The crisis of education, modern sociocultural transformations and the changing of everyday educational practices
DOI:
https://doi.org/10.31874/2309-1606-2018-23-2-100-117Keywords:
educational crisis, nonlinear socio-cultural dynamics, New cultural epoch, individualistic-holistic experience of the World, self-organization, play, everyday educational practices, values, life stylesAbstract
The crisis of education occupies a significant place in a number of crisis problems, which are particular indicated, in the jubilee report of the Club of Rome (April 2018). The main conclusion from this report is: “The old world is doomed, the New World is inevitable.” The article makes an attempt to find a logic in which one can understand the essence of this transition from the “doomed” to the “inevitable” world (the New Cultural Era), in particular, in the plane of educational transformations.
The methodological choice of finding the answer to this question lies in the plane of a systemic, non-linear and interdisciplinary view of social and cultural dynamics, which suggests that there is a certain meta-parameter that sets the essence of the phase (crisis) transitions in these processes.
As such a parameter, it is suggested to consider those typical basic experiences of the world that correspond to the main cultural epochs of the Western cultural range (Tradition, Modernity, Postmodern). A Quintessence of it can be described in terms of a person's experience of the relationship “I am - the World”. It is justified that in such conceptual frameworks it is logical to expect from the New Era the domination of the paradoxical individualistic-holistic experience of the World: I acutely realize myself as individuality, but at the same time it experiences its unity with the World, I belong to the World and create it simultaneously.
In support of the reliability of such a forecast, the available points of growth of such a perception of the world are indicated, which take place in our sociocultural realities - the volunteer movement, playback theater, experimental schools (live school, game), the Internet as a parallel social reality and self-organizing communities that arise there . It emphasizes the value ambiguity of such cultural transformations and the need to track them not at the formal and institutional level but at the level of social self-organization, life styles, the transformation of everyday practices, in particular, everyday practices in the educational field.
References
Arnold, V. I. (1990) Catastrophe Theory. M.: Nauka [in Russian].
Bevzenko, L. (2007) Life success, values, lifestyles. Sociology: theory, methods, marketing,4, 132-151 [in Ukrainian].
Bevzenko, L. (2015) Solidarity manifestations in Ukraine associated with an active volunteer movement. In: «Methodology, theory and practice of sociological analysis of daily suespism”, Kharkov, 134-142 [in Ukrainian].
Bevzenko, L., Zlobina E. (2012) Images of success: the experience of visual research. Kiev: Institute of Sociology of NASU [in Russian].
Bevzenko, L.D. (2000) The meaning of life success: socio-cultural context. Sociology: theory, methods, marketing, №1, 34-51[in Russian].
Bevzenko, L.D. (2008) Styles of life of a transitional society. Kiev: Institute of Sociology of NASU [in Russian].
Bevzenko, L.D. (2002) Social self-organization. Synergetic paradigm: the possibilities of social interpretations. К.: Institute of Sociology of NASU [in Russian].
Bogataya, L.N. (2010) Towards multidimensional thinking: monograph. Odessa: Pechatnyy dom [in Russian].
Bourdieu, P. (1998) Structure, habit, practice. Journal of Sociology and Social Anthropology, V. 1, No. 2, 40-58 [in Russian].
Bourdieu, P. (2005) Social space: fields and practices. St. Petersburg: Aleteya; M.: Institute of Experimental Sociology [in Russian].
Chudovskaya, I. (2018) The school is alive. A group of “living education” [in Russian]. URL: https://www.facebook.com/groups/1733183836738963/?multi_permalinks=180 1610026563010¬if_id=1524073924083271¬if_t=group_activity&ref=notif
Dobronravova, I.S. (1990) Synergetics: the formation of nonlinear thinking. К.: Lybid [in Russian].
Dobronravova, I.S. (2003) Philosophy of science and synergetics. Higher education of Ukraine, 2, 7-9 [in Ukrainian].
Eko, U. (1994) The Middle Ages have already begun. Inostrannaya literatura, 4, 258-267 [in Russian].
El’konin, D. B. (1999) Psychology of the game. M.: Humanity Center VLADOS [in Russian].
Ershova-Babenko, I.V. (1992) Methodology of the study of the psyche as a synergetic object. Odessa, ODEKOM [in Russian].
Gorbunova, L. (2017) Transformative Adult Learning: Turn Towards a «Holistic Under¬standing of Subjectivity». Filosofiya osvity. Philosophy of Education, No 1 (20), 97-127 [in Ukrainian].
Grobman, G. M. (2005) Complexity Theory: А new way to look at organizational change. Public Administration Quarterly, Vol. 29, No. 3/4, 350-382.
Grof, S. (1993) “Outside the brain” (Birth, death and transcendence in psychotherapy). Publishing house of the Transpersonal Institute, M. [in Russian].
