Tinyakova E.A. — The most exciting problems of modern Russian education // Sociodynamics. - 2013. - No. 3. - P. 200 - 245. DOI: 10.7256/2306-0158.2013.3.519 URL: https://nbpublish.com/library_read_article.php?id=519

The most exciting problems of modern Russian education

Annotation.

The article deals with the most dynamic problems of modern Russian education: the social, cultural and financial authority of a teacher at various levels of education, the quality of knowledge obtained at various levels of the education system, the objectivity of their assessment, applicability in life, informational difficulties of the growing education system, the dialogue between secular and religious systems. education, their fruitful interaction. The material of the article includes research on the effectiveness of testing and improving the relationship between the teacher and students. These studies were carried out with first-year students of the Russian State Humanitarian University and students of different courses of the Sholokhov Moscow State University for the Humanities. Particular attention is paid to the informational difficulties of modern education, the differentiation of subjects and programs, on the one hand, and, on the other hand, the need to maintain uniform standards. The opinions of the author of the article should not be considered directive, they should encourage the reader to develop productive solutions to the problems posed. In the presented arguments, nevertheless, the epicenter of education is assigned to higher education.

10.7256/2306-0158.2013.3.519

Date of sending to the editor:

08-08-2019

keywords:

System of education, requirements of the society, information environment, competence of education, contents of education, teachers, students, assessment of academic skills, cognitive interest, financial problems

Introduction. One of the cardinal problems of the structure of modern education in Russia is the division of the information space between the levels of education. There is a clear tendency to lower the level of complexity of information to an ever younger age. This line of information dynamics even exceeds social acceleration in its speed. The information process is inherently linked to its technical base, which requires an additional amount of knowledge to use it. This is the introduction of a computer base in elementary grades and even kindergartens. The assimilation of knowledge and skills related to the technical equipment of a rapidly developing information process significantly pushes back the traditional quotas of educational programs. This is especially true of humanitarian subjects (literature, history) and mathematics.

The trend of shifts between blocks of educational programs is manifested in the fact that a student can learn a more complex issue of the program earlier, while a simpler, but basic one, remains unlearned. The most important problem that can stabilize the galloping information process is to rely on basic, fundamental questions that the teacher should not present dogmatically, but remain a little bit open to the creative thinking of students. Cognitive dynamics must necessarily include an element of creativity. The work of memory and attention depends on this. But if initiative knocks down the productive vectors of cognition, then cognitive anarchy arises, which can never be effective. However, it has now become a common quality in the learning environment. Yes, and Internet resources are customized. And then the students look for exotic information on the Internet, and it serves as a block for mastering the classical foundation. And besides, not all educational information on the Internet corresponds to the methodological requirements of the programs of this subject. The learner's reliance on the information resources of a mobile phone or computer culls the desire to develop memory, bibliographic search learning and other learning activities. Modern students are increasingly losing the skill of "working for knowledge". Why study when everything can be found ready-made on the Internet. Gradually, the methodology develops means of educating intellectual labor to extract educational material from Internet resources. However, this is only an established stage in the development of the methodology.

Another problematic field of modern education at all its stages is the assessment of knowledge. In modern conditions, “assessment” and “quality of knowledge” have diverged greatly, and now the most important thing is that this happened mostly through the fault of the students themselves. Very often in high school (before graduating in the struggle for a "point" of the certificate), in secondary (to pass with a "red diploma" to a university without an exam) and higher professional educational institutions (maybe more in non-state) students demand the desired grade. The reasons for this are various: inflated self-esteem, a formal understanding of an educational career, the authority of parents, the difficulty in achieving the desired level of knowledge, or simply “hooliganism”. These days, it’s not the straight-A students or hard-working good students who make their careers more often, but average-achieving students and sometimes former losers. This situation certainly requires deep thought. It is logical to attribute this decision to the theory of passionarity proposed by L. Gumilyov. Each person has a certain reserve of mental and cognitive energy, which is determined on the one hand by genetics, and on the other hand, by educational development. Some people have more, others have less. And it is not always necessary to think that the former C student is doomed to a low cognitive level, perhaps his realization of the reserve of mental and cognitive energy is simply too late. And some excellent students will immediately use it up (and the supply may have been small), and in the future their cognitive and social level will not be high. Correlating the supply of mental and cognitive energy with the success of realization in life is one of the most difficult problems of social psychology. Highly qualified specialists must be in demand in the society. However, this highest social task adapts to the personal qualities of leaders of all ranks, and even greater complications are imposed by the wage rates. And then distortions begin ... And well-paid bad specialists bring destructive tendencies to education. Why strive for the quality of knowledge when vast sums of money can be made without it?

Review. Striving for objectivity as knowledge. Testing is presented as a way to obtain the most objective assessment for knowledge. However, there are many unresolved problems here. The question turns to the quality of the tests themselves. Let's consider some issues of improving the quality of testing in the subject "Russian language". Testing as a form of knowledge control has firmly established itself at all levels of education. The advantages of testing are obvious: the objectivity of the evaluation of the results, the minimization of the teacher's mediation when receiving an answer to the question posed, a clear informational outline of the answer. However, testing, in particular in the Russian language, causes some anxiety among students. And since emotions are connected, it means that it is necessary to take into account the psychological aspects of this educational activity.

The test results in the Russian language are dominated by a grade three, and often excellent students show unexpectedly low results. Let's look at the practice of testing in the Russian language from different angles and, perhaps, we will open up reserves for a more favorable disposition of students for testing, and higher results may be the consequences.

