Functions of education

The main functions of education can be roughly divided into:

Socio-cultural, aimed at the development of the spiritual life of society, where higher education plays a decisive role, because it not only directly affects the formation of the personality, but also lays a sense of social responsibility, allows you to preserve, develop, and broadcast the spiritual heritage.

Socio-economic, associated with the formation and development of the intellectual, scientific, technical and personnel potential of society, with social stratification;

Socio-political, the implementation of which allows ensuring the security of society in its broadest sense, social control, social mobility, sustainable development of society, its internationalization and involvement in general civilization processes.

Socio-cultural functions of the institute of education

1. Humanistic (human-forming) function is manifested in the unity of opposite, but organically related processes: socialization and individualization of the individual.

In the process of socialization, a person assimilates social relations, transforms them into the inner essence of his own personality, into his own social qualities. However, this happens individually for each person. Therefore, education is a special social institution that ensures socialization and at the same time the acquisition of individual qualities by a person.

Humanization is an objective need for social development, the main vector of which is focus on a person. Global technocratism (the power of science and technology, the problem is viewed not as human, but as technological, priority is rational achievement of the goal, destructive nature, inhumanity) as a method of thinking and the principle of activity of an industrial society dehumanizes social relations, in such a society, a person turns into a working machine, and in old age is no longer needed.

Considering the humanistic function, it should be said that with the greatest completeness the humanistic function is intended to be realized in the system of preschool education and in comprehensive school, and to the greatest extent - in the lower grades. It is here that the foundations of the intellectual, moral, physical potential of a person are laid.

2. Social control. Education ultimately determines the position of a person in society, his capabilities, goals achieved in society and methods of remuneration for work, work itself, worldview, etc.
3. Broadcast and dissemination of culture in society. It lies in the fact that through the institution of education, cultural values are transmitted from generation to generation, understood in the broadest sense of the word (scientific knowledge, achievements in the field of art, moral values and norms, rules of behavior, experience and skills inherent in various professions, etc.) .NS.).

Throughout the history of mankind, education has been the main source of knowledge, a tool for enlightening society. From it comes such a function of education as generating, preserving the culture of society.

4. Reproduction of social types of culture. Education makes knowledge technological, constructive forms, thanks to which it becomes possible to systematize, compose, broadcast and accumulate in increasing volumes. The transfer of knowledge and experience becomes dynamic, massive, open.
5. Cultural innovation carried out through education selectively. The public education system broadcasts only a fraction of the innovations achieved in culture. Innovations are accepted from the mainstream of the dominant culture that do not pose a threat to the integrity of this social organization(its stability management structures). In relation to other innovations, even progressive ones, the education system can serve as a kind of barrier.
6. Formation and reproduction of public intelligence(mentality, certain industries and social technologies of intellectual activity) includes the dissemination of essential knowledge through training, imparting cognitive skills to individuals.

The education system has become a diversified complex, its goal is not just the transfer of knowledge and personal development, but the intellectual accompaniment of the development of society. World leaders strive to control educational complexes in different zones of the world, transferring their educational technologies or other models specially developed for other countries.

7. Formation of attitudes in the younger generation, value orientations, life ideals prevailing in a given society. Thanks to this, young people join the life of society, socialize and integrate into the social system.

Teaching the language, the history of the fatherland, literature, the principles of morality and ethics serves as a prerequisite for the formation of a generally shared system of values among the younger generation, thanks to which people learn to understand other people and themselves, and become conscious citizens of the country. The content of the process of socialization and upbringing of children carried out by the education system largely depends on the value standards, morality, religion, and ideology prevailing in society.

8. Educational function education is to ensure the processes of socialization of the individual and its civil formation, the transfer of domestic and world cultural and historical experience to new generations.
9. The teaching function of education is to ensure the process of mastering by a person knowledge, skills and abilities within educational institutions and various spheres of society.

The above functions of education are the constituent parts of such a function of education as the socialization of the individual, especially the youth, and its integration into society. It is educational institutions (and not only them) that prepare certain skills for a person to fulfill a certain social role under a certain status.

Education - purposeful cognitive activity people to acquire knowledge, abilities and skills, or to improve them.

The purpose of education is to familiarize the individual with the achievements of human civilization. The main institution modern education is the school. Fulfilling the "order" of society, the school, along with educational institutions of other types, trains qualified personnel for various spheres of human activity.

Functions of education.

Transfer of social experience (knowledge, values, norms, etc.).
Accumulation and preservation of the culture of society. Education maintains the necessary level of social cohesion, contributes to the maintenance of its stability, and leads to the direct social reproduction of society as a cultural integrity.
Socialization of the individual. Training of qualified personnel to maintain and increase the survival of society in the ever-changing historical conditions of its existence.
Social selection (selection) of members of society, primarily young people. Thanks to this, each person takes the position in society that most satisfies his personal and public interests.
Providing professional guidance to a person.
Introduction of socio-cultural innovations. Education promotes discoveries and inventions, the development of new ideas, theories, concepts.
Social control. The legislation of many countries provides for compulsory education, which helps to maintain the stability of society.

The main directions of the ongoing education reform:

democratization of the training and education system;
humanization of the educational process;
computerization;
internationalization.

In the course of their implementation, it is assumed:

modify the organization and technology of teaching, make the student a full-fledged subject of the educational process;
select new system criteria for the effectiveness of education results.

Modern education is a means of solving the most important problems not only of the whole society, but also of individual individuals. This is one of critical milestones in the process of socialization.

The main elements of the education system

The education system is a complex multi-level integrity that includes a number of interacting elements:

educational authorities and their subordinate institutions and
organizations (the ministry of education, departments, administrations and ministries of education of the constituent entities of the Russian Federation, etc.);
normative legal acts regulating the education process (the Constitution of the Russian Federation, the Law of the Russian Federation “On Education”, etc.);
educational institutions (schools, academies, institutes, universities, etc.);
educational associations (scientific societies, professional associations, creative unions, methodological councils, etc.);
institutions of the infrastructure of science and education (manufacturing enterprises, laboratories, printing houses, etc.);
educational concepts, programs, standards;
educational and methodological literature;
periodicals (magazines, newspapers, etc.).

