УДК 370.182 Positive and negative trends of world education development

Abstract

Two groups of tendencies are considered – positive and negative, which not only contradict each other, but also complement each other in a certain way, creating a paradoxical picture of educational changes. Among the negative educational trends are the following: a tendency that directs the educational process to an information-centered subject-object educational paradigm; a tendency to orient school and students to fragmented information about the world; a tendency that reflects the process of consumer formation of an uncreative pragmatic being; a tendency that focuses education on the perception of man as a means and tool that is directed to the pragmatic context of cosmosociety. Among the positive trends in the development of world education are the following: changing the paradigm of learning (from the reproductive “school of memory” to the creative-productive “school of thought”); a change in the paradigm of cognition (from orientation to the external socio-pedagogical reality and the disciplinary model of education - to the orientation in the depth of one's self through reflection, critical thinking, self-awareness); changing the mission of education (from preparing the younger generation for life - to providing conditions for the formation of an individual who is in the process of self-improvement and shapes the social conditions of his life); changing the purpose of education (from learning as a knowledge-centered goal of education to education as a humanistic-human-centered goal of education); changing the paradigm of pedagogical influence (from the formative paradigm of pedagogical influence to the developmental paradigm); changing the paradigm of the subject of influence (from the pupil as an object of pedagogical influence - to the pupil as a subject that transforms external influence and exerts self-influence); changing the paradigm of the educational process (from learning motivated by external circumstances to self-learning realized through the internal motivation of participants in the educational process); changing the model of human existence (from adaptive to non-adaptive model, from regulation of the environment to self-regulation, self-actualization, self-realization, self-realization, self-reflection, self-development, self-improvement, self-belief); a change of view of man (from understanding of man as a biosocial being – to understanding him as being noospheric, cosmoplanetary, divine); change of educational route (from lifelong education to lifelong education and lifelong learning); change in the relations of participants in the educational process (from subject-object relations as a mechanism of knowledge transfer - to subject-subject collaborative / partnership relations as a mechanism of joint / cooperative acquisition / generation of knowledge through creativity); change of motives of pedagogical activity (from the actual pragmatic installation of pedagogical work as a means of providing life to the potential spiritual installation of pedagogical work as a meaning of life, directed to eternity, orientation to the development of a highly spiritual harmonious personality).