of Philosophy: 09.00.11 / Korolchuk Oksana Igorevna; [Protection site: Sib. Aerokosm. Acad. them. Acad. M.F. Reshetnyeva] .- Krasnoyarsk, 2012.- 167 p.: Il. RGB OD, 61 12-9 / 495

Introduction to work

The relevance of research. The choice of the theme of the dissertation study is dictated by the need for a philosophical analysis of the newest processes in the interaction between the science and education, transformed in the conditions of post-industrial society in developed social systems. Engaging in the integration processes of modern society, science and education are moving to a qualitatively new stage of social interaction. This step is increasingly determines as the prospect of their own evolution, as well as the essential influence of science and education in the focus of the development of society as a whole (for example, in the aspect of the deployment of globalization processes, the formation of an innovative space, as well as the transformation of universities in the socio-cultural development of society, its intelligent resources).

Education and science in modern conditions cannot develop absolutely independently, independently of each other. They need synthesis, involving the consistent implementation of the complex of integration projects and programs. The best specialists are preparing where the close relationship of the educational process is ensured with research and development, where it is possible to join the activities of leading scientific teams, to penetrate the atmosphere. scientific search, Take part in the development of large projects. Fundamental scientific achievements, large technical solutions, the latest technologies and development, original innovative projects appear, as a rule, in those research organizations, where harmoniously combines training experience of the older generation with a non-standard approach to the case of young.

Integration processes continue to remain a leading trend in the development of modern science, one of the most important factors providing scientific and technological progress. In such a situation, the functioning of education outside the context of science is impossible. From how deeply disclosed theoretical basis The integration processes depends on the efficiency and efficiency of solving scientific and technical and social actual problems of modernity. That is why the philosophical analysis of the modern specifics of the processes of integration of education and science to the same extent as practical implementation Complex of the respective integration projects.

The degree of development of the problem.

The formation of the general concept of dissertation was

to some extent, the works containing ideas and research results relating to the disclosure of modern specifics of the development of educational and scientific systems: study of globalization processes and their impact on the functioning of modern society in the works of A. P. Butenko, V. I. Kudashova, V. M. Interheuva, L. N. Moskvichva, A. D. Mosgchenko, A. S. Panarin, I. A. Pfanenstille, A. D. Ursula and Dr.; study crisis features of modern education and science systems In the works of D. Boca, E. V. Bondarevskaya, A. M. Genina, R. F. Gombrich, Yu. V. Kuznetsova, S. V. Kulnevich, F. G. Kumbas, N. V. Nalyvayko, Ya. M. Neymatova, F. Major, V. I. Parshikova, B. Ridings, I. Sabo, B. G. Saltykova, Ya. S. Turbovsky, V. N. Filippova, V. E. Fortova, T. A. Jagurova, S. Hedi, N. M. Churinova et al.; content and methodological, cognitive aspects In the works of V. A. Dmitrienko, N. A. Knyazeva, B. O. Mayer, etc.

The study of the specifics of modern integration of science and education was carried out on the basis of the analysis of historical traditions that determine the nature and focus of the development of both science and education. The ideas that reveal the features of the domestic educational and scientific tradition, its difference from Western, are contained in the works of T. I. Barmashova, A. L. Nikiforova, I. A. Pfanenstille, N. M. Churinova, and others. In many of these works, it is investigated the ratio of metaphysical and dialectical concepts of science. In the works of A. A. Glutskalova, A. N. Giurinsky, I. M. Ilinsky, T. S. Kosenko, L. A. Stepashko examined traditional for Russia unity of learning and education in the educational process. In the works of E. A. Andrihanova, Yu. S. Davydova, L. V. Denisova, G. V. Mayer, S. I. Plocus, N. M. Churinova, and others. the ratio of basic values \u200b\u200bin the classic idea of \u200b\u200bthe Academy (University).

The issues of integration of education and science are covered due to the resolution of problems of various practical nature: economic and innovation (A. N. Avdulov, Yu. V. Ashkers, A. A. Gordienko, N. L. Dobretsov, V. V. Kozlov, O. A. Latuha, Yu. V. Levitsky, V. I. Lyachin, B . O. Mayer, G. A. Sapozhnikov, N. G. Khokhlov); structurally organizational (L. M. Gokhberg, O. Yu. Grezneva, N. S. Dikansky, V. F. Efimenko, A. Zh. Zhafyarov, S. A. Zagryakayev, V. M. Kondratyev, g. V. Meyer, T . N. Petrov, V. A. Sadovniki et al.); socio-legal (A. P. Berdashkevich, N. I. Bulaev, A. V. Grishin, T. V. Melnikova, V. I. Murashov, V. A. Tsukerman, A. K. Chernenko et al.); globalization (M. G. Delyagin, V. I. Kudshov, A. D. Moskchenko, I. A. Pfanenstil, A. D. Ursul, A. N. Chumakov, etc.).