Education is traditionally divided into general (sometimes called school) and vocational education. At the initial stage of socialization of the individual, the solution of problems of general education dominates, and as the educational level of a person rises, specialized, professional education begins to prevail.

General education allows you to master the basics of scientific knowledge necessary to understand the world around you, to participate in public life and work activities. In the process of school education, a person learns the norms, values and ideals of the culture of the society in which he lives, as well as the rules of everyday behavior based on the universal material of the historical experience of mankind.

Professional education prepares creators of new cultural values and is carried out mainly in specialized areas of public life (economic, political, legal, etc.). Vocational education is conditioned by the social division of labor and consists in the assimilation of special knowledge, practical skills and skills of productive activity in the chosen sphere.

Taking into account the needs and capabilities of students, education can be obtained in different forms: full-time, part-time (evening), part-time, family education, self-education, external studies. A combination is allowed different forms getting an education. For all forms of education within the framework of a specific basic general education or basic professional educational program, there is a single state educational standard. The Government of the Russian Federation establishes lists of professions and specialties, the acquisition of which in part-time (evening), correspondence forms and in the form of an external student is not allowed.

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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

Federal State Autonomous Educational Institution of Higher Professional Education

Far Eastern Federal University

SCHOOL OF PEDAGOGY

Department of Economics

TOPIC: Functions of education

Leontyeva Anna Anatolievna

Olesya Aleksandrovna Koshmanova

Ussuriysk

Introduction

The connection of education with all spheres of social life is realized directly through the personality, included in economic, political, spiritual, social ties. Education is the only specialized subsystem of society, objective function which coincides with the goal of society. If various spheres and branches of the economy produce certain material and spiritual products, as well as services for a person, then the education system “produces” the person himself, influencing his intellectual, moral, aesthetic and physical development. Education ultimately determines the position of a person in society, his capabilities, goals achieved in society and methods of remuneration for work, work itself, and worldview.

Entry into the European space, the signing of the Bologna Treaty, the introduction of a credit-modular system, the development of educational institutions of an innovative type require a new approach to the phenomenon of education, and before finding new organizational forms of training and education, updating the content of the educational process, the question of reformation was raised education and its limitations: what is right in the education system and what this system should contribute to an industrial developing society. In other words, it was necessary to define and clearly delineate the functions of the education system.

Education is learning, enlightenment; a body of knowledge obtained by special training. School, preschool and higher, basic and special educational institutions, as well as various subjects that influence the development and learning process of the individual, specialize in the presentation of teaching. V modern society it is education that is tasked with forming law-abiding citizens who respect norms and traditions.

Education how a complex and dynamic system (social institution) can be studied on different levels the functioning of modern society.

On macro level(the level of society as a whole and large social groups), this is:

1) studying the possibilities of increasing the intellectual potential of society as a whole, its individual social groups and strata;

2) study of the process of intellectualization of labor in connection with the acceleration of the scientific and technical process;

On micro level(the level of small social groups and typologized personalities) is investigated:

1) change (increase or decrease) in the intellectual level of subjects of education (students, schoolchildren, teachers, etc.);

2) liberation of participants in the educational process from stereotypical, routine (cramming) activities;

3) creation of favorable conditions for self-development (self-realization) of subjects of education.

Education as a structurally complex social system, has different, usually following each other levels familiarizing individuals with scientific knowledge and practical experience:

1) preschool education provided in the family and preschool institutions;

2) school education - organize general education schools with family support;

3) vocational education, designed to prepare skilled workers for various sectors of the economy;

4) specialized secondary education provides training for specialists and lower-level management personnel;

5) higher education, associated with the comprehensive training of highly qualified workers and future leaders of all levels;

6) retraining and training specialists, takes into account the constantly evolving needs of social labor;

7) attestation scientific personnel - reproduces the scientific elite of society, improves its qualitative composition.

Different levels of education ultimately solve the same main task of education: they ensure the reproduction and optimization of the social and professional structure of labor collectives in accordance with the changing needs of society.

Function - the performance, implementation, appointment or role that a particular social institution or process performs in relation to the whole.

V scientific literature there are different points of view regarding the content of the functions of education and their systematization.

Functions of education

The main functions of education can be roughly divided into:

Socio-economic, associated with the formation and development of the intellectual, scientific, technical and personnel potential of society, with social stratification;

Socio-cultural functions of the institute of education

1 . Humanistic(human-forming) function is manifested in the unity of opposite, but organically related processes: socialization and individualization of the individual.

Humanization is an objective need for social development, the main vector of which is focus on a person. Global technocratism (the power of science and technology, the problem is viewed not as human, but as technological, priority is rational achievement of the goal, destructive nature, inhumanity) as a method of thinking and the principle of activity of an industrial society dehumanizes social relations, in such a society a person turns into a working machine, and in old age is no longer needed.

Considering the humanistic function, it should be said that with the greatest completeness the humanistic function is intended to be realized in the system of preschool education and in the general education school, and to the greatest extent in the lower grades. It is here that the foundations of the intellectual, moral, physical potential of a person are laid.

2 . Social control. Education ultimately determines the position of a person in society, his capabilities, goals achieved in society and methods of remuneration for work, work itself, worldview, etc.

3 . Broadcast and dissemination of culture in society. It lies in the fact that through the institution of education, cultural values are transmitted from generation to generation, understood in the broadest sense of the word (scientific knowledge, achievements in the field of art, moral values and norms, rules of behavior, experience and skills inherent in various professions, etc.) .NS.).