Haken, G. (1985) Synergetics: Hierarchy of instabilities in self-organizing systems and de¬vices. Trans. from English. Moscow: Mir [in Russian].
Heisinga, J. (1992) Homo Ludens. In the shadow of tomorrow. М.: Progress [in Russian].
Jodelet, D. (2012) Culture and health practices. In: A. De Rosa (Ed.), Social representations in the ‘social arena’, pp. 153-165. London: Routledge.
Kapitsa, S.P. (1999) How many people lived, lives and will live on earth. Essay on the theory of human growth. M., Nauka. URL: http//malchish.org/lib/philosof/Kapitza/Kapitza.h [in Russian].
Kapitsa, S.P. (2009) The World Demographic Crisis and Russia. In: The Future of Russia. Challenges and projects: History. Demography. Science / Ed. G.G. Malinetskiy, M., “Li¬brokom”, 73-76 [in Russian].
Kochubey, N.V. (2012) The Network as a Space of Post-Non-Classical Practices. In: Post- Non-Classical Practices: The Experience of Conceptualization: A Collective Monograph. SPb.: Publishing house “Міr”, 447-456 [in Russian].
Knyazeva, EN, Kurdyumov, SP, (1994) At the source of a synergistic vision of the world. In: Self-Organization and Science. Experience of philosophical understanding. M.: IF RAS, 162-186 [in Russian].
Latour, B. (2002) Give me a lab and I’ll turn the world around. Logos, 5/6(35), 1-31 [in Russian]. URL: http://www.ruthenia.ru/logos/number/35/10.pdf
Latour, B. (2018) Science was as mysterious as the Immaculate Conception [in Russian]. URL: https://syg.ma/@sygma/bruno-latur-nauka-byla-stol-zhie-tainstviennoi-chto-i-nieporochnoie-zachatiie
Mainzer, K. (1997) Complexity and Self-Organization. The Emergence of a New Science and Culture at the Turn of the Century. Voprosy filosofii , 3, 48-61 [in Russian].
Matveychev, O. (2018) The Roman club, the anniversary report. Verdict: “The Old World is doomed, the New World is inevitable!”. URL: https://matveychev-oleg.livejournal. com/6653054.html
Nesterova, M. (2015) Cognitivistics: origins, challenges, prospects: monograph. Sumy: Universitetskaya kniga [in Russian].
Petranovskaya, L. (2017) We are preparing children for the day before yesterday’s world [in Russian]. URL: www.pravmir.ru/lyudmila-petranovskaya-myi-gotovim-detey-k-pozavcher¬ashnemu-miru/
Piaget, J. (1932) Child’s speech and thinking. M.; L. [in Russian].
Predoborska, І.М. (1995) Variability, socium, man: the monograph. Sumy: Vidavnitsvto Slobozhanshchina [in Ukrainian].
Prigozhin, I., Stengers, I. (1986) Order out of chaos: A new dialogue of a person with a person. Moscow: Progress [in Russian].
Rudnev, M.G. (2013) Invariance of measurement of basic values according to the Schwarz method among the Russian-speaking population of four countries. Sociology: 4M, 37, 7–38 [in Russian].
Savinov, V. (2018) Playbeck theater as a means of art therapy: when the fluidity fades. In: The space of art therapy: creative integration and the transformation in the era of fluid modernism: mater. XV International interdisciplinary science-practice conf., Lviv, 94-99 [in Ukrainian].
Salas, J. (2009) We play a real life in the Playback-theater. Translation from English by M. Yu. Krivchenko. M.: Kogito-Center [in Russian].
Schwartz, S.H. (1992) Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. Advances in Experimental Social Psychology, 25 (1), 1–65.
Shulman, E. (2017) Modern youth is the most correct of all generations, as you can imagine [in Russian]. URL: http://www.pravmir.ru/ekaterina-shulman-sovremennaya-molodezh-samoe-pravilnoe-iz-vseh-pokoleniy-kakie-tolko-mozhno-sebe-predstavit/
Syundyukov, I. (2006) Serhiy Krymsʹkyy: «In today’s globalized world, Ukraine has every opportunity to play the role of a civilization center.» Day 4 August [in Ukrainian]. URL: https://day.kyiv.ua/uk/article/nota-bene/sergiy-krimskiy-u-suchasnomu-globalizovanomu-sviti-ukrayina-maie-vsi-mozhlivosti
Vygotsky, L.S. (1966) The game and its role in the child’s mental development. Questions of psychology, 6, 62-76 [in Russian].
Weizsaecker, E., Wijkman, A. (2018) Come On! Capitalism, Short-termism, Population and the Destruction of the Planet. Springer.
Downloads
-
PDF (Українська)
Downloads: 545
Published
How to Cite
Issue
Section
License
- Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication;
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
