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AXIOLOGICAL VALUES WITHIN THE CONTEXT OF GLOBAL AND REGIONAL SOCIAL PROBLEMS
A. A. Petrenko
Russian education is changing within the context of global educational trends. The state educational standards in Russia are currently being reviewed in this regard, criteria for education quality comparable to European ones are being developed, and innovations are being introduced to assess education quality (the uniform state exam, the module and rating evaluation system, etc.), while the management of education systems is also being reformed. Thus, "our education system has significant advantages over many foreign analogs but we have not learned how to benefit from these advantages” [2, pp. 3]. Consequently, Russia should develop the domestic education system, improve it, and reach a competitive level for it in the global educational space.
The developing regional and municipal education system and the change of life patterns clearly indicate that the prospects for the development of modern education depend on the work of a particular teacher and the head of a particular institution. Well-defined spiritual and moral values allow a person to preserve integrity and stability in various living conditions in a particular location, region and district among the people creating circumstances for the development or suppression of these values. E. P. Belozertsev, E. V. Bondarevskaya, B. S. Gershunsky, V. A. Slastenin, V. I. Slobodchikov and other researchers admit the demand for the development of axiological ambitions of the teacher’s personality through the humanistic educational model. The problem of general cultural and vocational training of a teacher becomes a relevant educational task for the modern system of lifelong education in teaching. The focus on domestic educational values (preservation and development of traditions in the national educational culture, dedication to professional duty) is of particular importance within the development of the uniform approaches of the European educational space in the innovative reform of the Russian educational system.
Referring to the national educational culture and the ideas of philosophers and educators, it is apparent that the educational goal aimed at the integrity of the educational and training processes and training is the right way. It promotes not only the intellectual inclusion of teachers to the life values, but also the personal acceptance of them in the teacher’s inner world, and manifests itself as a moral stand in various situations. For example, K. D. Ushinsky associated education with the highest human arts. The educational ideas of the philosopher and teacher I. A. Ilyin are extremely relevant in modern educational culture. Currently, educators accept
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the demand to follow axiological principles in mentoring and development of a personality, but generally do not declare the absolute and unalterable spiritual values for everyone, and the social and professional values represented by them do not have the proper axiological form on the spiritual level. Thus, in modern education science self-determination and selfdevelopment are only valuable in terms of the human adaptation to the outside world and the ability to find the right career path; this indicates that attention is solely given to the external forms of personality, but does not affect the deep internal processes of spiritual self-improvement and selfeducation which have their own long way to penetrate into the person’s soul.
Love for one’s neighbor as a spiritual and moral value in educational concepts of domestic philosophers and educators determines the profound level of understanding by a person of the significance of another person as well as the importance of his / her profession for others. The development trend for an educational institution chosen by its head should be determined not only by the external conditions but also by his / her attitude to spiritual and moral life values. Modern living often promotes axiological attitudes from the prospective of immediate profit. In the early 20th century A. I. Ilyin wrote in this connection: "People are rivals or competitors to each other and everyone is afraid of the other’s malevolent eye and critical talk. They care about each other either to the extent of expected material or office profit, or the extent of their vanity, or even to the extent of erotic desire... And being aware of that, they speak of humanity for the sake of decency and prudence once in a while, with obsessive advertising, organizing the "humanistic institutions” [3, pp. 390-391]. The choice of proper views and coping with the formal attitude to professional responsibilities, as well as with lies and hypocrisy are impossible to imagine without the inner readiness of a teacher for dedication to professional duty and the homeland. This situation requires the educational process in the system of lifelong education to be oriented at the knowledge of the national educational culture rendering the spiritual values of educational concepts of the leading Russian researchers. It can be noted that the aim of development of the professional educator has always been associated in their works with elaboration of the values and ideals that motivate a person to "organize himself / herself” as a spiritual and moral, independent and creative personality.
It is currently apparent that the domestic teaching experience and the spiritual and moral values of Russian culture should contribute to a professional teacher’s work in the system of lifelong education.
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The analysis of the present practice in the region and areas of the city of Ryazan (advanced training centers, teaching centers, educational institutions) indicates that the municipal education system has excellent design of educational content oriented at the experience of national and patriotic education and the renewal of spiritual and moral values of national culture. The educational content in the municipal educational institutions is refined thanks to courses and subjects introducing the crafts, ceremonies, traditions and regional folk festivals which mark the features of the history, culture, nature, economics and information environment in the Ryazan region. In the town of Kasimov, a unique regional and municipal textbook "Kasimov as a City and Person” was created, orienting students at the top values of the culture-forming environment in a small town and respect for man as the primary life value. All the above mentioned stipulates that the refinement of educational content in curricula and programs of educational institutions facilitating the assimilation of national values of educational culture and integration of anthropological, educational and philosophical knowledge form students’ motivation and the basis for self-education and self-development.
Coincidently, the developing regional and municipal education being firstly modernized at the state level indicates the conceptual and philosophical development of education which does not disclose the axiological meaning of innovative reforms. What are the solutions for the identified professional and personal development of a teacher with respect to axiological values? The answer to this question is difficult since there is no significant experience in integration of cultural and professional and educational knowledge in the system of lifelong education.
Bibliography
1. Концепция модернизации российского образования на период до 2010 года. М.: АПКиПРО, 2002.
2. Глобализация и образование. Болонский процесс: материалы «круглого стола». М. : Альфа, 2004.
3. Ильин, И.А. Собрание сочинений: в 10 т. / сост. и коммент. Ю.Т. Лисицы. — М.: Русская книга. 1994. Т. 3. 592 с.
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