On the eve of the third millennium, the search for concepts of a new school and education based on the synthesis of the cosmic, biosphere, anthropospheric and cultural principles of life has noticeably increased.
The “explosion” is due to the needs of harmonizing the value, spiritual and practical relationships of people between themselves and the world around them. Only a deep awareness of the ongoing changes in views on the world, mastery of a new methodology and tools for understanding it will allow us to organically enter a new stage in the spiritual evolution of our planet - the NOOSPHERE.
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Noosphere education - a new stage in the development of pedagogy
(report at the pedagogical council)
Yushkova E.B., physics teacher
On the eve of the third millennium, the search for concepts of a new school and education based on the synthesis of the cosmic, biosphere, anthropospheric and cultural principles of life has noticeably increased.
"Explosion" creative energy of figures in science, culture and educationis determined by the needs of harmonizing the value, spiritual and practical relations of people between themselves and the world around them. Only a deep awareness of the ongoing changes in views on the world, mastery of a new methodology and tools for understanding it will allow us to organically enter a new stage in the spiritual evolution of our planet - the NOOSPHERE.
According to academician Maslova: “Creating an advanced education system -
this is a key ethical, economic, and strategic task for humanity on the path to sustainable development.”
The term "noosphere" introduced by Academician V.I. Vernadsky at the beginning of the 20th century and means the sphere of spirituality of the mind.
The noosphere is the space and era of the unity of individual and collective mind and spirituality, the holistic quality of thinking and personality
Only an updated and improved education system will allow us to organically enter a new, directionally developed sphere of life on planet Earth.
Academician N.N. Moiseev said, “We must inevitably move on to discussing the problems of the evolution of the inner world of man. Find ways to influence him so that a person’s inner world turns into his main value. Here lies the key to man himself - the preservation of the species “homo sapiens” on the planet.”
In essence, noospheric development is the restoration of ecological balance on the planet. Noospheric science is an evolutionarily inevitable stage in the growth of knowledge, when humanity masters the Universal Laws of the World, the General Laws of human society, knowledge and comprehension, new mechanisms of thinking, and uses nature-conforming biotechnologies.
The necessary and sufficient principle of noospheric education isconformity with nature (bioadequacy). This principle is the integral sum of known principles.
A biologically adequate methodology is a set of coordinated actions of a teacher and a student, the purpose of which is to motivate and activate integral dynamic thought forms (images) in an academic discipline and the skills of instrumental work with them. In this case, a systematic organization of the physiological, intellectual, and mental functions of students is used.
There is nothing new in the teaching methodology, except for the activation of creative abilities and economy of thinking: this is the shortest path to the goal. You can study Russian or a foreign language, or any other subject for 10 years, but not be able to use the acquired knowledge. You can imagine a kind of “patchwork quilt” of rules and fragmentary information, which many cannot combine into solid knowledge. They started talking again about noospheric education and its need after the PISA studies, as a result of which our country and our education occupy 41-43 places, whichsignificantly below the average score of countries belonging to the OECD - Organization for Economic Co-operation and Development.
The method sets the goal: to motivate an educational mental image as a microstructure of knowledge on an academic subject, to put it in the student’s long-term memory and teach the student to use a new mental image, that is, to make it a creative, mobile microstructure of thinking, to involve him in the dynamic flow of constantly moving previously acquired mental images. (metasubject approach)
The teacher of the new generation must bringholistic thinking as a basic tool in pedagogy.The synthesis of knowledge and skill is the distinctive quality of a teacher.
Specialists of the Russian Academy of Natural Sciences have developed practical tools, models and the concept of the noosphere school. Programs and pilot projects have been created for the innovative development of the education system. A large group of specialists from the department is working to create a new generation of textbooks that are adequate to the nature of the human brain. The most important goal of the practical work of the department is retraining of personnel for the education system
The screen shows examples of some images from various textbooks:S.V.Balashev, N.V.Maslova "Russian language"Bioadequate textbook of the Russian language for school grades 1-8;I. Karelina, N. Maslova, N. Antonenko "Russian language"PHONETICS, SPELLING, GRAPHICS AND SPELLING Bioadequate textbook for grade 5;N.V. Maslova, I.A. Balyuk “The Tree of the English Language”Bioadequate textbook for grade 6;A.G.Vantsyan, O.A.Karabutova "PHYSICS"Bioadequate textbook for grade 7;T.N.Dunaeva "MATHEMATICS"
Bioadequate textbook for 1st grade
In 1888, Emperor Wilhelm II of Prussia joined the public movement for improving education, since, as doctors established, 74% of people who graduated from educational institutions were sick. He accused officials of the fact that it is the school that undermines the health of the nation and creates losers. Culture obtained at the cost of the health of students is worth nothing, the emperor considered, and introduced an education system that took into account the natural abilities of students and eliminated overload. The education crisis that had developed in the country at that time began to decline. This historical fact can be considered the beginning of education reform.
The increasingly complex and contradictory interaction between the Natural World and the Human World urgently requires innovative approaches in the education of the younger generation, whose behavior must be adequate to the socio-natural dynamics.
Integrity, consistency, and natural conformity of education today are united in the Concept of noospheric education, which is based on the rich traditions of world and domestic pedagogy, culture and psychology.
To teach a person to think in accordance with nature, and not contrary to it, is the main task of the new education system, and the unity of individual and collective consciousness based on the synthesis of spiritual culture and holistic analytical thinking is understood today as the main feature of the sphere of reason or noosphere. That is, humanity has reached such a degree of development that it can interact with the biosphere with a degree of wisdom that corresponds to the accumulated, extensive and deep knowledge and created high technologies. Hence the name of education - noospheric, which offers a set of tools for the educational process that is adequate to the nature of man and his brain, the use of all channels of information perception, as well as the harmonious development of man: his soul, mind, body at all stages of education.
Current education around the world is based on knowledgeable basis. Noospheric education will be built on the basis active. That is, noospheric education will teach, first of all, the ways of human interaction with the world, and knowledge will acquire a purely applied nature. And the content of education and pedagogical technologies will be completely different. Noospheric education requires a lot of experimental work.
Of course, all this is still ideal. But not a utopia. This is a realistic ideal because it is at the tip of the vector along which humanity is moving. The vector has a direction - noospheric development.
Today, the tasks in the field of noospheric education are quite modest. This is the development of teaching aids that allow the student (student) to see the object being studied in its integrity, multidimensionality, and systematic nature. This is a publication of literature that carries noospheric ideology, showing the ways of humanity’s transition to the noospheric path of development. This is the holding of scientific and practical seminars and conferences on the problem of the formation of noospheric mentality.
Noospheric education is presented as a non-standard approach to the educational process, a step into an area where everything that is not prohibited is permitted. The type of imaginative thinking is the most viable and was previously clearly underestimated, but the situation is changing and perhaps that is why in recent years, areas of science have appeared focused on finding a person’s ability to adapt to ever-increasing information loads. Noospheric education allows you to significantly reduce energy costs for the educational process, develop interest in acquiring knowledge, not only at the stage of professional training, but also outside of school hours.
As an interaction of several substantive and methodological lines, we present a model of noospheric education on the basis of the Tyumen State Oil and Gas University. From the content lines we highlight: professional(training of high-quality specialists in five institutes in more than 90 specialties); cultural-historical(study of cultural traditions, spiritual experience of the indigenous peoples of the North on expeditions according to the specialty profile); patriotic(development of a feeling of love for the Motherland through humanitarian subjects, in patriotic search teams - Memory Teams); moral(conducting curatorial hours, open film screenings through a video studio); ethical(study of content material on ethics and etiquette, emphasis on corporate ethics through the University anthem: “For us, for you, for OIL AND GAS...”); aesthetic(through the Center for the Development of Creativity in sixteen areas, the subject of special pride is the KVN team - a participant in the Major League games); valeological(studying the culture of a healthy lifestyle under the “Valeology” program in accordance with the educational Standard); environmental(aimed at optimizing, harmonizing the relationship between man and nature, developing his ecological consciousness: the main functional role in the development of this line is played by the Department of Industrial Ecology of the Institute of Geology and Geoinformatics); legal(implemented in the subjects of the humanities, natural sciences and integrative courses according to the author’s work programs); scientific ( through the student Academy of Sciences under the leadership of 100 doctors and 350 candidates of science); philosophical(includes essential knowledge, which contributes to the self-realization of the individual - presented in the subjects of natural sciences and humanities); social(development of social competence, which serves as the basis for self-improvement and self-actualization, this is especially necessary for future specialists, is formed in special courses); bibliographic(the formation of information and bibliographic culture among students is carried out in five directions, which allows them to independently navigate the information space).
From the methodological lines we highlight developing, aimed at developing higher mental functions in students: memory, attention, logical thinking. They are based on the ability to compare, abstract, generalize, systematize, and create something new. All these qualities are necessary in noospheric thinking aimed at maintaining harmonious relationships in the “society-man-nature” system. It is very important to note the creative component of developmental education, since through creativity a person’s intellectual, spiritual and moral development occurs.