4 . Reproduction of social types of culture. Education gives knowledge manufacturability, constructive forms, thanks to which it becomes possible to systematize, compose, broadcast and accumulate in increasing volumes. The transfer of knowledge and experience becomes dynamic, massive, open.

5 . Cultural innovation carried out through education selectively. The public education system broadcasts only a fraction of the innovations achieved in culture. Innovations are accepted from the mainstream of the dominant culture, which do not pose a threat to the integrity of this social organization (the stability of its management structures). In relation to other innovations, even progressive ones, the education system can serve as a kind of barrier.

6 . Formation and reproduction of public intelligence(mentality, certain industries and social technologies of intellectual activity) includes the dissemination of essential knowledge through training, imparting cognitive skills to individuals.

7 . Formation of attitudes in the younger generation, value orientations, life ideals prevailing in a given society. Thanks to this, young people join the life of society, socialize and integrate into the social system.

8 . Educational function education is to ensure the processes of socialization of the individual and its civil formation, the transfer of domestic and world cultural and historical experience to new generations.

9. Learning function education is to ensure the process of mastering knowledge, skills and abilities within the framework of educational institutions and various spheres of society.

Socio-economic functions of education

1 . Formation of professional qualifications population. From a quantitative point of view, the education system is responsible for the reproduction of the professional and educational composition of the population. Its productivity and innovative activity slightly increases with the growth of general education.

The excess of the educational level over the requirements of the workplace plays a positive role in production, creates a reserve of the creative potential of the individual, qualification and social advancement of the person. The same circumstance intensifies the contradiction between the claims of the owner of excess education and the expectations of the people around him.

2 . Formation of consumer standards of the population. Education can bring rational standards to the material needs of people, contribute to the formation of a resource-saving economy, as well as a stable and favorable human environment. In market conditions, such a function opposes the interests of business, although it is more in line with national interests.

3 . Attracting economic resources. As you know, the most profitable investment of capital is investment in education.

4 . Internal distribution of economic and other resources. Resources are provided for activities that are focused on education and “non-educational” space (material assistance to students, maintenance of commercial, research, design and other structures).

5 . Social selection- one of essential functions Institute of Formal Education. It follows directly from the humanistic function; The structure of the educational process is arranged in such a way that it makes it possible, at the very initial stages, to implement a differentiated approach to students (to change the learning profile for failing students and students, to encourage talented and capable).

In a number of countries, including in our country, there are special educational programs for creatively gifted youth, whose educational work is certainly encouraged, and favorable conditions are created for the maximum development of their inclinations.

In modern society, the search and education of talented youth is elevated to the rank of state policy in the field of education, since the rapid development of science and technological progress in many other areas requires a constant influx of talented youth.

The process of selection, the selection of the most capable of learning students is carried out by the modern school as if automatically, has its own main task selection and differentiation of young people not only according to their abilities and talents, but also in accordance with individual interests, opportunities, value orientations.

After a compulsory nine-year education, a significant part of young people enroll in technical schools, others continue their studies in secondary school, and some of its graduates go to universities. After graduation, some begin their labor activity in the national economy, others enter graduate school, make a scientific career.

From the sociological point of view, the consequences of the selection process carried out by the educational institution are extremely important, since its end result (when different groups of young people complete their education in different educational institutions) is the placement of people in different positions in the social structure of society.

Through this, the reproduction and renewal of the social structure of society is achieved, without which the normal functioning of the latter is impossible.

Another important aspect of the process of social placement is that it triggers the mechanism of social mobility; getting a profession, taking a social position in the structure of a particular organization, as a rule, opens up the path of a professional career for many people, moving up the ladder of official hierarchies and powers.

The education system, mainly higher education, in a modern industrial society serves as the most important channel of social mobility, since without a university diploma it is impossible to get a prestigious and highly paid job.

6 . Professional. Reproduction of those social classes, groups and strata, belonging to which is due to educational certificates. Educational institutions provide individuals with unequal education, which is a condition for occupying appropriate places in systems of division of labor (and social stratification).

7 . As As in society an increasing number of attainable statuses is conditioned by education, such a function of education as intensification of social movements.

8 . The function of social and cultural change. It manifests itself in the creation of a knowledge base for further non-stop education. It is implemented in the process of scientific research, scientific achievements and discoveries that are carried out within the walls of higher educational institutions, specializing in various types of pedagogical activities, standardizing the educational process.

9 . Providing vocational guidance work with youth. Starting with adolescents, educational institutions are simply obliged to conduct it. The essence of vocational guidance work is the formation of a more competent composition of graduates and skilled workers.

Socio-political functions

Personality formation is one of the vital interests of the state and groups, therefore, a mandatory component of education is legal norms and political values that reflect the political interests of groups that dictate the direction of development in a given society and seek to control the school.

Instilling acceptable (shared) legal and political values and norms in educational communities. Any political system begins by fighting for old school or creates a new one. In this sense, formal education ensures the promotion of law-abiding legal and political behavior, as well as the reproduction of the state (dominant) ideology. This is how the school promotes patriotism.

The transformation of the world from bipolar to unipolar has led to the separation of the function of ensuring national security. True security, taking into account the progress of world civilization, is determined by the level of development of human resources as the main prerequisite for the creation of its scientific, economic, socio-cultural and spiritual potential.

Such functions stand apart from such a conventional classification. Substitution of parents, social support for students during their stay within the walls of an educational institution.

In fulfilling this function, education, and especially the pre-vocational school, reproduces cultural stereotypes and role differentiation inherent in the family. The formation of educational communities linked by their involvement in educational processes and value attitudes towards education, and their reproduction, which consists of the following basic elements: leaders and organizers of education, teachers and students. Other functions.

Conclusion

Thus, education performs the following functions:

* is a way of socialization of the individual and the continuity of generations;

* an environment for communication and introduction to world values, achievements of science and technology;

* accelerates the process of development and formation of a person as a person, subject and individuality;

* provides the formation of spirituality in a person and his worldview, value orientations and moral principles.

