The crisis of education, modern sociocultural transformations and the changing of everyday educational practices
Keywords:educational crisis, nonlinear socio-cultural dynamics, New cultural epoch, individualistic-holistic experience of the World, self-organization, play, everyday educational practices, values, life styles
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.
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