It is also very important to note integrative a line that, in our opinion, is fundamental, as it creates a holistic worldview of the individual. It is implemented through special integrative courses (general subjects and special courses), interdisciplinary connections. The most important integrating factor in this case is epistemic (essential knowledge), represented by the ideas of Russian cosmists (N. F. Fedorov, V. I. Vernadsky, K. E. Tsiolkovsky).
We believe that such construction of lines of noospheric education and methods of their implementation will allow us to solve some problems of advanced education to which we refer - noospheric education.
The new education system can also be considered as the optimal way to reveal human potential. The development and implementation of noospheric education is carried out by the Noospheric Education Department of the Russian Academy of Natural Sciences under the leadership of full member of the Russian Academy of Natural Sciences, Doctor of Psychological Sciences N.V. Maslova. She comes to the conclusion that noospheric education should be proactive in nature, setting the speed and level of development of society. Moreover, if “...previously the historical purpose of education was to preserve and protect the culture inherited by society and transmit it to new generations, now another function has been added to this function...expanding people’s access to self-knowledge, personal identity and the achievements of world science, culture and self-identification of the individual in society.” Understanding this thesis depends on understanding what culture is.
At one time, Cicero believed that culture consists of respect for traditions and the “humanization” of the world. Kant associated culture with the positive in the manifestations of people and closely linked culture with education, since in the process of education social values are introduced into a person’s existence. “All culture and art that adorn humanity,” Kant taught, “is the best social order.” However, Hegel has a deeper essence of culture “as the raising of man to universality in his knowledge, feeling, command.” Culture, according to Hegel, leads to the desire to possess the infinite, the absolute, to the habit of possessing the universally significant, to power over the natural force in man. Thus, education participates in the transmission, and therefore in the preservation of culture. Many characteristics of culture given after Hegel only emphasize its role in the process of personality formation: “From the beauty of nature - to the beauty of words, music and painting. Through beauty - to humanity,” wrote V. Sukhomlinsky.
Noosphere education is a design guideline for global education. The basis for paying attention to global education is the steady rapprochement of peoples, their economic and cultural life, accelerated by the scientific and technological revolution. At the same time, the goals of global education are to overcome the division of the world according to social, national, ethnic and other criteria, the discord between man and nature, and the splitting of the human soul. Global education does not replace anything, does not displace anything achieved by pedagogy and acts as one of the options for preparing a person for life in modern conditions, as an addition to any education.
The motivating reason is the increase in global crises and problems, the consideration of which and preparation for the implementation of which are obvious. In order not to do evil, not to destroy life, not to suppress it, it is necessary to “change the principles of behavior... increasing the role of Reason in the destinies of our biological species and the formation of a planetary collective intelligence,” wrote N. N. Moiseev. Thus, specific “orders” for education appear.
The basic contradictions of noospherization should be the basis for creating the substantive side of the educational project. Since contradictions are addressed and affect people existing in the noosphere, the goals of education of the noospheric type should reflect an orientation towards the formation of abilities for adequate behavior in the presence of such contradictions.
In conclusion, in gratitude to the memory of the remarkable Russian scientist Vladimir Ivanovich Vernadsky, I would like to quote his statement: “As part of the planetary earthly substance, we instinctively and unconsciously vividly feel the mystery of the life of our existence. This is the deepest manifestation of self-awareness, when a thinking person tries to determine his place not only on our planet, but also in the Cosmos.”
Bibliographic link
Bezzubtseva N.A. NOOSPHERIC EDUCATION – FROM THE PAST TO THE FUTURE // Advances in modern natural science. – 2007. – No. 5. – P. 38-40;URL: http://natural-sciences.ru/ru/article/view?id=11093 (access date: 10/19/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
The fundamental concept of the survival of humanity was proposed by V.I. Vernadsky in his doctrine of the noosphere. Man, in his individual and in his social manifestations, is closely, naturally, materially and energetically connected with the biosphere; this connection is never interrupted as long as a person exists. With the advent of humanity, the biosphere and all the processes occurring in it change qualitatively, the evolutionary process acquires a special geological meaning: “the biosphere passes into the noosphere and is processed by the scientific thought of social humanity.” It should be noted here that for V.I. Vernadsky, the new geological force in the evolution of the biosphere is not the very existence of humanity, but the rationally socialized activity of the latter in transforming natural objects. This force is capable of radically transforming the entire biosphere.
From the teachings of V.I. Vernadsky it follows that the formation of the noosphere dates back to the period of increasing role of scientific and technological progress in the development of society from the 18th to the 20th centuries. From a socio-economic point of view, the noosphere means a new systemic quality of the unity of society and nature.
The concept of the noosphere, developed by Vernadsky, has great methodological and heuristic significance in understanding the interaction between society and nature and plays a large role in the post-modern thematization of sustainable development. In it: 1) society and nature are considered inextricably linked, within the framework of an integral system; 2) along with unity, the fundamental qualitative difference between society and the rest of nature is fixed; society is considered not as one of the equal elements, but as the highest, organizing element of the system.
Environmental issues have led to the development of new ideological perspectives, a qualitatively different vision of the future, into which a rationally managed civilizational process may rush. Society must change its relationship with nature; humanitarian and universal values. The integral intelligence of humanity can, in principle, ensure a transition from a spontaneous slide towards a global catastrophe to controlled, sustainable and safe development.
Noospheric education is characterized by systematicity and integrity in the view of nature, the World, and man. The development of holistic thinking (as opposed to predominantly left-hemisphere thinking) is seen as the first step towards the development of high morality, self-awareness and self-discovery of the individual's potential to fulfill his purpose on Earth.
This is the only pedagogical system firmly standing on the foundation Laws of the World, society, cognition/comprehension, the human psyche, as well as the laws of education. Discovered in the 21st century, these systems of laws for the first time put in the hands of the teacher the “golden key” to successfully motivate students to study! The laws of education for the first time justify a relaxation-active mode in studies, reliance on personal mental images of students, involvement of the child’s life experience in learning and knowledge of the World.
Noospheric education is:
1) an evolutionarily new stage in the development of education, continuing its improvement on a modern scientific basis,
2) system technology for organizing educational activities,
3) a new pedagogical system of the 21st century.
At the entrance to the 21st century in Russia, for the first time in the world, a unique scientific and methodological complex was created: 1) Theory of Creation and genetic energy-informational unity of the World and its Laws, 2) Periodic systems: a) Universal Laws of the World, b) General Laws of Human Society, c) General laws of cognition and comprehension, d) laws of education, e) laws of the psyche, 3) concept, methodology, tools of noospheric education.
These evolutionary achievements of modern science and psychological and pedagogical practice were tested in educational institutions in eight regions of Russia: in Kaluga, Kemerovo, Vologda, Vladimir, Moscow regions, St. Petersburg, Yakutia, Buryatia, as well as in Ukraine, Kazakhstan. The wide geography of testing, high results and low cost of implementation make it possible to propose a system of noospheric education for implementation in widespread practice.
About 70 thousand public and 500 private schools in Russia cannot cope with the catastrophic decline in morality, health, and academic performance of schoolchildren and students. Russia ranks 69th in somatic health of the population. Moreover, 92% of factors are not related to the healthcare system. These are social factors that are shaped by the way people think and live.
Today, Russians search the Internet 850 thousand times a day for information about drugs, 1.5 million times for terrorism, and only 250 thousand times for spiritual information. Information determines consciousness. Russians consume 350 thousand tons of drugs a year. As a result, only 3–4% of children entering school are healthy. Every second child needs psychological correction. Among 100 graduates in Moscow, 190 chronic diseases were officially recorded.
Quality of life is synonymous with human compliance with the Laws of the World. The survival of humanity is determined by knowledge, acceptance of the Laws of the World and the organization of life in accordance with them. It has been proven (Onsager's law) that when it is possible to develop evolution in several directions, the one that corresponds to the minimum dissipation of energy and costs is realized. Humanity needs to master this truth and learn energy-intensive, low-cost social technologies.
To master them, a person must acquire new, emergent qualities: moral control of his own brain, body, psyche based on Laws of the World. This formulation of the question is dictated by the need to build a society with sustainable development, that is, a society of harmonious human development without a threat to the lives of subsequent generations.
The strategy of co-development of man, nature and society based on the Laws of the World is the strategy of sustainable development. A necessary and sufficient condition for the sustainable development of society are individuals who are able to put forward and implement ideas in accordance with the creative Laws of the World. This ensures a non-decreasing growth rate in the effective use of the potential capabilities of people and society. The task of noospheric education is the formation of such creative people.
The mission of noospheric education is a strategic breakthrough into a new quality of thinking technologies, social state, and quality of life.
Noosphere education– a knowledge-intensive innovative technology of educational activities with the development of spiritual and value orientations of students on the basis of the Universal Laws of the World.