The main functions education can be classified into three main groups: economic, social and cultural.

1.Economic functions of education connect:

firstly, with the formation of the social and professional structure of labor collectives;

secondly, with the training and advanced training of workers required in the field of material production.

2. Social functions of education can be considered:

firstly, as a condition for the reproduction and development of the social structure of society as a whole (it is possible to become a doctor, scientist, teacher, member of other social systems only through the institution of education);

secondly, as a means of social movement (for example, a worker who graduated from a university moves to the intelligentsia)

3.Cultural the functions of education are due to:

firstly, the preservation and transmission of the results (achievements) of education for the formation of the personality, the development of its creative activity (knowledge, social norms, spiritual values);

secondly, the requirements of the socialization of the individual (as elements of upbringing) are associated with the assimilation of the values and norms required by society that are necessary to fulfill the corresponding social roles.

It can be concluded that education in the modern world, due to its functions, plays an integrative role in the formation of social communities, social institutions of society, the formation of an interacting personality. Education is the only institution of society on which the largest number relationships between social communities and their representatives.

Thanks to investments in quality education, the power of the country's economy is significantly increasing. Education prepares ready-made patterns of behavior for humanity and conditions the possibility of their development. It is thanks to education that knowledge, information, and, consequently, opportunities are exchanged between strata of society, between collectives, states, people; this is how the communicative function of education is carried out. Various functions of education determine interaction, integration in society, which determines the humanitarian function of education, from which all other functions of education originate, the role and significance of which in society is very significant.

Bibliography

1) Berezovsky V.A., Semenova T.Yu., Lukyanova A.V. The economic nature of education // Economics of education / Publishing house of the Modern Humanitarian University (SSU). Modern Humanitarian Academy, Moscow - 2013 - No. 5 - P.4-11

2) Borisov E.F. Economic theory: Textbook - 2nd ed. / Borisov E.F.

3) Integration of education, science and business in an industrially developed region in the post-crisis period / S. A. Mokhnachev, K. S. Mokhnachev, N. P. Shameva // Quality. Innovation. Education: magazine - 2012. - №7. - S. 19-24

4) Role higher education in the national economy / A.I. Tyupaeva, V.A. Beskrovina // Economics of Education: Journal. - B. m. - 2012. - No. 5. - S. 5 - 22

5) Timoshenkov I.V., The education system as an object of research in economic theory: from classical to new institutional economics // Economics of Education / Kostroma State University named after N. A. Nekrasova - 2013 - No. 2 - P. 108a - 112

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As already noted, at this stage of the development of society in the Republic of Belarus, there is a transition from a traditional society to an industrially developed and dynamic society, the most important feature of which is its constant change and development.

In a traditional society, the leading process is reproduction cultural and historical experience of mankind, in the dynamic - the process development personality, public consciousness and society as a whole. but existing system education still mainly performs the functions of culture reproduction, transmission of knowledge, cultural samples that formed the experience of previous generations. We can say that education prepares a person for life in the past or in a traditional society, but, meanwhile, he will have to live in the future - a new, dynamic society that is constantly developing and fundamentally different from its previous state. This is one of the main contradictions of education both in our republic and in the countries of the CIS and far abroad.

This problem can be solved through a radical change in educational practice, modernization of the pedagogical process at all levels of the education system. To determine the ways of reforming educational practice, it is necessary to consider in more detail the issue of the distinctive features of the education system inherent in a traditional and dynamic society.

Education in society implements two main functions:

1) reproduction(culture, experience, activities of people);

2) development(society, personality).

The first function is carried out by theoretical(knowledge) model of education, the second - universal(ability or activity).

Theoretical model education ensures the transmission of cultural and historical experience from generation to generation; reproduction of “ready-made”, “complete” knowledge, skills, and abilities necessary for an individual to implement the functions existing in society (cultural, social, economic, etc.). Through a theoretical educational model, the consciousness of a person with a specific type of worldview is determined and formed: values and ideals, principles and lifestyle, specific knowledge, skills and abilities ... A striking example of such a model of education is the Soviet school, which was focused on the formation of a single Marxist-Leninist worldview, communist ideals and values among students. This theoretical model of education corresponded to a traditional type of society and has other names: traditional or subject-oriented.

The sphere of education is also a mechanism for the development of an individual and society as a whole. This development mechanism is implemented through universal educational model through preparing people for independent life in a constantly changing situation, innovative activity through the development of thinking, personality consciousness. The universal model of education is aimed not so much at transferring knowledge, skills, and abilities to students as at developing personal abilities to obtain this knowledge and apply it in new conditions .

In other words, the emphasis in the content of education should be shifted from the development of specific knowledge to development. universal personal abilities. Hence, other names for this model of education follow - universal or ability , innovative or student-centered. In a dynamic society, important for the individual are, first, the ability to work in an uncertain situation - to independently and adequately solve new problems arising in new conditions. Secondly, the ability to personal self-change and self-development, in particular, to self-formation own worldview, towards continuous self-education. System-forming for both groups of abilities is the personal ability to self-determination - social and cultural That is, some personal universal abilities with the help of which a person can independently make a choice and build himself and his own life activity, form personal ideals, life principles, worldview. These universal abilities also include: the ability to reflect; thinking; dialogue; analyzing the situation and defining goals, methods and means of achieving them; understanding of other people and joint productive activities. Many researchers (Yu.V. Gromyko, PG Shchedrovitsky, NG Alekseev and others) distinguish two groups of universal abilities: 1) the ability to act in unique (new, constantly changing) situations; 2) the ability to communicate, productive cooperation and collaboration. Thus, the implementation of a universal educational model ensures not only the appropriation of cultural and historical experience by students, but also the development of their personal abilities to master new ways of thinking and activity, and relationships between people. This universal or ability model of education is characteristic of a dynamic society (see figure 3).

