Higher Education: Critical Discourse Domestic Education as a System and an Object of Management Eugene N. Ivakhnenko



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Summaries 8/9-2018
Higher Education: Critical Discourse
Domestic Education as a System and an Object of Management
Eugene N. Ivakhnenko – Dr. Sci. (Philosophy), Prof., e-mail: ivahnen@rambler.ru

Lomonosov Moscow State University, Moscow, Russia


Address: 27, Lomonosovsky prosp., Moscow, 119991, Russian Federation
Abstract. The article proposes communicative conceptualization of the notion of "education system". The turn of modern theoretical sociology toward the system-communicative theory (N. Luhmann), in the author's opinion, marked not only a waiver of structural and functional approaches to the analysis and management of social systems, but also a refrain from the relapses of their criticism built on the notion of "ideal norm". The author also makes an attempt to implement the logic of the development of operationally closed recursively evolving systems as a tool for analyzing some actions of the regulator on reforming Russian higher education, which were directly transferred to higher education institutions within the last 10–15 years.

Keywords: education system, communicative theory, structural functionalism, education reform, normativism, recursive adjacency, structural coupling

Cite as: Ivakhnenko, E.N. (2018). [Domestic Education as a System and an Object of Management]. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 27. No. 8/9, pp. 9-23. (In Russ., abstract in Eng.)

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Acknowledgement. The study is financially supported by the Russian Foundation for Humanities (project № 16-36-00026 а1).
The paper was submitted 19.05.18

Received after reworking 07.06.18

Accepted for publication 05.07.18

Educational Hybrids in Russian Higher Education

Vasiliy S. Senashenko – Dr. Sci. (Phys.-Math.), Prof., Department of Comparative education policy, e-mail: vsenashenko@mail.ru

Amina A. Makarova – PhD student, Department of Comparative education policy, e-mail: amina.somnium@gmail.com

Peoples’ Friendship University of Russia, Moscow, Russia



Address: 6, Miklukho-Maklaya str., Moscow, 117198, Russian Federation
Abstract. The paper applies the conception of social hybridization as an instrument for scientific analysis of national educational reality. This work provides a rationale of the hybrid nature of the national higher education system modernization. The influence of integration preferences on the formation of hybrid educational structures in the system of national higher education is revealed. The hybrid system’s definition is given and the processes of education sphere hybridization are considered. Various aspects of educational hybridization are discussed. In particular, the hybrid nature of the competence approach is emphasized. The authors dwell on the features of hybrid transformations in connection with educational reality and come to a conclusion that today there is an artificial education system in Russia, which generates the distorted educational forms distorting the Russian education system due to a shift of educational activity meanings and the creation of inverted structures. The paper considers the models of hybrid systems based on converted forms. Inversion, like a virus, generates hybrids everywhere. The society and the basic social institutions have been “hybridized” to a large extent. The realistic description of the arising hybrid educational models requires bearing in mind the principle of additionality; otherwise we will have a distorted idea about the transformations of educational reality. We may observe this on the example of the forced implementation of foreign educational models in domestic educational environment. Hybrid educational systems should be “grown” but not implanted.

Keywords: hybrid education systems, hybrid nature of modernization, hybridization of education, hybrid transformations, knowledge approach, competence approach, modeling of educational reality, inversion, converted form

Cite as: Senashenko, V.S., Makarova, A.A. (2018). [Educational Hybrids in Russian Higher Education]. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 27. No. 8/9, pp. 24-42. (In Russ., abstract in Eng.)

References

  1. Grebnev, L.S. (2018). [The Current Round of the Bologna Process: Russia and not Only… (according to the works of V.I. Bidenko and N.A. Selezneva)]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 1, pp. 5-18. (In Russ., abstract in Eng.)

  2. Senashenko, V.S., Makarova, A.A. (2017). [Educational Hybridization as an Instrument of Higher Education System Modernization]. Alma Mater (Vestnik vysshey shkoly) [Alma Mater (High School Herald)]. No. 1, pp. 11-15. (In Russ., abstract in Eng.)

  3. Protsess Sotsialnoy Gibridizatsii. Teoreticheskiye i metodologicheskiye podhodi k analizu sotsialnoy gibridizatsii [The Process of Social Hybridization. Theoretical and Methodological Approaches to the Social Hybridization’s Analysis]. Available at: http://studbooks.net/1879631/ sotsiologiya/protsess_sotsialnoy_gib ridizatsii (In Russ.)