Noosphere education is a system that is not declaratively, but actually built on revealing the personal potential of a child, regardless of what subject he studies. Educational information, which is provided using methods, is perceived, assimilated and processed in the “Student” system without disturbing the natural cycles of the body, which allows us to call this process health conservation. Not only brain functions are involved in the learning process. The body is also included in the learning process, since it is a biological antenna, and each of its cells is a repository of information. Thus, each lesson becomes a small discovery of oneself, teaches one to be in harmony with oneself, to understand oneself and others.
Noosphere education first time acting as education system, forming the child’s personal space as a space of creation. For the first time, instead of the word “we must form” a creative personality, a tool has been obtained that allows us to form such a personality in the process of training and education.
For this purpose, a social technology of education has been created that makes it possible to optimize the process of education and its management, make it rational, and exclude from it all types of activities and operations that are not necessary to obtain a result. The main components of this technology are: the concept of noospheric education, a teacher who knows a new teaching methodology, a methodology, a student, bioadequate textbooks and teaching aids, programs and technical teaching aids. It is important to note that new educational technology can be implemented within the framework of existing educational programs and on the existing material base, with virtually no additional capital investments.
The result of the introduction of this social technology is a new quality of education. The discovery of talents is becoming not a random phenomenon, but a system that will form a new generation of people, the quality of life for whom will be determined not only and not so much by the consumer basket, but by their creative self-expression, creation, as the main type of need.
In social management, there are 4 levels of management: personal, social, planetary and universal. And while this first - personal level will remain without due attention, while it will be formed as a space of consumption, as it was in the USSR, there will remain 'feet of clay' that will fall and fall, no matter how complex and grandiose the tasks were not resolved at the social, planetary and even universal levels.
Humanity's violation of the Universal Laws of the World will not leave either our planet or the Cosmos indifferent to the unreasonable consumerism that humanity practices, using its latest technologies and scientific achievements. Neither power nor bank accounts will save you from catastrophes and natural disasters that the living, open, developing system of the Earth arranges in order to cleanse itself of the unreasonable person.
The noospheric education system is one of the first social technologies that solves the most difficult social problem - the creation of the Man of the Future.
K. E. Tsiolkovsky once said: “The Earth is the cradle of Humanity, but it cannot remain in the cradle all the time.” Noosphere education is a new evolutionary stage in the development of humanity in the creative sphere of the mind.
The purpose of noospheric education– motivation for systemic, holistic (together right- and left-hemisphere) thinking, healing the entire body.
The strategic goal is to reveal the internal potential of the education system and its evolutionary innovation to form generations of youth capable of making socio-technological, cultural, ideological breakthroughs and bringing the country to a leading global position.
The result of noospheric education is a physically, morally and mentally healthy person, who practically uses systemic holistic thinking in solving educational, life, and production problems, who has personally and socially realized himself creatively.
The tool for the transition to noospheric education is evolutionarily mature (previously unclaimed) human capabilities (5th neurosomatic circuit of the brain).
The transition method is psychological and pedagogical training seminars with the simultaneous introduction of innovations into the teacher’s work practice.
Analysis of the results of the “targeted” implementation of noospheric education (based on reports from the directors of 7 educational institutions that began introducing noospheric education in 2002)
The results of the “targeted” implementation of noospheric education have experimentally confirmed that the technology of noospheric education can be introduced as the teacher is ready, subject-by-subject, step-by-step, without changing government programs, the structure of the traditional education system, without additional budgetary injections only if teachers and administrators are retrained. These conditions make it possible to define noospheric education as an effective educational system that allows one to achieve high personal (health, academic, moral) and social results in a short time.
Reengineering (from the English engine - engine, motor, tool) of the education system: projective changes in the driving mechanisms of the system - goals, methods, methodology, tools for upbringing and education, training and retraining of personnel.
The goal of noospheric education is to achieve the highest quality of education based on knowledge-intensive biotechnologies in accordance with the Universal Laws of the World, the laws of society, knowledge and comprehension and the laws of education arising from the Universal Laws of the World.
Particular tasks are:
Replacement of the traditional education system with noospheric education in the transition period 2012–2020, i.e. after a radical transition of the Earth’s biosphere to a new, emergent level;
Training and retraining of teaching and management personnel for noospheric education;
At the first stage of the above transition, the creation of model educational institutions operating in the noospheric education system;
Creation of a set of instructional and methodological documents, pilot projects, models for the planetary implementation of noospheric education.
Project technology– evolutionary reengineering of the traditional education system with the preservation of government programs, textbooks, classes, funding, etc.
Transition form: “targeted” implementation of noospheric education as the administration and teachers of educational institutions are ready within 5–7 years.
Then the mechanism of self-organization of the process of introducing noospheric education into practice is turned on. Each school trains 10 innovative teachers.
Fundamental differences between noospheric education
Target differences: noospheric education is an evolutionarily new stage in the development of traditional education. It is aimed at nurturing a harmonious individual and society with sustainable development.
Structural differences. Noospheric education is represented by a complex of knowledge-intensive developments of various hierarchical orientations:
1) a system of scientific and theoretical substantiation of all aspects of noospheric education in the form of a concept;
2) a systemic strategy of ideological, ideological, personnel, methodological and methodological support in the form of the doctrine of noospheric education;
3) tactical development of practical directions of innovation activity in the form of a comprehensive implementation program;
4) an aggregated diagram of the systemic interaction of the components of the education reform process;
5) optimal tools for all links and levels of noospheric education in the form of a complex of knowledge-intensive psychological and pedagogical biotechnologies for teaching, management and training.
Cost differences. Noosphere education is the cheapest social technology. It does not require costs for material and technical, administrative, structural, program, management changes, since it is carried out through the activation of the natural intellectual mechanisms of the individual, previously not in demand in the educational process. It is carried out in the form of personnel training in universities, retraining of personnel in the post-university period.
Technological differences. Noospheric education integrates social technologies of three types: “know how” (tactics), “know way” (strategies), “know what” (worldviews).
Functional differences. Noospheric education functionally increases the effectiveness of the potentials of members of society, i.e. it ensures their evolutionary development based on the Universal Laws of the World and gives tangible results in terms of parameters:
1) high quality knowledge,
2) preserving health;
3) spiritual and moral growth;
4) ideological harmony;
5) socialization of the individual;
6) reduction of social costs.
Information and intellectual security. Noosphere education for the first time proclaims and implements the principle of natural safety (compliance with the norms and laws of the brain and body of students) and potential intellectual safety - the use of means and methods that do not violate natural safety in any period of time remote from the moment of study.
Versatility. Noospheric education uses tools that are adequate to the capabilities of a person of any age, and therefore is used in all levels of education of the population: preschool, school, university, post-university, adult education, creating a system of continuous education and upbringing of citizens.
Noosphere education is a new stage in the evolution of education. It started in the 90s of the twentieth century. It was preceded by the stages of pre-classical (antique, medieval), classical (XVII - XVII centuries), non-classical (XIX - 40s of the XX century), post-non-classical (50-90s of the XX century) c.) education. Each of the stages was distinguished by a scientific foundation corresponding to the time, a specific goal, objectives, methodology, and techniques. For example, the goal of the classical stage was the education of a classically (on the model of the ancient) educated person based on the heritage of the past. Therefore, the objectives of education were to master ancient languages, rhetoric, classical mathematics, history, geography, music, and dance. Classical gymnasiums, schools, and universities were the main types of educational institutions. The methodology was based on the Newtonian paradigm of the World, formal and mathematical logic. The predominant pedagogical methods were the teacher's monologue, reading, memorization and retelling of educational books, and written work by students. It was then that Jan Amos Comenius laid the scientific, methodological and methodological basis for education, created samples of educational books, a class-lesson system of teaching and classical schools throughout Western Europe.
For the non-classical stage of education (XIX - 40s of the XX century), the goals of training a person to service manufactories, factories, factories, concerns and other industrial and economic associations become determining tasks, methodology, and teaching methods. The most important task was to teach students craft skills. This is how real schools and colleges appear. The methodology affirms the priority and methods of practical “doing” - training with a focus on the work of industrial workers, mechanics and engineers. New educational books were created, teachers often trained in the workshop. Working in the workshop has become an essential technique with corresponding “do as I do” methods. Outstanding teachers I. G. Pestalozzi, F. A. Disterweg, K. D. Ushinsky introduce additional methods of labor training, creating their own approaches and pedagogical concepts. Awareness of the needs of education in the non-classical period of its history, in the first quarter of the twentieth century. received scientific and methodological justification in the principles of relativity (A. Einstein), complementarity.
Post-neoclassical education (40–90 years of the twentieth century) was brought to life by the needs of the post-war period: a new alignment of socio-political forces in the world, the establishment of humanistic ideals, democratic freedoms, the education of a person with broad interests, a departure from the paradigm of the “producing person”, scientific and technological progress. There was a creative search for pedagogical methods, schools of various types: special mathematical, chemical, biological, linguistic, artistic, sports. Thematic programs for historical-patriotic, national-ethnographic, international, environmental education and youth education were created. About 500 proprietary methods and techniques, pedagogical techniques and technologies were proposed: national, regional, proprietary, collective. The “stratification” of teaching practice has led to the oblivion of scientific methodology and the systematic approach to education as a whole.