We will give a comparative analysis of the theoretical (traditional, knowledge, subject-oriented) and universal (ability, activity, personality-oriented) models of education, and also define distinctive features activities of the teacher in these educational models (see tables 2,3).

The main functions of education in society

Functional analysis of education aims to link its existence with the broader, global goals that it serves. We use functional analysis as one of the approaches to identifying value-oriented targets of education through determining its value in society and culture as systems of a higher hierarchical level. It should be noted that the modern socio-cultural context differs significantly from the world when traditional ideas about education were formed, therefore, before considering the functions of education, let us turn to the characteristics of the modern world.

The first important point is this is the transition of mankind to the post-industrial, technological, information era of its development, in which the most important role is played not so much by scientific knowledge describing the world as by the technologies of its transformation. Although material production is growing in absolute volumes, it ceases to play a leading role, yielding to intellectual products: high technologies, methodologies of activity, information innovations and flows.

The following table contributes to the understanding of the essential differences between post-industrial civilization and others that preceded it.

Table 1

Technologies of human civilizations

A post-industrial society needs an innovative economy - an economy based on knowledge, new technologies and human capital. The basis for the progressive development of each country and of all mankind as a whole is the person himself, from whom not only professional knowledge, skills, diligence and discipline are required. His spiritual and moral qualities, creative potential, his culture and professional competence... It is a person who, as a responsible, competent, constantly developing subject of innovative, high-tech and nature-friendly professional activity, realizing his unique creative potential in it, will determine the development of a post-industrial society.

The second significant characteristic of the modern world is in the sphere of ideology - it is rethinking the place and role of man both in production and social development, and in global processes. Gradually comes the realization that not only and not so much production activity, but actually human qualities- the most important factor in the progress and very survival of mankind.

The emergence of global problems associated with the systemic disadvantage of civilization contributed to a reassessment of the existing path of development, led to the actualization of the ideas of an infinite man borrowed, first of all, from Eastern philosophy, the highest harmony of the Universe, excluding the opposition of man and nature. Analysis of the general scientific picture of the world, synthesized from the position of post-non-classical science, also indicates a change in the place of a person in it. A person in his scientific interpretation as a remotely cognizing and transforming objects of the world, a finite biosocial being turns into a "cosmo-bio-psycho-social" (Yu.G. Volkov), a mass-energy-informational unity, commensurate with the world and evolving according to the laws common to it , not enslaving nature, but entering into a dialogue with it (I. Prigozhin), ensuring the co-evolution of man and nature (N.N. Moiseev).

In the modern world, the truth is more and more realized that a person is not a means, but a goal of social progress, the humanistic and environmental values of culture are becoming more and more actual. The decisive factors and criteria of social progress are not only a set of economic indicators, but also whether the necessary quality of life has been ensured, whether conditions have been created that provide people with the opportunity for self-realization, that is, the opportunity to achieve life goals, the most complete disclosure of their intellectual, spiritual, and creative potential.

The third characteristic of the modern world is associated with qualitatively new conditions of life, socialization, and human development. Of course, here the most important role is played by the emergence of new information and communication technologies... Being a product of society, new technologies cause significant changes in culture, socio-economic relations, in the social structure, affecting not only its functioning, but also deeply penetrating into the life of every person, opening up extraordinary opportunities, creating new forms of freedom, influencing his perception and understanding of the world, behavior, habits.

New technologies entail changes in the division of labor and organization of production, in the movement of capital and financial markets, in the organization of public and state institutions, in information exchange systems, etc. The growing efficiency, mobility and flexibility, which have affected all spheres of human life, make the transition to the networked natural, i.e. more diverse and "distant" forms of organization of various spheres of human activity. In economics, it is a network enterprise, in politics, it is interactive, more responsive to the will of citizens. politic system, in culture - a single world information network Internet and global mass media. As a result, a new environment for life-creation is formed, in which the meaning of space and time changes. Communication technologies are at the heart of the "shrinking of spaces" and the deepening of the interdependence of the world. Networks, without changing the fundamentally functional content of social life, transform the nature and order of interaction between people. In addition, their appearance significantly changes the life of people. " Social connections operationalized, becoming more and more impersonal and fleeting ... A person becomes a generator of messages. To be included in the life of a networked society, it must occupy right place among the streams of messages and to build complex communicative-activity configurations ... He has to move a lot, solve many diverse tasks, process large amounts of information, sometimes at the cost of colossal physical and psychological overload. "

In the modern world, a number of contradictions are exacerbated. On the one hand, the "network society" and global interdependence increase the importance of the actions of each person, on the other hand, rapid changes in living and working conditions, an increase in stressful situations often exceed a person's ability to adapt, which leads to health problems, disruptions, and mistakes in activity. In addition, in modern society, the laws of consumption and material enrichment often rule, and the media floods a person with a “stream of stimulation”. In it, information wars are waged, the object of which is human consciousness, psychotechnologies of suggestion and manipulation are used, the "light" world of temptations is expanding, leading to drug, gambling, and technological addictions. All this significantly changes the socialization environment of the new generation. In these conditions, it is especially important that a person sees where he is going, what he is striving for, and for this he needs to understand himself, to be able to distinguish what is essential for him, what makes sense, what he is free for and what he is responsible for. And, of course, in such an environment, the urgency of the task of moral elevation of people increases, which puts education in a special place.

Modern data indicate that in different countries there is a decrease in the ethical bar in the consciousness and behavior of a considerable number of young people, the authority of traditional cultural values, consecrated for centuries, is falling, anti-cultural tendencies are developing among various groups of the population. This is not only a consequence of civilizational changes, but also evidence of the crisis in education - the inability of educational systems to respond to the realities of a changed society.