An analysis of the works of the above authors showed that the accumulated theoretical and empirical material, the experience of real social practice in modern conditions for the development of society created the necessary prerequisites and conditions for systemic reflection and the formation of the concept of the study process of integrating education and science as an independent direction of research. The philosophical development of this area on the basis of the integrated disclosure of individual aspects of the integration of science and education is presented, in particular, in the monograph E. A. Pushkareva.

The specificity of modern social development, characterized by an increase in the role of theoretical knowledge, means of communication, information technologies and disclosed in the concepts of "Post-industrial society" (D. Bell), "Technological Society" (J. P. Grant), "Programmable Society" (A. TUREN ), "Society of the Third Wave", "Superstustrial Society" (O. SOFFCER), "Poskipalistic Society" (R. Damarendorf), etc., updated the need to appeal to work containing: philosophical research content of the information society (M. Casteles,

A. M. Leonov, E. Masuda, F. Webster); Research methodology of a valued society (N. I. Genina, B. O. Mayer, N. Stern); Research functions of scientific and educational knowledge in the information society (V. A. Dmitrienko, B. O. Mayer, N. V. Nalyvayko); questions safety of educational space

(V.N. Belousov, A. S. Poshevsky, S. V. Kamashev); Research problems informatization of science and education (K. Kh. Delocarov, K. K. Kolin, V. I. Kudshov, I. V. Melik-Gaikazyan, A. D. Morzchenko, A. D. Ursul, A. N. Chumakov).

For the dissertation study, the works of authors were important, covering some aspects of humanization problems as one of the forms of modern integration of science and education: humanization as a process of reflection of the ideas of humanism in society (A. A. Gritsanov, V. A. Kuvakin, V. A. Maider, etc.); humanization methods in education and science (V. A. Abushenko, V. A. Kozyrev, V. I. Parshikov, T. E. Solodova, N. P. Chupakhin, etc.); functions of education in the formation of a humanistic worldview (M. V. Arapov, T. A. Rubantsova, L. A. Stepashko, N. L. Khudyakova, etc.); Problems humanitarization of the educational process (L. V. Baeva, A. S. Posteoshtsky, O. F. Nonkybina, L. S. Sycheva, I. V. Fotiev, S. V. Khomuttsov et al.).

Despite a significant number of works related to certain aspects, the problem of the integration of science and education, special works devoted to the study of the integration of science and

education in the aspect of the main traditions of philosophical theorizing, no. The noted state of knowledge on the problems of philosophical understanding of the processes of integration of science and education led to the topic of this dissertation study.

Object research is the interaction of education and science as social phenomena.

Subject of research is the integration of science and education as social phenomena in the aspect of the two main traditions of philosophical theorization.

The purpose and objectives of the study. The goal of the dissertation study is to disclose integration patterns between science and education from the position of dialectical and metaphysical (representative) traditions of philosophical theorizing.

This goal is specified in the formulation of the following tasks:

1. Reveal the socio-active specificity of the interaction of science and education with modern sphere social production.

2. Explore the features of the integration of science and education as social institutions in the context of globalization.

3. Reveal the content of the concept of "innovation" in the socio-empirical and socio-philosophical aspects in accordance with dialectic and metaphysical methodologies of theorization.

4. Formulate a modern strategy for the integration of science and education in the aspect of philosophical reflection; To show that within each of the two main theoretical strategies, the logical, theoretical and methodological capabilities of dialectical and metaphysical philosophical and methodological approaches regarding the analysis of the integration of science and education are most fully revealed.

5. Analyze historical process The formation of domestic ideas about the interaction of science and education as the prerequisites of modern integration in the framework of the dialectical tradition of theoretization.

6. Determine the features of the modern process of integrating science and education as social institutions in the aspect of the dialectical tradition of theorizing.

7. Determine the peculiarities of the modern process of integrating science and education as social institutions in the aspect of the metaphysical (representative) tradition of theority.