Modern development of science made it possible at the beginning of the 21st century. introduce into the world information space a powerful scientific block base: the theory of Creation and genetic unity of the World, the system of Universal Laws of the World, the Laws of human society, the laws of knowledge/comprehension. On this general scientific foundation, a special scientific foundation of pedagogy is built as the science of teaching and educating students. It includes a system of special laws of education, a system of special laws of pedagogical methodology, a system of laws of the human psyche.
Thanks to these fundamentally new and previously unprecedented scientific and methodological innovations, an evolutionarily new stage of pedagogy and the education system as a whole is confidently entering life. It is called noospheric (from the Greek noos - mind, mind), since the role of the spiritualized mind in the information society increases immeasurably compared to previous stages of development.
The noospheric stage in the evolution of education has a special mission: on a modern scientific basis, integrate the best world and domestic psychological and pedagogical experience and create an educational system capable of meeting the challenges of the 21st century: education and training of a person, congruent with the Universal Laws of the World. Such a person is spiritual, moral, intellectual, full of creative potential, healthy, harmonious with the World, Nature, and Space.
Guided by the previous conceptualization that led to the current state of affairs in education, we can not change it if everything suits us. If the previous concept worked poorly or not well enough, and it does not suit us, we must look for a more effective one. Society will not come to innovations and we will not be able to move forward without a new concept, because... it also contains a new methodology as a science that allows the application of one or another principle, a pedagogical method. It, in turn, gives the planned result of the educational process. Understanding the dynamics of change in the tandem of science and education, let's think about what doesn't suit us in education today? What are the reefs that impede the movement of the Education ship in the sea of knowledge?
1. The absence in traditional education of a scientific and spiritual worldview of the genetic unity of the World - Nature - man. This prevents the creation of fundamental foundations and guidelines for the construction of advanced school and university programs, the creation on this basis of textbooks, methods, manuals and training of teaching staff of the new generation, i.e., those who take into account in their professional and life positions the Universal Laws of the World and the General Laws of Human Society . This main ideological “reef” creates in society in general and in education, in particular, a situation of hopelessness, confusion, tossing and shirking from one “life preserver” to another with loss of energy and vitality. Until recently, the absence of a generally accepted standard scientific and spiritual worldview to which one should strive gives rise to mass delusions, disbelief in the possibility of striving for the Truth, wandering in the dark, hopelessness, despair, emptiness of life, and therefore the uselessness of study, school, and education. This ideological defect has now been corrected. The Theory of Creation and genetic energy-informational unity of the World was created, which for the first time proved the Divine origin of the World, its creation and control by the World Spirit-Creator. This theory became the basis for the discovery of the Universal Laws of the World. She explained many (almost all) phenomena of Nature and society that remained “a sealed secret.”
2. Until recently, the absence of a fundamental nature-conforming theory of personality, congruent with the special laws of the human psyche and the special laws of preserving the health of the individual. This did not allow us to formulate a consistent goal of educational activities on a scientific basis and prevented the creation of a holistic and systemic model of a school and university graduate. As a result, a significant part of the population lacks an understanding of the place and purpose of man on the planet, in society, and in the family. Conditions are created for manipulating a person who does not have his own ideals and is guided by the illusion of permissiveness, the “omnipotence” of a person, even to the point of distorting his own nature.
3. Lack of a modern theory of knowledge (epistemology), congruent with the general laws of knowledge and comprehension. This prevented the introduction of a system of special laws of education and pedagogical methodology focused on the genetic unity of the World. The principles of knowledge and comprehension, teaching, and upbringing have been and are being violated. Numerous new methods, techniques, means, tools of the educational process are being born, but they are not based on the foundation of the Universal Laws of the World, and therefore imperfect. And this “rife” has now been eliminated.
We looked at three reefs that were invisible to the naked eye. The education system, like a ship out of control, is stuck on these reefs and immobilized due to a lack of guiding principles. It is clear why the endless waves of pedagogical attempts to move the pedagogical ship from its life-unaffirming berth are broken.
The professional will of the captains of the ship called “Education” - statesmen who have lost the true course of the evolution of education in the ocean of ideological chaos, has become captive of momentary interests. Unarmed with modern fundamental pedagogical knowledge, they do not see the planetary-cosmic mission of education, its strategic goal, and are unaware of the true evolutionary course of education. They do not know to what grave danger, and in fact to what terrible catastrophe they are leading not only the Education ship, but the entire planet Earth.
To understand the true, evolutionarily significant course of the ship “Education” means to understand the hierarchy of worldviews in society, making among their many the main choice - the worldview about the genetic unity of the World and about its control by the Creator (the All-Intelligible Principle of the Cosmos).
To choose a worldview that is evolutionarily necessary for society means to outline the vector of the ship’s movement.
To establish this worldview as the core and goal of the education system means to direct the course of the ship towards the desired goal along a path that is safe for it and earthlings.
What should captains do today in order to understand – choose – approve the course of the ship entrusted to them by society?
You only need to take three steps.
1. Get acquainted with the modern achievement of world and domestic science - the Theory of Creation and genetic unity of the World.
2. Accept the axiom of evolutionary variability of worldviews. Understand the law of sufficiency of a personal worldview to obtain basic energy that is biologically adequate to life programs and to build an educational management system.
3. Realize and feel the law of personal choice of worldviews, according to which “A person makes a personal choice of worldview, accepting responsibility for it before his highest potential, purpose, society.”
These three steps will naturally lead to the question: If the World is genetically unified, and I choose this view of it, what is a learning person and what is the graduate model towards which current education should be directed?
The biological (physiological), social and spiritual-psychic system “man” is bioresonant and is capable of receiving, transmitting and making an expert assessment (recognize, select, assign, discard) wave information signals. This unique system is a connecting link between the manifested (material) and unmanifested (ideal) worlds. Its function has no analogues on the planet: not a single system on planet Earth is capable of transforming its thoughts, ideas, plans into material objects: houses, roads, devices, books, paintings, things, cars. The tool that distinguishes man from the entire spiritual and material world is creativity. Manifested in various areas of life, it determines a person’s purpose. The highest level of capabilities of a person striving to realize his dream is his Highest potential. Contributing to the realization by a person of his destiny in the social, planetary, cosmic plans is the subject of pedagogical work in the highest, and therefore true, understanding. This is the essence of the scientific and pedagogical planetary-cosmic theory of personality on the foundation of the Theory of Creation and the genetic unity of the World. Within the framework of this theory, a model of a school graduate of a new evolutionary stage of the education system has been created. Let's consider its core.
In the center of the diagram is the Highest potential of the student as the integrated sum of all the highest possibilities of his personality. They are presented as physical, creative, interpersonal, social, fundamental, universal (cosmic) levels of personality development. This is a model of the personality itself outside the environment.
The professional knowledge of the captains of the ship “Education” - statesmen, who in the upcoming history of mankind have taken the true course towards the evolution of education in the ocean of ideological chaos, will be able to establish in the life of mankind a model of noospheric (in the future - cosmic) education, creating a creative, bioadequate and sober-minded person . It is known that for a ship without a course, which has nowhere to sail, any wind will be fair.
This is why conceptual advances in education are needed. Education under the guidance of the sphere of the spiritualized mind of man - all spirituality, culture, science, good and useful practice. The term “noosphere” was introduced into the Russian language and science by V. I. Vernadsky in the 30s. last century. For more than 60 years, ideas about the noosphere were forgotten. But since 1999, when N.V. Maslova’s monograph “Noosphere Education” was published, this innovative direction began to gain strength. This is the only holistic pedagogical system created on the foundation of the Theory of genetic energy-informational unity of the World (B. A. Astafiev), the Universal Laws of the World (B. A. Astafiev, N. V. Maslova) and special laws of education (N. V. Maslova).
The conceptual novelty of the scientific methodology of the genetic unity of the World introduces new concepts, approaches, terms, postulates, principles and methods into the pedagogical community. Let us dwell on the fundamental system-forming terms, concepts, and definitions.
A system is a whole composed of a number of interacting elements, each of which or their simple sum does not possess the entire complex of qualities that the system possesses, i.e. the system is emergent in relation to any of its constituent elements, and therefore it is richer in the choice of evolutionary means development. The system is created to realize a specific goal and has a set of primary elements united by the relations of their unity based on the rules of composition. A scientific definition of a system is necessary for a clear view of education systems, pedagogical knowledge, pedagogical methodology and systemic construction of the concept.
The concept of noospheric education is a fundamental logical-mental model of the noospheric education system...
(Fragment of an Open Publication on the System of Noospheric Education and methods of Spiritual-Scientific Development of Man and Society of the Third Millennium, Grand Doctor of Philosophy and Education, Professor and Academician N.V. Maslova - Member of the Spiritual-Ecological Noospheric Assembly of the World)…
All Universal Blessings and TRANSFORMATION,...
Question V comments
New comment byPilaron an entry in gekkon12.