Thus, in modern society, education becomes the main resource of social progress, the true capital of each person and humanity as a whole. Moreover, education in the modern world is designed not so much to transfer knowledge and form typical skills, but to contribute to the disclosure of the child's individuality, his personal development, the formation of a holistic worldview and moral values, the development of intellectual and creativity, problem-solving skills, creating internal conditions for further self-education, self-development and productive self-realization.

Based on these positions, consider functions of modern education, by which we mean the manifestations of its necessary properties, correlated with different areas the reality that it serves. Traditionally, there are three such spheres: culture, society, man and, accordingly, cultural, social and humanistic functions of education. Despite the division of functions, they are all interconnected in the same way as the sides of reality to which they relate are interconnected. So, for example, the demands of the social order cannot exist otherwise than in the context of culture. However, universal human values may "yield to the onslaught" of the temporary requirements of technical and technological development. Some overlaps can be observed between the functions (since one holistic phenomenon is analyzed), but the absence of identity (since the foreshortenings of analysis are different).

Cultural function of education has several aspects. As mentioned above (§1.3), education is a culturally shaped process of transmission by older generations and the appropriation by younger generations of models of human activity and its results in the form of knowledge, methods of activity, relationships, values.

Professor N.G. Baghdasaryan says that education, being the most important translational mechanism in the structure of culture, performs the function of a “genetic matrix” or informational structure-code. In this capacity, education acts as a functional subsystem of other systems, permeating the entire infrastructure of culture, accumulating in itself all other intentions of human activity, ensuring the continuity of the reproduction of the world of artificial orders. Within the framework of the cultural mission, she singled out three functions of education: translational - the development of universal cultural values, normative-conventional - the achievement of cultural identity, coordination of actions in society and innovative - the development of a personality capable of creative activity.

Education is not only a part of culture and a way of transmitting it, but also means of reproduction and development of culture... Therefore, in the implementation of the cultural function, both the mastery of a growing person with certain knowledge, skills, skills, and the formation of a culture of thinking, independent search, creativity, creation are important. The development of cultural values and the creative processing of cultural experience are important here, the reproduction of culture is not in an unchanged form, but in "passed through oneself", the transformation of cultural meanings into its own meanings, which is impossible without personal self-determination - defining one's relations, positions, values, leading to the formation of a worldview - a system of views on the world. Moreover, in the modern world, the production of one's own cultural individuality should be associated with the responsibility of a person for what exactly he brings to the world.

Public function of education manifests itself in the fact that it is an institution for the socialization of the individual, the preparation of new members of society. The development of production and other spheres of social life depends on how effectively education fulfills the social order. If the goal of society is progress, then education should ensure the self-development of society through training, upbringing, and personal development. Taking into account the peculiarities of the modern world discussed above, such progress can be ensured by creatively thinking, proactive, responsible, independent members of society, capable of mastering new ways of activity, solving not only problems today, but also those that will arise in the future. Only a continuous process of education and self-education can ensure the effective existence of a person in the rapidly changing conditions of life in modern society.

Professor A.V. Nepomniachtchi as the basis for the criterion of the dynamics of human systems cites the following basic postulate: a society develops if children in it surpass their fathers and mothers in their abilities and the rate of their realization; society is in a state of stagnation if children reach only the level of their parents; society degrades if children lag behind the corresponding age level of their parents in their development. The postulate is quite simple and obvious, but it is also obvious that traditional reproductive education of the “transfer - appropriation of knowledge” type will not be able to realize the social function in this interpretation.

Each new generation must not only learn the experience of the previous one, but also move further in its development. It is this idea that concentrates the main content of the social function of education. In this regard, the implementation of this function by education presupposes the formation of personal foundations - the ability and readiness of a growing person to independently organize their continuous education, to constant self-development.

V humanistic function of education reflects its importance for every person in the educational reality. Based on the above (see §1.4), we can say that education will be significant for every person if it contributes to the satisfaction of his needs, the achievement of life goals, life well-being, both current and further successful life self-realization. Of course, education cannot create future external conditions for a prosperous human life, however, by supporting the personal development of a child, developing his creative potential, "growing" spiritual and moral values, it can contribute to the implementation of this function.

In pedagogy, the point of view is widespread, according to which, by developing spiritual forces, abilities and skills, creating conditions for enriching the intellectual, emotional, volitional and moral potential of a person, provides opportunities for personal and professional growth, promotes mastering the means necessary to achieve intellectually -moral freedom, self-development of the creative individual. Another similar, but not identical to the previous opinion: “the humanitarian function of education is to help a person become a subject of culture, historical process, their own life, that is, to teach life creativity. It also consists in mitigating social tension, in restoring the ecology of man, his peace of mind, the meaning of life, public morality, civil peace ”.

As mentioned above, the functions of education represent a view of education from different angles and therefore do not coincide with each other. However, education is an integral object that should not be based on conflicting demands, when society requires one thing, culture carries another within itself, and a person wants something completely different, not corresponding to the first two. The proposed approach to understanding education as a humanistic phenomenon contributes to the elimination of contradictions between the functions of education. In this understanding, the humanistic function of education does not “oppose” cultural and social, but “absorbs” them at the level of consequences, declaring the priority of the unconditional value of each person, regardless of whether he meets the requirements of society and culture. As shown above (see §1.4), the development of a person “for himself” does not exclude, but presupposes, the development of culture, the formation of moral values and socially approved goals. So, the alternative “education for the progress of society and the preservation of culture or for the developing person himself” is replaced by an integral position: education for the well-being of a person - the subject of his own life, social and cultural development (Fig. 1).

Rice. 1. Functions and purpose of education

From the same point of view, an understanding of education is given in the Federal Law "On Education in the Russian Federation": education is a single purposeful process of upbringing and training, which is a socially significant good and is carried out in the interests of a person, family, society and the state, as well as a set of acquired knowledge and skills , skills, value attitudes, experience of activity and competence of a certain volume and complexity for the purposes of intellectual, spiritual, moral, creative, physical and (or) professional development person, meeting his educational needs and interests.