  4. Pieterse, J.N. (1994). [Globalization as Hybridization]. International Sociology. Vol. 9. No. 2. Pp. 49-51.

  5. Pieterse, J.N. (1995). Globalization as Hybridization. In: Global Modernities. M. Featherstone, S. Lash & R. Robertson (Eds). London: Sage. Pp. 45-68.

  6. Karelin, M.A. (2016). [Theoretical and Methodological Foundations of Generation Space Hybridization]. Izvestiya Saratovskogo universiteta. Seriya Sotsiologiya. Politologiya. [Proceedings of Saratov University. Series Sociology. Political science]. Vol. 16, Issue 1. Pp. 36-39. (In Russ.)

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  8. Senashenko, V.S., Makarova, A.A. (2017). [Educational Hybridization as a Result of the Globalization of Educational Sphere]. In: International Congress Globalistics-2017. Section Globalization and education. Available at: https://lomonosov-msu.ru/archive/Globalistics_2017/data/10146/uid162424_report.pdf (In Russ.)

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  10. McLuhan, M. (2003). [Understanding Media: The Extensions of Man]. Transl. from English by V. Nikolaev. Moscow, Zhukovsky: Kanon-press Ts, Kuchkovo pole Publ. 464 p. (In Russ.)

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  12. Motova, G.N. (2015). [Bologna Process: 15 Years Later]. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 27. No. 4, pp. 53-65. (In Russ., abstract in Eng.)

  13. Mitchell, A. (2006). [Bachelor of What, Master of Whom? The Humboldt Myth and Historical Transformations of Higher Education in German-Speaking Europe and the US]. European Journal of Education. Vol. 41. No. 2, pp. 245-267.

  14. Senashenko, V.S. (2018). [Legal Framework of Higher Education in Russia Needs Reconfiguration]. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 27. No. 4, pp. 33-41. (In Russ., abstract in Eng.)

  15. Senashenko, V.S., Makarova, A.A. (2018). [Educational Technologies: Hybrid Training]. In: Vysshaya shkola: opyt, problemy, perspektivy: Materialy XI mezhdunar.nauchno-prakt. konf. [Higher School: Experience, Problems, and Perspectives: Proc. XI Sci. and Pract. Conf. Moscow: RUDN University, March 29–30, 2018. Part 2, pp. 11-15. (In Russ. abstract in Eng.)

  16. Senashenko, V.S., Makarova, A.A. (2016). [On the Origin and Formation of the Synthetic Unifying Tendencies in Higher Education]. In: Vysshaya shkola: opyt, problemy, perspektivy [Higher School: experience, problems, and perspectives: Proc. Sci. and Pract. Conf. Moscow. RUDN University, April 21-22, 2016. Pp. 446-449. (In Russ. abstract in Eng.)

  17. Marx, K. (1983). Kapital [Capital]. Moscow: Publ. house of political literature]. Vol. 1. Book 1. Pp. 80-93. (In Russ.); Mamardashvili, M.K. (2001). [Converted Form]. In: Novaya filosofskaya entsiklopediya [New philosophical encyclopedia]. Moscow. Mysl’ Publ. Vol. 4, pp. 264–266. (In Russ.)

  18. Tkhagapsoev, Kh.G., Sapunov, M.B. (2016). [Russian Educational Reality and Its Converted Forms]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 6 (202), pp. 87-97. (In Russ., abstract in Eng.)

  19. Sevostyanov, D.A., Gainanova A.R. (2014). [Education Values: Inversion of Meanings]. Vysshee obrazovanie v Rossii [Higher Education in Russia]. No. 2, pp. 43–48. (In Russ., abstract in Eng.)

Acknowledgement. The authors express their appreciation to M.B. Sapunov for discussions, useful tips and support in their work on the paper.