Hello. My relative became interested in noospheric education. Attended seminars with Maslova. I was very pleased - everything was so interesting, useful, and well remembered. The fact is that she did not have the easiest period in her life - she was seriously ill for some time, and then suffered from depression, did not see the possibility of self-realization, etc. She is a professional teacher and not a stupid woman at all. She dreams of sharing new knowledge and helping children grow up smart, kind, healthy, and harmonious in our complex world. Onm believes that she has found a way out of the crisis and now knows how to move on. And suddenly everyone started talking about how it was a sect... I am very concerned about my relative, and I still can’t figure out how to help her. Either it needs to be saved immediately - since it is a sect - or, on the contrary, supported. Let him study?
Mini-research is our answer.
Teaching of the future?
XXI Century- the century of integration, systematicity, knowledge intensity! So a new scientific school was born in education. Its task was to integrate all the best achievements of humanity in science, pedagogy, psychology, philosophy, culture, and the history of the development of thought. This stage of integration when " thought becomes a geological force», V.I.Vernadsky at first XX century named sphere of the mind (in Greek - noosphere) . That is why the new stage in the evolution of education was called noospheric.
For noospheric education characteristic systematicity, integrity in the view of nature, the World, and man. The development of holistic thinking (as opposed to predominantly left-hemisphere thinking) is seen as the first step towards the development of high morality, self-awareness and self-discovery of the individual's potential to fulfill his purpose on Earth. This is the only pedagogical system firmly standing on the foundation of the Laws of the World, society, knowledge/comprehension, the human psyche, as well as the laws of education. Opened in XXI century, these systems of laws for the first time put into the hands of the teacher the “golden key” of successfully motivating students to study! The laws of education for the first time justify a relaxation-active mode in studies, reliance on personal mental images of students, involvement of the child’s life experience in learning and knowledge of the World.
Noospheric education is:
an evolutionarily new stage in the development of education, continuing its improvement on a modern scientific basis,
system technology for organizing educational activities,
new pedagogical system of the 21st century.
However, this is not a panacea for ills. XXI centuries! This is serious work on yourself! First of all, over your sincerity, ideals, will, intentions, morality. In noospheric education, you will never confuse a hearth painted on a canvas with a genuine fire of aspiration towards a previously invisible door of interest in knowledge! Don’t we know that interest in creativity heals, saves, inspires, moves forward!
Noospheric education is a sociocultural process of transferring knowledge, skills and abilities through the organized motivation of individual educational mental images and the realization of the energy contained in them.
The purpose of noospheric teaching of academic disciplines is teaching holistic dynamic thinking through mental images in addition to discursive-logical thinking.
The main difference between noospheric education is disclosure of the internal resources of the student’s personality, identification of potential opportunities already inherent in him by nature .
The cost-effectiveness of noospheric education is achieved through the use of six channels of human perception, the intensification of creative thinking and a holistic view of the phenomena being studied, the rejection of the “patchwork” system of disparate rules. Turning to the student’s personal experience and the natural biorhythms of the human body reduces the time spent studying any subject by 3-6 times, frees up the student’s health resources, leads to savings in material and financial resources, and makes it possible to increase the efficiency of acquiring knowledge and skills by the same amount. Solving this problem will raise the level of human culture, because will allow him to comprehend the laws of nature through his biosystem and teach him a caring attitude towards the world as a whole.
Noosphere education so multifaceted that it can be characterized from different points of view, in accordance with the principles embedded in it.
1. The principle of greening education means turning to the natural ways, methods and channels of information perception inherent in humans without the increased use of discursive-logical thinking.
2. The principle of systematic education means the construction of pedagogical activities based on the laws of the world and based on system-wide scientific theories of the development of systems of nature, society, and thinking.
3. The principle of harmonization of education means the use of technologies and methods of holistic perception of the world and thinking, immersing students in the harmony of the world already during classes.
4. The principle of humanization means a transition from a technocratic model of education to a sociocultural model, which opens up opportunities for broad humanitarian training for students. Humanization in itself does not protect against marginalization5, but is a reliable “bridge” in the transition to the integrity of education.
5. The principle of instrumentality of education means the possibility of applying knowledge, skills, abilities in all spheres of human life: personal, interpersonal, social, universal. The last of the spheres of life does not mean the alienation of education from nature and society, but the condition of its existence in nature - society. This is the principle of inclusion in totality.
6. The principle of person-centered education means freedom to choose forms, directions, and means of education.
7. The principle of advanced (compared to other sectors) development of the educational sector means focus on the latest achievements of science and psychological and pedagogical practice.
8. The principle of simplicity of cognition, being a specific human way of ensuring life, underlies the principle of simplicity of education and means the inclusion of natural channels and following the natural stages of information perception.
9. The principle of cost-effectiveness of education means the construction and implementation of technologies and teaching methods that do not exceed the necessary social costs, and at the same time leading to saving time, effort, money, and finances.
10. The principle of potential intellectual security is not just a new principle of pedagogy. This is the first proposed principle, originating from the depths of a holistic, healthy human consciousness, i.e. ecological consciousness.
Potential intellectual security is based on system-wide principles, the most important of which in this case:
- conformity with nature;
- self-organization of information.
All ten principles noospheric education boil down to one principle conformity with nature, which is basic for education.
We are talking about the correspondence of the processes, procedures, and tools of the education system to the nature of the three mandatory elements that are always present in any act of cognition, teaching, and upbringing.
These three elements are : body, brain, information. They are open, self-organizing systems, and under general synergetic laws, they have their own specific patterns of functioning. Compliance with them allows us to talk about non-violation of natural biorhythms, codes, functions of the body, brain and information in the educational process, that is, compliance with the principle of conformity with nature.
________________________________________ ________________________________________ _______________________
Or a sect??
The main claims against ecosophy as sectarianism consist mainly of two main claims: : 1. belonging to the “occult-religious” associations of the followers of the Roerichs, the so-called “Russian cosmism”
2. Funding from the Gazprom concern, according to Nikolai Aleksandrovich Mitrokhin, a graduate student of the Department of Contemporary History of the Historical and Archival Institute of the Russian State University for the Humanities. Researcher at the Memorial Human Rights Center and the Panorama Information and Research Center
1.
A dishonest discussion about religious education in a secular school: lies, substitutions, aggressive xenophobia. Legal analysis . - M.: Publishing house of the Educational and Scientific Center for Pre-University Education, 2005....As noted N. Mitrokhin , by 1995 the noospherites managed to gain the attention of the head of the concern Gazprom R.I. Vyakhirev and with the support of a number of companies in the fuel and energy complex ( RAO UES, Lukoil) register your non-governmental Foundation named after the academician IN AND. Vernadsky . The fund, which exists almost 10 years, still enjoys the favor of the founders, in particular, its premises are located in the office of one of Gazprom’s subsidiaries on Vernadsky Avenue in Moscow... http://www.trinitas.ru/rus/doc/0202/007a/02020028.htm
question
It is curious that in another work, one of the authors of the above words
I.V. Ponkin criticized Mitrokhina for the report “Clericalization of education in Russia: towards a public discussion about the introduction of the subject “Fundamentals of Orthodox Culture” into the secondary school curriculum”Verbatim - …N. Mitrokhin's report is very reproachful, contains a lot of fraud, logical and terminological substitutions, erroneous statements and manipulations. Some of them were used deliberately due to the lack of any weighty arguments on the substance of the issues. The other part is caused by a simple lack of understanding of the complex professional aspects associated with the problem under discussion...
http://stolica.narod.ru/obraz/pk/010.htm
But here they themselves refer to accusatory words Mitrokhina on financing the ecosophy movement. Why?
2.
…Adherents of noospherism themselves point out its close connections with the so-called “ Russian cosmism", which is an occult-religious teaching. As he writes A.I. Subetto with references to one of the revered apologists of noospherism N.N. Moiseeva : « In our concept of Russian cosmism, we have shown that the doctrine of the noosphere genetically follows from the spheral doctrine of Russian cosmism»…A number of currents of noospherism ( L.S. Gordina, N.V. Maslova etc.) has close ties with occult-religious associations of followers of the Roerichs...
General conclusions
1. Noospherism is a religious and political ideology based on the manipulation of the basic conceptual ideas of V.I. Vernadsky and his name. A number of currents of noospherism represent occultism and are characterized by a negative attitude and intolerance towards traditional spiritual, moral and national cultural values. Noosphere education is a form of imposing religious occultism on students with the aim of involving noospherites in quasi-religious associations.
2. N.V. system Maslova and the noospherites who support her from the Institute of Holodynamics and the Department of Noosphere Education of the Russian Academy of Natural Sciences is an occult-religious teaching. Activities of N.V. Maslova cannot be assessed as scientific or psychological-pedagogical; it represents exclusively religious, political and propaganda activities to disseminate the doctrine invented by N.V. Maslova. Used by N.V. Maslova’s techniques for manipulating consciousness, proposed by N.V. Maslova pseudo-pedagogical methods and so-called “bioadequate textbooks” N.V. Under no circumstances can Maslova be admitted to state and municipal educational institutions.