Such education differs significantly from the traditional process of transferring the sociocultural experience accumulated by humanity by the bearer (teacher) and the acquisition of ready-made knowledge by the student, which exists in the "reproductive-pedagogical civilization". Changing the purpose of education, its essential understanding requires a revision of all its components: goals, principles, content, forms and methods. In accordance with the thesis that everything is learned in comparison, let us turn to a comparative analysis of educational paradigms, which will clarify the ideas about the basic approaches to understanding the essence of education, which, in turn, determine the models, methods, and samples of pedagogical activity.

Educational paradigms

Each type of education is based on certain ideological premises, views on the essence of man, his role and place in the Universe, in society, in other words, on specific paradigmatic foundations. Depending on the paradigm, education will develop different sides of a person and, accordingly, will have different results. Educational paradigm Is a set of theoretical prerequisites that determine specific approaches to the design of the educational process and the educational practice itself (pedagogical tasks, the style of interaction of participants, etc.).

Traditionally, the concept of a paradigm is used in science to designate a certain unified "matrix" through which most scientists look at the reality under study at a certain historical period. The paradigm is the basis for the choice of scientific problems, a model, a model for solving research problems. In the humanities, the paradigm is defined in and understanding of the world in a person and a person in the world, recognition of the presence of certain sides in it, approaches, methods of studying it (methods scientific research). The educational paradigm, on the one hand, is part of the scientific paradigm, on the other, it is a reflection of the personal philosophy of the teacher who creates the educational process. The educational paradigm also proceeds from a certain understanding of the essence of a person, but, unlike the scientific one, it focuses not on the methods of cognition, but on the understanding of what is true education. Therefore, it manifests itself not so much in the process of cognizing reality, as in the theories of education and in solving its practical problems.

Depending on the philosophical and psychological concept of a person, underlying the definition of the goal and methods of education, three paradigms can be distinguished: authoritarian, activity-based and humanistic.

Authoritarian paradigm proceeds from the fact that a person is a biological being, endowed by nature with reflexes, needs, drives. His behavior is determined precisely by these, mainly biological characteristics and learned norms and stereotypes of actions (acquired reactions). In society, it plays the role of a "screw" of the social production mechanism, and therefore, its intrinsic value is denied. The main purpose of education from these positions is the adaptation of the biological nature of a person to life in society and the provision of a person with a set of knowledge and skills necessary to perform his function. The main approach to the implementation of education is the management of its behavior, learning, development of habits. The idea that a well-mannered person is one who knows how to behave correctly is firmly entrenched in the public consciousness.

Authoritarian education implements such a system of influences on the child and relationships with him, in which he completely submits to the will and authority of the educator. At the same time, the child is understood as an object of influence, and communication with him is formal, role-based. Not only individual characteristics, interests are ignored, but also the actual state of the student. The teacher focuses, first of all, on maintaining strict discipline, obedience, unquestioning fulfillment by students of established requirements and rules. The interaction of the teacher with the students is subordinated to the didactic tasks of transferring and mastering knowledge, skills and abilities, and the concepts, approaches, interpretations proposed by the teacher (or textbook) are considered as the only correct ones. This determines the subject and methods of control: the degree of coincidence of the knowledge and skills demonstrated by the student with the given content is controlled.

Analysis of authoritarian pedagogy carried out by I.A. Kolesnikova and V.V. Serikov shows that "where there are no concepts and laws, the regulators of our behavior are mythological rituals and customs." The ritualistic thinking of the teacher is evidenced by such techniques as monologue ("Be quiet when they talk to you"), conviction of your unconditional rightness ("Live with mine"), disregard for personal mechanisms of perception ("You are still young to have your opinion"), blind faith of administrators in the methodological canons (“You are not leading educational work"), The use of inherited educational techniques without any analysis of their real value (" Don't be without your parents, "" Tell the whole class what you think about your action, "etc.) Problems!!!").

The second group of ideas about a person is based on an understanding of the social, activity-based principle of his formation. Here a person is a product not so much of the “first”, biological nature, but of the “second,” social. He is an active being, selectively relating to external influences, carrying out activities directed not only by unconscious motives and learned reactions, but also by conscious goals, which are social in origin (“in internal experience there is nothing that would be absent outside "). In society, it is assigned the role of a factor of cultural, social, industrial progress, that is, it is understood not as a goal, but as a means of achieving higher social goals, an object of purposeful formation. This also determines the essence of education - the organization of active assimilation by a person of socio-cultural experience, the formation of personal qualities necessary from the point of view of social order. A child in such an education is no longer an object of directive influence on his behavior, but an object of the development of abilities and the formation of qualities. Knowledge is transferred from an end in itself to the level of means of intellectual and general cultural development of a person.

Activity (social, developing) paradigm is the source of many theories of problem-based, developmental learning, optimization and activation of learning, "subject-subjective" approach, etc. The concept of the subject is used here in a reduced sense, as opposed to understanding the object of influence (authoritarian paradigm). In reality, the child is not considered as a subject of life (that is, the one who controls it and bears responsibility), a person or a full-fledged subject learning activities since its desired image, the goals of education are determined externally. Pedagogical communication here also does not have a genuine "subject-subjective", value-semantic, dialogical character, but is role-based, conditioned by the performance of assigned functions.

The idea of a person as an integral part of the evolving Universe, commensurate with it and carrying a unique positive and necessary potential for the world, contribute to the recognition of its intrinsic value, regardless of the degree of benefit for a particular society. The development of a person, the disclosure and enrichment of his personal and spiritual capabilities is becoming a global task not only for education, but also for society as a whole. This is what determines the essence of education in humanistic paradigm, the foreground of which is the procedural part, conceived as co-creativity, co-development, dialogue. At the same time, the development of the child's abilities and personal qualities, as well as the development of social and cultural experience by him, is not denied, but is included in a broader goal - helping a person in spiritual ascent and self-realization. The components of this global goal are: creating conditions for the development of subjectivity, life-creation, personal functions of a growing person, support of self-knowledge, self-determination, self-realization.

