Description
Asmolov A. G. Strategiya i metodologiya sotsiokulturnoy modernizatsii obrazovaniya = [Strategy and methodology of educational sociocultural modernization]. — Moskva : FGAU "Federalnyy institut razvitiya obrazovaniya", 2011. — 74 s. — URL: https://psychlib.ru/inc/absid.php?absid=169972.
Rubrics:
• Collections → Cultural-historical psychology
• Pedagogy, education → General problems of education
Abstract:
[Here are revealed the algorithm of the strategy for educational sociocultural modernization and the history of views development on socialization in psychology. Examples of barriers in mass consciousness on the way to educational modernization are given too. The transition from organizational and economic to sociocultural modernization of education is actually considered. The principle of transition from the postulate of the priority of education, as social myth to the priority of education, as task of the state innovation policy, is explained. The analysis of risks of underestimation of social and mental effects of education in public policy is given here. It is emphasized, that the paradoxical nature of the education reform strategy without taking into account social effects and understanding the priority of education for the state, as a channel of influence on society, becomes apparent. The standard of education is given, as a conventional norm, reflecting the requirements of the state, society, family and school for education. Formation of personal identity was assessed as the target setting of school education. Education is also an institution for achieving social trust, tolerance and the prevention of xenophobia.]
[Here are revealed the algorithm of the strategy for educational sociocultural modernization and the history of views development on socialization in psychology. Examples of barriers in mass consciousness on the way to educational modernization are given too. The transition from organizational and economic to sociocultural modernization of education is actually considered. The principle of transition from the postulate of the priority of education, as social myth to the priority of education, as task of the state innovation policy, is explained. The analysis of risks of underestimation of social and mental effects of education in public policy is given here. It is emphasized, that the paradoxical nature of the education reform strategy without taking into account social effects and understanding the priority of education for the state, as a channel of influence on society, becomes apparent. The standard of education is given, as a conventional norm, reflecting the requirements of the state, society, family and school for education. Formation of personal identity was assessed as the target setting of school education. Education is also an institution for achieving social trust, tolerance and the prevention of xenophobia.]
• Open description in electronic catalog: 169972