3. Introduction in any form into the educational activities of state and municipal educational institutions of the religious and political ideology of noospherism ( and even more so - according to the version N.V. Maslova), as well as the implementation of “noosphere education” is most definitely illegal.
1. Doctor of Law Kuznetsov M.N..Professor of the Department of State Construction and Law of the Russian Academy of Public Administration under the President of the Russian Federation
(acts as a lawyer for the “victim” KhHS security guard Vladimir Potankin in the Pussy Riot case)
2. Famous Orthodox lawyer Ponkin I.V., Doctor of Law. Institute of State-Confessional Relations and Law, director.
Doctor of Law,From the Editor
As we know, lawyers have nothing to do with natural science and theology, and little to do with philosophy. Nevertheless, hiding behind the signs of doctors and candidates - titles that have long discredited themselves, amateurs once again began to judge such a powerful natural science and ideological achievement of Russian thought as the doctrine of the noosphere.
However, the editors decided to publish on their pages their document, which had long been posted on the Internet, so that readers could see the full depth of the argumentation and thoughts of these authors: Doctor of Law, prof. M.N. Kuznetsova and Ph.D. I.V. Ponkin.
In this compilative “work,” Russian cosmism appears before us as an occult-religious teaching. Poor V. Soloviev, N. Fedorov, A. Chizhevsky, E. Tsiolkovsky And V.Vernadsky how they missed this deep thought.
The fact that many scammers can be hidden behind the name noosphere is not surprising. Are there not enough crooks hiding under the guise of Christianity?
Throwing loud words that have a negative connotation in society, for example sect, they manipulate the minds of ignorant readers. Although there is nothing negative in the word sect. Christianity began its life precisely as a sect within Judaism.
The presented document is an ordinary scientific denunciation in the style of party schools, which completely betrays its creators, who were accustomed to the compilative methods of writing “scientific” works that flourished among party lawyers and philosophers. A striking example of this is the deacon A. Kuraev - a former philosopher - an atheist, now a friend of positivists and occultists, a compiler and a Pharisee...
It’s simply amazing to read these staid citizens: they accuse scientists of not being able to decide on the meaning of the term “noosphere.” It’s as if science, using the term “information,” has developed a single definition of it. There are more of them 100 .
On the other hand, this work is useful because it reveals all the pseudo-religious nonsense of the majority of so-called “noospherologists.” They only began to write this nonsense thanks to compilers such as M.N. Kuznetsov and I.V. Ponkin, who, like the Kuraevs, were engaged in compilation in philosophy, replacing living dialectics with scholasticism...
Like any manipulative document, it is a hodgepodge. Its authors completely failed to understand either the doctrine of the noosphere or that moment of its social development when the formation of the subject itself and its understanding takes place. Hence the “pile of delusional maxims, occult-religious terminology and semantic constructions of pseudoscientific content,” which have “no relation to either science or IN AND. Vernadsky " They can agree with this conclusion. But this is a normal side of any real historical process.
The creation of an advanced education system is a key ethical, economic, and strategic task for Russia on its way to the 21st century.
The concept of noospheric education is part of the concept of the noospheric path of development of Russia, developed by the Academy of Natural Sciences in 1993–1995, and is based on its basic concepts and principles.
Concept noospheric education is a system of scientific-theoretical, epistemological, methodological and practical views on nature of education and the possibility of its effective achievement in society at the stage of noospheric transition.
The concept of noosphere education is a convergence of natural science, humanities concepts and educational practices of the late 20th century.
The concept answers the following questions of the time:
1. What are the scientific-theoretical, epistemological, methodological foundations of education?
2. How to practically organize the pedagogical space in order to find the necessary conditions and optimal technologies in a truly environmentally friendly, humane educational process?
3. How to organize a viable education management system within the framework of programs for the end-to-end development of all links of the educational process (family–kindergarten–school–university)?
4. How to economically organize a self-developing educational process?
6. How to restructure the pedagogical process and educational technology towards harmonization and greening of education at the stage of the noospheric transition?
7. How can the educational process be organized in the existing system of training and retraining of teaching staff in such a way as to give impetus to a natural transformation of the thinking, methodology and worldview of each individual teacher in a short time?
8. How to orient a person in modern society?
The concept presents the inextricable unity of 4 parts: scientific-theoretical, epistemological, methodological and practical. The structure of the concept of noospheric education is presented in diagram 1.
Scheme 1
vConcepts and definitions.
vGoals, objectives, principles noospheric noospheric education.
vTechnology of noosphere education.
vMethods of teaching academic disciplines.
vTextbooks for noospheric education.
vTeacher of the new generation.
vAbout the program of transition to noospheric education. about education.
vScientific and theoretical foundations of noospheric education.
vTheory of knowledge at the present stage.
v Methodology
CONCEPTS AND DEFINITIONS
Education – individual or collective process of creation HUMAN IMAGE; formation by the subject of education of SELF-IMAGE (self-identification) through individual assimilation and processing of knowledge, skills and abilities developed by humanity about nature-society-man.
Knowledge – this is an information-shaped reflection in the individual’s consciousness of natural, reproducible connections between units of the objective and subjective worlds.
Self-identification - a way of being in which the full, comprehensive use of all essential powers and abilities of a person is assumed in the process of his adaptation to the world, in acts of acceptance or rejection of this or that existential position and value system, of this or that social structure. In other words, self-identification is a person’s appropriation of a system of life meanings and attitudes that exist in society.(The concepts of self-esteem, self-realization, self-affirmation of the individual are not synonymous with self-identification; they carry their own specific functional and semantic load and indicate rational acts of human thinking).
Education and upbringing constitute a single process of educating human thinking.
Education in the family and society aims to give a person ideas and skills for orientation in the world of people. This is a system of ethical and moral norms, rules of conduct, etc.
vEducation in primary, secondary and higher schools aims to give a person knowledge, methods, and tools for orientation in the world of thought, ideas, knowledge, and life. As we see, upbringing and education have different goals in the areas of application of knowledge.What unites these two processes is the object of upbringing and education itself - man, and the single task of upbringing and education - acquiring knowledge (regardless of the scope of application).Upbringing and education have an impact on the consciousness, subconscious and superconscious of a person.
Education and upbringing are a single process (impact on a person) and differ only in the scope of application of acquired knowledge. Their nature grows from the same root. Recently, the difference between educated and well-mannered people has become increasingly realized. Society's awareness has increased, however, as practice shows, this is a one-sided, inharmonious process. People use the information received, not knowing the consequences of their activities. Awareness of the role of man in nature is “lame.” One-sided awareness leads to incorrect setting of goals and objectives of education. This implies the result of a person’s subsequent activity, his choice of means to achieve his own or social goals.
In fact affairs in the process of upbringing and education there is an impact on human thinking, education of thinking. In this sense, indeed, currently separated processes constitute a single entity– human education.
Education system – a social institution, including setting goals, creating general and special concepts of education, curricula, techniques, methods, means for implementing the idea of education: educational institutions, their logistics and financial support, a system of training and retraining of teaching and administrative personnel, means of teaching communications (magazines, newspapers, other printed publications, seminars, conferences, etc.).
Philosophy of education includes ideas about education as a system of preparing a person for life: an intellectual understanding of the history of education, its current state and its possible scenarios for the future. The philosophy of education discusses the ultimate foundations of education and pedagogy: the place, meaning of education in the universe of life, understanding of man, the ideal of education, meaning and features of pedagogical activity.
Philosophy of education is not a science or philosophy in its pure form. This is the identification of ontological, epistemological and axiological components of the education process. It includes the necessary generalization of social reflection expressed in philosophy, methodology, history, cultural studies, axiology, etc.
The term “philosophy of education” has emerged in recent years and is not completely established.
in Russia is the proclamation of the high humanistic goals for which it was created, and the impossibility of the education system to effectively move in this direction.
Reasons for the main contradiction in the education system:
vinability to understand the strategic function of education in modern and future society;
vinability to structure the functions of the education system (managerial, methodological, educational, teaching, etc.);
vinability to understand educational technology and methodology from the perspective of modern science;
vinability to see the true deep ones, i.e. natural or bioadequate educational objectives.
vlack of informationpedagogical community about modern achievements of science.
A crisis modern systems education is an objective result of this contradiction. The crisis of the education system lies in its inability to function in such a way as to ensure the development of human potential and the reluctance of the human person (student, teacher, parent) to act in conditions that violate the original expediency and possibility of self-realization.
The crisis of the education system is closely related to the general civilizational crisis. It cannot be understood as a result only of social, political, narrowly understood environmental or cultural-ideological influences in Russia. Its roots go deep into the history of mankind and are associated with the phenomenon of the development of human consciousness. Historical type left hemisphere, i.e. Discursive-logical thinking prevailed in human society starting from the end of the 5th century. BC e.and prevails to this day.
Structure civilizational crisis conditionally presented in diagram 2.
The diagram shows the historical tilt towards the discursive-logical (left hemisphere) human thinking, disruption of the balance of human natural capabilities, which led to disharmony of human attitudes in activity. In total this led to civilizational crisis.
