1.8. SOCIO-CULTURAL PARADIGMS (MODELS) OF EDUCATION

1.8. SOCIO-CULTURAL PARADIGMS (MODELS) OF EDUCATION

  Translated from the Latin term "paradigm" means "example", pedagogy under the paradigm understand the conceptual model of education. Throughout history, there have been many educational models. I. A. Kolesnikova connects their diversity with pedagogical civilizations. Understanding civilization as a certain level of material and spiritual culture achieved in the history of different communities, she believes that pedagogy has passed through the stages of natural civilization, reproductive and pedagogical civilization, and is entering the stage of creative pedagogical civilization. For the first stage is characterized by the interweaving of education in the natural activity of the adult and the younger generation. For the second, education becomes a specially organized activity aimed at transferring the experience of the older generation to the younger ones. The processes of alienation of the content of education from the needs of the individual are increasing. The transition to the third pedagogical civilization means the growth of the reflective culture of a person, the organization of education as a “meeting” of the subject experience of a teacher and a student, the strengthening of the role of dialogue teaching methods.

In modern pedagogy, there are other approaches to the allocation of educational paradigms (models of education). Currently, various models are functioning in the world educational space. They differ in their initial goals, values, content, ways of organizing the educational process, teacher-student interaction, and results of education. The most famous are the esoteric, traditional (knowledge-oriented), rationalistic (behavioral), humanistic (phenomenological) educational models.

The esoteric model of education is the oldest on the planet. She was known to the ancient civilizations of Egypt, Babylon, and India. Designed exclusively for the initiated (in religion, magic, mystic). The meaning of education is to introduce the student to the truth, which is possible at the time of illumination by entering the superconscious. The role of the teacher is to lead the student to the realization of what is happening, the transition to a new level of their spiritual development. Assumes complete voluntary submission of the student Mentor. The content of education is not knowledge, but experience, states, and experiences of the student. The result is a change in the “human quality”, the extraction of the natural essence from the cover of a social personality.

The traditional (knowledge-oriented) model of education is a model of systematic academic education as a way of transmitting to the young generation the universal elements of the culture of the past. The main role of education comes down to transferring to the younger generation the elements of the cultural heritage of human civilization, which primarily means the diversity of knowledge, skills and abilities, ideals and values ​​that contribute to both individual human development and the preservation of social order. Therefore, the content of school curricula should be based on the basic, time-tested knowledge and skills that ensure functional literacy and socialization of the individual. It is assumed that their assimilation will allow an individual to proceed to the independent assimilation of knowledge, values ​​and skills of a higher rank in comparison with the mastered ones.

The rationalistic model of education presupposes such an organization of it, which primarily ensures the assimilation of knowledge and skills and practical adaptation of the young generation to the existing society. Within the framework of this model, assimilation of only such cultural values ​​is ensured which allow the young person to fit into existing social institutions without serious consequences. The behavioral concept of social engineering (B. Skinner) lies at the heart of this model of education. The main goal of the school within this model is to equip students with some adaptive “behavioral repertoire” necessary for a successful life arrangement in accordance with social norms, requirements and expectations of society. Behavioral goals contribute to the educational process the spirit of narrow utilitarianism, pattern and coaching. The ideal is the exact following pattern. In this model, role-playing methods, training, training prevail. There is a lack of creativity not only in teaching, but also in teaching.

The humanistic (phenomenological) model of education involves taking into account the individual characteristics of students, their interests and needs. Education is considered as humanistic in the sense of its conformity with the true nature of man. The main purpose of the teacher is to create conditions for self-knowledge and support the unique development of each student in accordance with the inherited nature, providing the greatest freedom of choice and conditions for the child to realize their natural potentials for self-realization. Proponents of this direction defend the rights of the individual to the autonomy of development and education. The humanistic model of education involves the freedom and creativity of both students and teachers.