Academician E.V. Bondarevskaya, referring to cultural samples of pedagogical practice, concludes about the most essential features of the humanistic paradigm of education:

- a special value attitude towards a child and childhood as a unique period of a person's life;

- recognition of personality development (mental, moral, physical, aesthetic) as the main task of the school, and the formation of a child's unique individuality - its main result;

- freedom and creativity of both students and teachers;

- the creation of a cultural and educational environment in which a person freely chooses ways of creative self-realization, his cultural self-development and the implementation of social and pedagogical protection, help and support for each child in his adaptation to society and life self-determination;

- focus on the person (the main value), culture and society as interrelated determinants of education aimed at supporting the processes of individual self-development and self-determination of the child.

Table 2 shows the generalized results of the analysis of three paradigms of education, the basis for which was: firstly, pedagogical theories, concepts, approaches, secondly, pedagogical practice, and thirdly, the extrapolation of the named into the sphere of ideas about a person.

table 2

Comparative analysis educational paradigms

Comparison criteria	Authoritarian paradigm	Activity paradigm	Humanistic paradigm

Ideas about a person	Human nature is neutral or asocial and destructive; requires constant external management and control. The value of a person is determined by the benefits that he can bring to society	Man is an active being, selectively relating to external influences, striving to achieve goals that are social in nature. Man is a factor of social development	Each person is a unique and self-valuable part of the Universe, commensurate with it. He is endowed not only with activity, the desire for self-fulfillment, but also with a unique spiritual potential. Man is the goal of social development
The essence of education	"Cultivation", adaptation of human biological nature to life in society; preparation through the transmission of knowledge, skills, skills for a life that benefits society	Broadcasting sociocultural experience; the formation of personality traits necessary for society; development of abilities understood as a means of social development	Disclosure of spiritual potential; support and assistance in self-development, self-determination, self-realization; personality development, subjectivity
Basic pedagogical values	Normativeness, controllability, diligence, didactic task, knowledge	Compliance of personality traits and manifestations with sociocultural requirements	Child, individuality, personality, spirituality, freedom, creativity, dialogue
Education content	The norms of behavior, scientific knowledge and skills necessary for a person to perform social and production functions	Characterological qualities (moral, civil, labor), basic socio-cultural experience, knowledge and skills as the basis for the development of intellectual abilities	Spiritual, moral, humanistic values, the experience of "being a person", the subject of one's life, knowledge and skills as the basis for the development of a worldview, the ability to create and self-development
Basic methods	Reproductive teaching methods, order, prohibition, encouragement and punishment, verbal education methods	Active methods training, the inclusion of pupils in a variety of activities	Creative, interactive, contextual teaching methods, the creation of personal development situations, pedagogical support and accompaniment
Characteristics of the teacher's activity	Teach, point, restrain, subdue, broadcast	Activate, motivate, direct, organize assimilation, form	Help, support, create conditions, reveal, understand, know, realize yourself
The predominant communication strategy of the teacher	Imperative - impact on the object	Role-based communication with signs of a manipulative strategy (motivation with a mark)	Developing - a dialogue between two personalities, each of whom is unique, has the right to their own opinion, to be understood and accepted

The concept of a person and the meaning of education in each paradigm are qualitatively different. Other signs that characterize one paradigm can manifest themselves in another, but already as its secondary features. This is explained by the fact that each subsequent paradigm, "rising" to a higher level in and The concept of a person and his place in the world, to a certain extent, includes the previous one, in the same way as a more complete image of a person can unite his ideas, reduced to one side, denying not their legitimacy, but only their absolutization. At the same time, the meaning of education changes, but a number of its tasks remain, included in a broader context.

So, for example, the process of mastering certain knowledge by students can be given attention in theories developed in line with all educational paradigms. But if in the authoritarian paradigm knowledge acts as an intrinsic value, the predominant teaching methods are explanatory and illustrative, and the criterion of effectiveness is the accuracy of reproducing knowledge, then in the activity one focuses on problem teaching methods, productive thinking activity of students (complementing reproductive activity), and the development of cognitive abilities. The focus of attention of scientists - adherents of the humanistic paradigm is the world outlook, personally and spiritually developing potential of situations of introduction, assimilation and application of knowledge. They are concerned not only with the problem of the volume, level and quality of assimilation of knowledge, skills and attitudes towards them, but also with the problems of the relationship between the teacher and the student and between the students themselves, the comfort of the child in pedagogical process, the degree of "growth" of personal experience, which allows the child to solve life problems, to comprehend himself, to develop spiritually.

Another example. The prohibition on manipulating dangerous objects as an imperative control of the child's behavior can take place in educational practice based on different paradigmatic attitudes of teachers. Only in the authoritarian paradigm will the teacher confine himself to a prohibition ("it should be done!"), In the activity paradigm, he will explain to the child the validity of his demand, paying attention to the need for safe behavior, and in the humanistic paradigm, his interaction with the child will be aimed at manifesting and affirming the value of health as a condition for development and self-realization. Thus, the paradigmatic analysis of education presupposes the identification of the meaning that the teacher gives to the pedagogical principle, task, method, action.

Thus, the educational paradigm is determined by the conscious or unconscious ideological ideas of teachers about the nature of man and its purpose, which are manifested in the formation of the meaning of education, as well as in the basic models of educational systems and practical pedagogical activity derived from it. It is the humanistic educational paradigm that meets the trends in the development of society, the purpose and functions of modern education.

Functions of education

Socio-cultural functions of the institute of education

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