It is obvious that no amount of “patching” holes and solving “problems” associated with discursive-logical thinking will lead to a transformation of the situation. The crisis of civilization at the end of the 20th century. – there is a crisis of thinking, or rather, left hemisphere type of thinking. The crisis of thinking consists in the non-ecological exploitation of one of the parts of an integral human organ - the brain, while other symmetrical human organs work harmoniously. Dysfunction of the right hemisphere of the brain has led to the disharmonious work of the entire organ, which does not meet the principle of ecological expediency.
Along with the established tradition of relying on discursive-logical thinking, humanity also accepted the principle of the inexpediency of the socio-ethical imperative instead of the previously existing principle of the ecological imperative.
Ecological imperative – an objectively necessary moral socio-anthropological principle, which is an imperative for the co-development of man, nature and society.
According to this principle, the individual, the state, and society have no right to be guided by any moral principles other than the ecological imperative, which takes into account the general laws of co-development of nature, man, brain, society and the processes of formation of the noosphere.
Histor And I civilization is a history of spontaneous development, “domination” left hemisphere thinking and energy criterion of progress: accumulation of labor energy by the ruling classes. In connection with the predominant development of non-ecological ( left hemisphere, pathological, unnatural, unhealthy, anthropospheric) thinking in modern industrial society, all systems of society (education, healthcare, politics) are focused on non-ecological human thinking.
Modern civilizational a crisis shows the end of the era of spontaneous, non-ecological development. The movement towards environmentally friendly development means the gradual transformation of one-sided thinking and the energy criterion of progress, the establishment of a universal criterion of progress based on improving the qualitative characteristics of its thinking.
The transition to holistic environmental thinking is a turning point in the history of mankind on its way to the noosphere (sphere of the mind) and is the essence of the noospheric transition.
Thinking type – conscious orientation of preferential use of brain functions. There are two main types of human thinking:
veco-friendly(bihemispheric);
vnot eco-friendly(unihemispheric).
Eco-friendly thinking (synonyms: harmonious, natural, universal, biosphere, healthy, all-dynamic) is determined by consistency with the natural laws of the Universe, because The left and right hemispheres of the human brain are collectively involved in the work. Such thinking does not lead to disturbance of the biosphere.
Human quality determined by his type of thinking.
A harmonious, universal, healthy person demonstrates the natural, biosphere-compatible its quality, which is determined fully dynamic(two-semi-spherical), environmentally friendly thinking.
An inharmonious, limited, sick or problematic person exhibits an unnatural, pathological quality, which is determined by the anthropospheric not environmentally friendly thinking.However, it differs left hemisphere (exact sciences, rationalism) and right hemisphere (Humanities, creative directions) orientation and intermediate options.
Growth of human quality means expanding human capabilities to transform their relationships in the biosphere and society in the direction biosphere compatibility through mastering the methods of combined work of both hemispheres of the brain.
Progress of man and society is to expand the personal and social spheres of possible transformation of negative problems into positive ones.
Eco-friendly development corresponds to the case when progress is carried out on the basis of growth in the quality of human thinking, i.e. transformation of thinking in the direction of its greening. Ecological development is consistent with the natural laws of nature and does not disturb the biosphere - it is generated by environmentally friendly thinking.
Eco-friendly , healthy, harmonious thinking period of the noospheric transition will be established through the removal of the worldview of anthropocentrism “biosphere for man” (“everything for man”, “man is the king of nature”, “conquest and transformation of nature”) and the formation of biocentrism - “man in the biosphere”. Naturally, ultimately the biosphere (both Earth and Space) is for humans. Biocentrism only states that human activity in the biosphere should be illuminated by reason and aimed at preserving natural systems.
A person with noospheric thinking will begin to correctly understand his place in nature and his evolutionary role, performing the biosphere function of maintaining the “stability reserve” of natural systems. The natural component of this person’s morality will relate to his relationship with nature: everything that contributes to a person’s performance of his biosphere function is moral. , everything that contradicts this is immoral. Noospheric thinking means a person’s conscious choice in favor of eco-life, the “I am in nature” position, love for nature, awareness of one’s place in nature and finally, the co-creation of man and nature ( in contrast to ego life, the position “I am the king of nature”, conquest-transformation of nature - ultimately, the position of consumer and predatory attitude towards nature).
Our time, the period of humanity’s transition into the era of the unity of individual and collective intelligence and spirituality, is increasingly called the era of reason - the era of the noosphere.
The inevitability of planet Earth’s entry into the NOOSPHERE era was shown by the great Russian scientist V.I. Vernadsky. According to his views, human activity is now becoming the main geo-forming factor.
Noosphere – this is the era of unity individual and collective intelligence and spirituality, a new quality of integrity of thinking.
Noospheric development - it is consciously controlled value-wiseoriented co-development of man, society and nature, in which the vital needs of the population are met without compromising the interests of future generations and the Universe.
Noospheric development is aimed at restoration of ecological balance on the planet and the emergence of a new man, whose distinguishing feature will be a new quality of thinking – holistic thinking.
The education system is a key link that will help Russia fulfill its role as a leader in the noospheric transition.
Noospheric transition – this is a period and process of correcting excessively and thereby disastrously manifested distorted components of human life and society.
During the noospheric transition, there is a gradual awareness and acceptance by man and society of the principle of the ecological imperative, a departure from the one-sidedness of logical methods of thinking. I.A. Efremov wrote about the significance of this stage: “It is in this overcoming dead ends of mathematical logic and that was the power of the future."
This stage on the path to greening society can be called pro-ecological . Pro-ecological The stage arose spontaneously, as an alternative movement in education, and it successfully proceeds in accordance with the law of self-organization of subjects of ecological systems. The transition from an alternative movement to public policy is inevitable.
The result of the noospheric transition there will be an increase in the rate of restoration of the components of human life (material, intellectual, spiritual) and the subsequent flourishing of society based on the harmony of these components.
The idea of noospheric development must ultimately be transformed into a system of new spiritual and professional attitudes of humanity. This requires:
vdeep awareness of the population on all aspects of noospheric development, including noospheric consciousness;
vreorientation of education, medicine, production and other sectors of the country’s economy towards noospheric technology, methodology and practice.
The creation of a system of noospheric thinking in society and, consequently, new values will contribute to the formation of environmentally friendly structures
Scheme 4
education, production, consumption, aimed at a higher standard of living of the population.
Thus, in a certain sense, noospheric formation is a key link in the noospheric transition. The sequence of this transition is inevitable:
EDUCATION OF HOLISTIC THINKING
The education of holistic thinking, based on the synthesis of modern achievements of quantum physics, biology, physiology, systems theory, neurophysiology and other sciences, is a method of psychological and pedagogical influence that can serve as a tool for transformation left hemisphere(mostly) the thinking of modern man.
The goal of noospheric education is the formation, or rather the motivation, of a harmonious, holistic, environmentally healthy type of thinking, based on the conscious combined mastery of logical (left-hemisphere) and imaginative (right-hemisphere) thinking. This is the type of thinking that can give a person a holistic picture of the world and can become a tool solving global problems and transition to noospheric development of society.
The result of the educational process, thus, is a person who owns a harmonious bihemispheric all-dynamic thinking. However, What does “owning” mean?Is this not yet another declaration of a “bill of rights” for man and nature?
Real result educational process should be considered learning personuse of discursive-logical, intuitive and all-dynamic(together logical and figurative-intuitive) methods of thinking when solving various life, production, social, universal problems. Let us explain that we should talk about holistic thinking when the combined work of the two hemispheres of the brain becomes not only an individual’s skill, but also an ordinary conscious technique, a method for solving various problems. In this sense, we will talk about methodologization human thinking.
Noospheric education issocioculturalthe process of transferring knowledge, skills and abilities through the organized motivation of individual educational mental images and the realization of the energy contained in them. The purpose of noospheric education is – teaching holistic dynamic thinking through mental images.
The main difference of noospheric education is the disclosure of the internal resources of the student’s personality, the identification of the potential possibilities already inherent in it. Summarizing in the student’s personality, these resources increase his creative potential. Summarizing in society, they increase the level of passionarity of the entire society. Main characteristic noospheric education is its compliance with the nature of human perception, ecological purity, focus on revealing the higher “I” of the teacher and student through their creative interaction through all channels of perception.
Noospheric education is possible at all stages of study in all academic disciplines.
OBJECTIVES OF EDUCATION
Societies and countries set and solve different problems at different times. The choice of a task for education is adequate to the specific level of development of a given society: the level of need for a particular educational result, its social demand, feasibility, resource availability.Russia’s position in the world as a Euro-Asian, industrially developed country at the stage of transformation of social guidelines determines the strategic country's education goals in the following way: development of defining primary and general education followed by vocational education to provide industry and agriculture with functionally competent, creative specialists with the transition to a higher level of continuous education.
