Phenomenology of modern education quality

The national priority question of education quality is considered in the article at the level of an in-depth – existential – function of the educational system, where the former arises. In that case, education appears not only as a social organism, but a fundamental form of understanding existence a...

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Main Author: Natalya G. Kulikova
Format: Article
Language:English
Published: Plekhanov Russian University of Economics 2017-11-01
Series:Otkrytoe Obrazovanie (Moskva)
Subjects:
Online Access:https://openedu.rea.ru/jour/article/view/443
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spelling doaj-3ffc4199b6dc4e92876dad951ebfb3f12021-07-28T21:18:42ZengPlekhanov Russian University of EconomicsOtkrytoe Obrazovanie (Moskva)1818-42432079-59392017-11-0121541310.21686/1818-4243-2017-5-7-9358Phenomenology of modern education qualityNatalya G. Kulikova0ANO «Center for Noospheric Health»,The national priority question of education quality is considered in the article at the level of an in-depth – existential – function of the educational system, where the former arises. In that case, education appears not only as a social organism, but a fundamental form of understanding existence and self-realization of a person as a self-organized space and biosocial system in terms of an integral educational result. The mechanisms and effects of formal development logic become clear from such research perspective namely, that changes into philosophy of education in the shape of a single-dimensional methodological imperative and provides for an inconsistency of educational practice, achievement of some pedagogical aims at the expense and to the disadvantage of others. The limited nature of pedagogical thinking is not simply fixed in the paradoxes of human development as an individual and organism, but is considered as the main obstacle in the way of evolution of the Human-Nature-Society global system. The phenomenological comprehension of education problems supposes coming into the space of a spiritual idea, funding the process of searching for quality at different levels of human life and activities from within, which characterizes the topicality of the given article. The aim of the scientific research is to analyze factors limiting the process of modern human development, and to ground the necessity of the fundamental updating of the education model in the noospheric scientific paradigm. Theoretical methods of research are used in the paper: analysis of scientific literature, system analysis, analogy, systematization, and generalization. The research results are represented in the categories of education philosophy and focus the reader’s attention mainly on its critical-reflexive function. Elimination of the subject of education is considered as a logical result of phenomenological reduction of thinking that loses a higher level of the Universal, divides the single living space into the “autonomous” spheres of life and at the same time hides the natural code of stability (health) of a person. The article contains the description of splitting of consciousness process, of a deep inversion of personality in the system of biological and social determination of development, analysis of the human’s two-headed problem (psychological-physiological and psychospiritual) and the limit of pedagogical thinking operating in modern practice of the students’ personality socialization. System insufficiency and functional danger of the traditional binary model of development is formed in the absence of clear ideas in pedagogics of the ontological structure of the subject and a complete concept of the individual, accumulation of the negative quality of individual and public lifestyles. Therefore, it is possible to suppose that formation of an individual, a person – the object of the space, social and natural  system must become the aim and result of the modern educational mainstream. In such a case, Müller-Haeckel’s biogenetic law regulating traditional education must lose its methodological force. The proposed methodology of managing quality of education implies higher subjectness of development of the educational process participants, restoration of their personality unity based on noospheric pedagogical philosophy and requires expanding the regulatory principle of modeling educational practice up to the anthropocosmic one.https://openedu.rea.ru/jour/article/view/443quality of educationmüller-haeckel’s biogenetic lawindividualthe paradox of developmentphenomenological reductioninversion of personalitybiological and social determination of developmentstability of personality
collection DOAJ
language English
format Article
sources DOAJ
author Natalya G. Kulikova
spellingShingle Natalya G. Kulikova
Phenomenology of modern education quality
Otkrytoe Obrazovanie (Moskva)
quality of education
müller-haeckel’s biogenetic law
individual
the paradox of development
phenomenological reduction
inversion of personality
biological and social determination of development
stability of personality
author_facet Natalya G. Kulikova
author_sort Natalya G. Kulikova
title Phenomenology of modern education quality
title_short Phenomenology of modern education quality
title_full Phenomenology of modern education quality
title_fullStr Phenomenology of modern education quality
title_full_unstemmed Phenomenology of modern education quality
title_sort phenomenology of modern education quality
publisher Plekhanov Russian University of Economics
series Otkrytoe Obrazovanie (Moskva)
issn 1818-4243
2079-5939
publishDate 2017-11-01
description The national priority question of education quality is considered in the article at the level of an in-depth – existential – function of the educational system, where the former arises. In that case, education appears not only as a social organism, but a fundamental form of understanding existence and self-realization of a person as a self-organized space and biosocial system in terms of an integral educational result. The mechanisms and effects of formal development logic become clear from such research perspective namely, that changes into philosophy of education in the shape of a single-dimensional methodological imperative and provides for an inconsistency of educational practice, achievement of some pedagogical aims at the expense and to the disadvantage of others. The limited nature of pedagogical thinking is not simply fixed in the paradoxes of human development as an individual and organism, but is considered as the main obstacle in the way of evolution of the Human-Nature-Society global system. The phenomenological comprehension of education problems supposes coming into the space of a spiritual idea, funding the process of searching for quality at different levels of human life and activities from within, which characterizes the topicality of the given article. The aim of the scientific research is to analyze factors limiting the process of modern human development, and to ground the necessity of the fundamental updating of the education model in the noospheric scientific paradigm. Theoretical methods of research are used in the paper: analysis of scientific literature, system analysis, analogy, systematization, and generalization. The research results are represented in the categories of education philosophy and focus the reader’s attention mainly on its critical-reflexive function. Elimination of the subject of education is considered as a logical result of phenomenological reduction of thinking that loses a higher level of the Universal, divides the single living space into the “autonomous” spheres of life and at the same time hides the natural code of stability (health) of a person. The article contains the description of splitting of consciousness process, of a deep inversion of personality in the system of biological and social determination of development, analysis of the human’s two-headed problem (psychological-physiological and psychospiritual) and the limit of pedagogical thinking operating in modern practice of the students’ personality socialization. System insufficiency and functional danger of the traditional binary model of development is formed in the absence of clear ideas in pedagogics of the ontological structure of the subject and a complete concept of the individual, accumulation of the negative quality of individual and public lifestyles. Therefore, it is possible to suppose that formation of an individual, a person – the object of the space, social and natural  system must become the aim and result of the modern educational mainstream. In such a case, Müller-Haeckel’s biogenetic law regulating traditional education must lose its methodological force. The proposed methodology of managing quality of education implies higher subjectness of development of the educational process participants, restoration of their personality unity based on noospheric pedagogical philosophy and requires expanding the regulatory principle of modeling educational practice up to the anthropocosmic one.
topic quality of education
müller-haeckel’s biogenetic law
individual
the paradox of development
phenomenological reduction
inversion of personality
biological and social determination of development
stability of personality
url https://openedu.rea.ru/jour/article/view/443
work_keys_str_mv AT natalyagkulikova phenomenologyofmoderneducationquality
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