The paper was submitted 18.12.17

Received after reworking 28.06.18

Accepted for publication 08.07.18

Topical Theme
Lecture in Post-secondary Education Institution within the Context of Competence Approach

Nadezhda V. Shestak – Dr. Sci. (Education), Dean, Head of a Chair, e-mail: shnadin13@yandex.ru

Russian Medical Academy of Continuous Professional Education of the Ministry of Healthcare of the Russian Federation, Moscow, Russia



Address: 2/1 (build. 2), Barrikadnaya str., Moscow, 125993, Russian Federation

Abstract. This article addresses a problem of the potential of a university lecture. On the one hand, training of highly qualified personnel should meet the modern requirements, and on the other hand, lecture remains the main form of holding a tutoring at university. An analysis of attributes of higher education modern pedagogical system, such as a purpose of system functioning, subjects (students, teachers, etc.), content of training, made it possible to conclude about qualitative changes in their nature, characteristics, requirements related to the new realities of modern society.

The old stereotypes and attitudes which have been being formed for centuries and have already lost their value, but continue to dictate forms, means and methods of educational process organization are a hindrance to the development of higher education. The need of society and state for qualified personnel has led to introduction of competence-based approach in training of specialists who have an activity orientation, an ability to fulfill functional duties, to solve professional problems. Development of professional competences is possible only in the conditions of the implementation of practice-based educational/professional activity, specially organized students’ self-reliant work, immediate application of knowledge acquired for the solution of various tasks.



Keywords: lecture, training of highly qualified personnel, competence-based approach, development of competences, transfer of knowledge

Cite as: Shestak, N.V. (2018). [Lecture in Post-secondary Education Institution within the Context of Competence Approach]. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 27. No. 8/9, pp. 43-53. (In Russ., abstract in Eng.)

References

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  2. Shestak, N.V., Shestak V.P. (2009). [Competence-based Approach in Additional Professional Education]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 3, pp. 29-39 (In Russ., abstract in Eng.)

  3. Shestak, N.V., Chmykhova, E.V. (2015). E-learning – obuchenie v seti Internet [E-learning – Training by the Internet]. Moscow, SGU Publishing house. 150 p. (In Russ.)

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  11. Shestak, N.V., Chmykhova, E.V., Astanina, S. Yu. (2013). Problema otbora soderzhaniya v sisteme dopolnitel'nogo professional'nogo obrazovaniya [Problem of Content Selection in the System of Additional Professional Education]. Moscow, SGU Publishing house. (In Russ.)

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The paper was submitted 23.06.18

Accepted for publication 15.07.18
« Which of you is Ready to Take a Leap to the Emptiness Today»?

Yury A. Lukin – Cand. Sci. (Education), Assoc. Prof., General and Social Pedagogy Department, e-mail: lyua57@mail.ru
Voronezh State Pedagogical University, Voronezh, Russia

Address: 86, Lenin str., Voronezh, 394024, Russian Federation
Abstract. In any academic discipline of higher professional education, the introductory (first) lecture is extremely important. In the didactic aspect, the development of students’ motivational sphere during this first class has a priority meaning. Drawing on our own pedagogical experience, we offer two variants of the decision of this priority task, which determine the content of the introductory lecture. In the first case, a teacher and students discuss a well-known parable of the three builders of a temple and the ideas of E. Fromm’s book "To Have or to Be?" The second variant was applied at the introductory lecture on didactics for second-year students of the Physics and Mathematics Faculty of the Voronezh State Pedagogical University this February. We compared two historical facts: planning of the expedition by C. Columbus and M. Lomonosov’s departure from his home. The Nobel laureate in physics W. Heisenberg interpreted the first event as a "leap to the emptiness." The objective comparison of the above-mentioned facts indicated who had actually done this Act – the leap to the emptiness. The quintessence of the introductory lecture was a question proposed to students and put to the title of this article. The further discussion of M.V. Lomonosov’s life and work became the statement of the system-forming role of the motivational component in the structure of any kind of human activity (including educational). The second variant of holding the first lecture has shown the greater incentive on students’ motivation. The examination of the scientific foundations of the principles of scientific organization of labor, effective methods of scientific organization of intellectual work, psychological foundations of educational and cognitive activity became the logical continuation of the discussion of the motives of educational and cognitive activity.

Keywords: didactics, introductory lecture, students’ motivational sphere, educational and cognitive activity, self-organization

Cite as: Lukin, Yu.A. (2018). [«which of You is Ready to Take a Leap to the Emptiness Today»?]. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 27. No. 8/9, pp. 54-61. (In Russ., abstract in Eng.)

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The paper was submitted 06.06.18

Accepted for publication 12.07.18

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