Modern education solves a whole range of problems, among which the following can be listed as the most socially important:
vformation of worldviews of students;
veducation of students, i.e. familiarization with general scientific ideas about nature, man, society, as well as with the main directions and features of the spatial, activity, cultural, mental structure of man;
vsocialization of the individual, i.e. its involvement in the processes of social division of labor through the individual’s mastery of knowledge and skills in one or another professional segment of this division, as well as introduction to the lifestyle accepted in a given society and the principles of social interaction between people;
venculturationpersonalities, i.e. its introduction into the system of value and semantic guidelines and evaluation criteria, into the normative and regulatory establishments of social existence, the system of languages and technologies of social communication and the main parameters of the historical social experience of the collective life of humanity in general and a given society in particular. This is precisely the goal of education in itself general view.
vTranslating all of the above into everyday language, we can say that if the socialization of a person comes down primarily to a person’s mastery of a profession - a system of principles and technologies of a particular activity for the sake of creating a socially significant product and obtaining the desired social benefits as a reward, then the enculturation of a person is a person’s mastery of historically developed rules within which it is allowed to acquire these same social benefits, interact with other people, obtain and disseminate information and knowledge, evaluate and interpret various phenomena, etc.
Ultimately, this is culture as a set of norms and rules that regulate any form of human life, building value and semantic hierarchies of the results of this activity, supporting the functioning of communication channels and symbolic languages, with the help of which this kind of regulation is carried out. Culture is an attitude people's consciousness that their interests and needs should not be satisfied by any means, no matter how utilitarianly effective they are, but only acceptable to nature, society and people in terms of their consequences and price. From the position of culture, the end never justifies the means. Hence the special the role of culture as a historically accumulated bank of socially acceptable means of satisfying human interests and needs, as well as harmonizing people’s connections with the world.
But the social experience of ancestors, unfortunately, is not inherited by people genetically. Each person needs to be individually introduced to this experience, to the “bank” of cultural patterns and institutions. These tasks are solved in the processes of education and practical social interaction, introducing a person into the realities of cultural normalization of life; art, morality and religion, setting standard patterns of normative or anti-normative consciousness and behavior; public opinion that approves or condemns certain human actions; a state that rewards or applies violent sanctions depending on the degree of normativity of a person’s actions, etc. But the main “educator,” it seems, remains education, because it is called upon to carry out this kind of inculturation of the individual in the most systematic, comprehensive and productive manner, according to a specially developed plan for solving this problem.
The task of noospheric education is to ensure the human right to economical and instrumental creative thinking.
Its efficiency is achieved through the use of 5 channels of human perception, the intensification of creative thinking and a holistic view of the phenomena being studied, the rejection of the “patchwork quilt” system - disparate rules. Turning to the student’s personal experience and the natural biorhythms of the human body reduces the time spent studying any subject by 3-6 times, frees up the student’s health resources, leads to savings in material and financial costs, and makes it possible to increase the efficiency of acquiring knowledge and skills by the same amount.
Noospheric education is so multifaceted that it can becharacterized from different points of view:
vEco-friendly , healthy, non-pathological, natural - because is based on natural channels and processes of reception-transmission-awareness of information and sets goals that are natural for humans.
vBiosphere, because does not aim at the subjugation of nature by man (anthropocentrism), focusing on the co-development of nature, man, and the cosmos.
vScientific , because is based on modern achievements of the natural sciences, humanities and humanitarian practices.
vSystemic, because considers the “Man-Society” subsystem in the “Nature” and “Space” systems and uses a set of system capabilities of a wide range of scientific and practical areas.
vCreative , because realizes the creative potential of teachers and students.
vVirtual , because uses forms and methods of cognition implicitly (internally) inherent in any person, naturally occurring in the form of movement of three-dimensional holographic mental images.
vBiorhythmic (relaxation-active) according to the form of organization of classes (alternating rest and activity).
vHarmonious, because provides the joy of learning, self-realization at all levels of human development (physical, creative, interpersonal, social, fundamental, universal levels).
vHumane by goals, methods, means.
vInstrumental , because it gives a person a tool for thinking and further independent knowledge without codependency with the teacher.
vEconomical, because reduces time, financial, social, logistics and other costs by 3-6 times.
vLeading, because prepares people with advanced holistic thinking.
vInnovative according to basic and auxiliary components, scientific, theoretical and methodological parameters.
vProgressive, because significantly advances a person’s knowledge of his own nature and gradually “takes him away” from the environmental crisis.
vOptimal , because eliminates unnecessary steps in the process of cognition.
The main contradiction of the modern education system– the proclamation of high humane goals and the inability to act effectively towards the goal is largely explained by the lack of clarity of the fundamental principles of education.
A necessary and sufficient principle for the formation of the period of transition to the noosphere is its conformity with nature or bioadequacy This new principle for education can be explained through the sum of the principles that are more familiar to us. Let us list them.
1. Principle greening education means turning to the natural, inherent in man by nature, methods, methods and channels of information perception without the increased use of discursive-logical left hemisphere thinking.
2. Principle systematic education means building pedagogical activity based on system-wide scientific theories of the development of systems of nature, society, and thinking. This means functional systematicity, and not its theoretical model.
3. Principle harmonization education means the use of technologies and methods of holistic perception of the world and thinking, immersing students in the harmony of the world already at the entrance of classes.
4. Principle humanization means a transition from a technocratic model of education to a model sociocultural, which opens up opportunities for broad humanitarian training of the student. Humanization in itself does not protect the individual from marginalization, but is a reliable “bridge” in the transition to the integrity of education.
5. Principle instrumentality education means the opportunity to apply knowledge, skills, abilities in all spheres of human life: personal, interpersonal, social, universal. The last sphere of life means
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not the alienation of education from nature and society, but the condition of its existence in nature and society. This principle inclusion in the totality .
6. The principle of student-centered education, meaning freedom of choice of forms, directions, means of education.
7. The principle of anticipatory(compared to other sectors) of the development of the educational sector means focusing on the latest achievements of science and psychological and pedagogical practice.
8. The principle of simplicity of cognition, being a specific human way of ensuring life, underlies the principle of simplicity of education.
9. The principle of cost-effectiveness of education means the construction and implementation of technologies and teaching methods that do not exceed the necessary social
costs and at the same time leading to saving time, effort, money, finances.
10. Principle of Potential Intellectual Security.
The principle of Potential Intellectual Security is not just a new principle of pedagogy. It is the first proposed principle, originating from the depths of a holistic, healthy human consciousness. (We have already used the term ecological consciousness in connection with holistic consciousness).
Potential Intelligent Security is based on system-wide principles, the most important of which in this case:
vconformity with nature;
v self-organization of information;
v invariance.
Working with natural symbols and images is potentially safe. Let us remember that a person learned to listen to nature and his environment, precisely by choosing natural samples for himself. Man’s first ecological ideas are expressed in the phenomenon of a totem. The species at the top of the ecological pyramid of the region’s ecosystem was chosen as a totem. Communication, protection, Imitation of a totem by a person gave a feeling of connection and unity with the Universe, with the world around a person. All senses were connected by a person when he learned from the totem.
Understanding culture as a second nature or symbolic universe (Lotman), we introduce it basic concept – symbol– in education on a conscious (as opposed to unconscious) level, precisely as a symbol, and not as an example (illustration of what the teacher said). We propose changing the places of the terms. This changes a lot, because the perception of information is not mathematics, where by changing the places of the terms the amount does not change.Perception is a complex psychophysical process.
We propose that the symbol take a leading place in the educational process. We offer cultural samples and natural symbols for incarnations individual mentality.
In this case, students are invited to interpret first, and not after the teacher, and thereby first place What emerges is the formation of “participatory thinking” as an individual experience of knowledge (M.M. Bakhtin). By provoking the genesis of the experience of knowledge, we cultivate thought on the basis of natural and cultural (“second nature”) samples. This is the essence of the principle of Potential Intellectual Security. This is natural safety from overload, information foreign and unnecessary to the individual, from pressure from teachers and authorities, safety from wrong moves and paths, from falling into the extremes of painful hobbies and sectarianism. So, natural symbols in the process of education are the first guarantor of natural security of thinking. The second component of security is the highest potential of the individual. We understand the latter as the totality of the highest spiritual, intellectual, physiological capabilities of a person. The proposed methodology of educational activities in a broad sense is aimed at revealing the higher “I” of the individual.
Remember what you dreamed of becoming when you were a child. Restore your image as you imagined it back then desired. Remember the feelings that filled your heart and soul when you wanted to become exactly this way. Restore a powerful positive desire to move faster, more efficiently towards your desired goal. You have probably already achieved a lot towards your desired goal. But let's look at a child's dream from the point of view of the principles of noospheric education. Is there at least one of the listed 10 principles that would not be suitable for characterizing a child’s dream? In any dream a person personality-oriented, is ahead of its time, simply and economically, humanely and harmoniously, systematically and environmentally, based on its potential (unmanifested) spiritual, intellectual and physical capabilities, it builds models of its needs and capabilities. The dream itself, as a model of the future, is the most important tool, a generator of energy for its achievement. Of course, dreams change and models become more complex. However, design thinking is the general code of the solution vital activity tasks. We call knowledge of this code and conscious use of it in upbringing and education natural conformity or bioadequacy education at the stage of noospheric transition.