Methodological basis for dissertation research Speakers a dialectical method that allows you to identify the relationship between various parties of the object of study in their integrity and variability,

as well as the general, special and isolated, which is especially important when conducting the dissertation research, where it is necessary to simultaneously study such diverse objects such as education, science and their interaction.

The dissertation study uses the following principles: first, the principle of integrity, allowing to study the object of the study in its inner unity and completeness; secondly, the principle of identity opposites focuses on the search for internal and external contradictions of the object under study; Thirdly, the principle of development that contributes to the study of the object in its dynamics, qualitative variability due to internal and external contradictions.

The scientific novelty of the study is reflected in the following provisions:

1. The socio-activity specificity of the interaction of science and education with the modern sphere of social production is revealed, on the one hand, in the form of their transformation into the most important part of the social production itself, and on the other - in the form of transforming social components from the sphere of social production to the internal organization of science and Education.

2. The objective and subjective side of globalization processes occur. The negative impact of strong actors in globalization in the global scientific and educational space on the sustainability of the cultural and national identity of the countries of the modern world was discovered.

3. It is shown that the socio-empirical approach to understanding innovation is adequate to the metaphysical method, and the social philosophical - dialectical research method.

4. It has been proven that the study of the integration of science and education as social phenomena implies the choice of two main philosophical and methodological strategies - to investigate science and education or in the aspect of the dialectical tradition of theorizing, or in the aspect of the metaphysical (representative) tradition of theorizing. It is shown that within these strategies, the logical, theoretical and methodological essential capabilities of these fundamentally different philosophical and methodological approaches regarding the integration of science and education are most fully revealed.

5. It is shown that historical specificity Integration of domestic science and education in the aspect of the dialectical tradition of theority is that the domestic education system and science

it was on the basis of the Greco-Byzantine and Slavic origins, and the Slavic language was learning.

6. It has been proven that the specifics of the modern process of integrating science and education in the aspect of the dialectical tradition of theoreticalation are expressed in the following: first, in advance of educational and scientific integration with respect to the process of integrating education with other areas of society; Secondly, in the most optimal achievement of a holistic socio-economic project for the development of society.

7. It has been proven that in accordance with the metaphysical tradition of theority, the modern reality of education is a multipleness of various programs, which is a direct consequence of the multipleness of science focusing on the representative knowledge of reality. This implies the descriptions in the study of the phenomena of educational and scientific reality, the separation of their essence and existence from each other, which, in turn, makes it difficult to solve the actual problems of the integration of science and education.

Theoretical value of the study It is to develop a copyright of the socio-philosophical analysis of the integration of science and education. It is shown that within two main strategies for theoretical and dialectical and metaphysical - the logical, theoretical and methodological capabilities of philosophical and methodological approaches regarding the analysis of the integration of science and education are most fully revealed.

Practical significance Research is that theoretical conclusions contained in the dissertations and practical recommendations It can be used in the development and reading of university courses on social philosophy, philosophy of education and other disciplines, including topics relating to the processes of integration of science and education. In addition, the findings obtained in the thesis can be used to develop recommendations in the field of science and education.

Approbation of work.

The main provisions and conclusions of the thesis are reflected in 12 publications with a total volume of 2.2 p. L., Of which 2 publications in journals included in the WAK list (volume 0.5 pp). Separate results were reflected in the speeches at the All-Russian Scientific Conference "Problems of Development and Integration of Science,

vocational education and rights in the global world "(Krasnoyarsk, 2007); 6th All-Russian Scientific and Technical Conference "University Science - Region" (Vologda, 2008); 4th All-Russian Scientific

practical conference " Actual problems Aviation and Cosmonautics "(Krasnoyarsk, 2008); International Conference "Reshetnyvsky Readings" (Krasnoyarsk, 2008); 2nd All-Russian Scientific

practical conference "Development of continuing education" (Krasnoyarsk, 2009); All-Russian scientific-practical conference "Actual problems of implementing a modern model of vocational education" (Kemerovo, 2009); International Conference "Science and Education: Fundamental Basics, Technologies, Innovations" (Orenburg, 2010); All-Russian scientific and methodological conference "Innovative integrated system of vocational education: problems and development paths" (Krasnoyarsk, 2011).

Structure of work Determined by the purpose of the research, as well as the sequence of solving the tasks. The thesis consists of an introduction, two chapters, including six paragraphs, conclusions and a bibliographic list numbering 163 names.