Let's start with the psychological problem. By the 9th and further to the 11th grades, students have already developed their own individual literacy, and an incorrect episodic intrusion into it can cause errors. Without opening a new one, it can be noted that without remembering the rules, sometimes you can automatically write correctly, and when analyzing the same spelling situation, doubt immediately arises. Between the speed of issuing literate writing (which does not go beyond automation) and the time allotted for reflection, there is a complex psychological relationship that reflects the individual structure of memory. This applies, for example, to the spelling of endings when conjugating verbs in the present tense, to the endings of inflected nouns, and many other situations in spelling. Literacy is a very subtle psychological quality, it includes the following components: automatism at a subconscious level, a sense of language, “natural literacy”, which is supported by genetic inheritance; the relationship of various grammatical rules stored in memory. Literacy is always systemic, and in testing some very small linguistic phenomenon breaks out into the question. For example, setting the correct stress in the word "beautiful". In the flow of speech, the stress may fall into place automatically, and the word torn out of communication may appear with an error. Moreover, Russian is a synthetic language, unlike analytical English, which gave the world the practice of testing. Therefore, a basic attitude that can favor testing is respect and respect for the literacy system stored in memory. Violation of the individual literacy system causes anxiety. One of the ways to solve this problem is to follow the systemic nature of the basic grammatical categories of the Russian language in compiling test questions. Fragmented answers to the questions of the Russian language test may be correct, but when asked: “How many cases are there in Russian?” “Name the grammatical features of a noun,” the students are puzzled.

Therefore, in our opinion, systemic questions should be present in Russian language tests: indicate the generic endings of nouns in three declensions, indicate signs of 1 and 2 conjugations of the verb, list the grammatical signs of adjectives and other similar questions. In disparate questions of tests in the Russian language, literacy loses its consistency. Sometimes the formal approach to writing tests goes to extremes: test questions are compiled in such a way that it is more convenient to put them into a computer program for verification. In our opinion, Russian language tests should combine theory and practice. After all, if the student does not clearly remember the grammatical rules, then the practical answer will not be correct. The introduction of brief theoretical questions, brief formulations of the rules would make the tests in the Russian language systematic.

The second condition that would contribute to the success of tests in the Russian language is, above all, respect for the communicative essence of the Russian language. All questions in the test must be communicatively applicable, i.e. questions should favorably open to contacts. By the way, as a rule, there are no such exercises, where the difference between the dictionary meaning of a word and the contextual one, are checked in tests. The living body of the Russian language can be felt through the following exercises:

Use the word in direct and figurative meanings;

Explain the meaning of phraseological units (with the modern decline in the habit of reading, schoolchildren do not even know the meanings of many traditional Russian phraseological units, and phraseological units always adorn speech);

Choose synonyms or antonyms for these words;

Many interesting test tasks can be thought up for Russian proverbs.

In the age of information, which is often accompanied by an excess of language in communication, exercises on the compression of meaning with the economical use of language would be useful. For example, to offer in one sentence to convey the meaning of a Russian proverb. Russian proverbs must be present in the Russian language tests. Indeed, from a social point of view, this is the strengthening of the national mentality. One of the main communicative requirements at the present time: a clear meaning with an economical use of language.

Now about the units of communication used in the Russian language tests. Basically, these are: a word, a sentence and a short text with tasks at the sentence level. Now there is a clear trend towards the inclusion of texts in tests in the Russian language. This can be understood, because our society is informational. The text is the main communicative unit. In tests in the Russian language, tasks on the compatibility of words, on text compression, on the transfer of information in a small number of sentences would be useful. There are also no exercises for different types of texts: narration, reasoning, description. It is possible to enter tasks for finding a logical error in the text.

In conclusion of the presented reasoning, we note that in the tests in the Russian language, spelling is presented somewhat incompletely, one-sidedly. There are no tasks for spelling numerals, adverbs (for example, choosing between “a” and “o” at the end of a word), hyphenated and continuous spelling of nouns and adjectives, no tasks for word formation, no tasks for impersonal forms of the verb, primarily participles and participles.

And now a practical perspective of considering the problem of testing. Let us present the results of a survey on this problem of first-year students of the Russian State Humanitarian University, which was conducted at a conference of the L. Vygotsky Institute of Psychology.

Main part. Dynamics of solving the problems of the education system.

To improve the quality of education, of course, it is necessary to study the attitude of students to the educational process. To improve the efficiency of the educational process in the SPF MSGU. M.A. Sholokhov conducted a questionnaire survey among students in the following groups in the 2011-2012 academic year:

first year - bachelors of the department "design", "primary classes", "state and municipal management", "psychology";

second year students of the departments of "linguistics", "state and municipal administration", "pedagogy and psychology";

fifth year - students of the department "design".

The students were included in the questionnaire based on the principle of random sampling, i.e. those who still had classes in May.

Let us note some fundamental features of the questionnaire used to study the educational activities of students. The purpose of the questionnaire was not only to get answers from students to the questions posed about the content and organization of the educational process, but also to give them some advice on understanding their learning activities so that they pay attention to what they may not seriously think about. Therefore, the questionnaire offered to students was heuristic, educational, teaching and educational.

According to the survey, the success of the educational process is based on:

a) understanding the personality of the teacher and his methodology;

b) adaptation to the organization of the educational process;

c) critical analysis of shortcomings in the work of students;

d) the ability to analyze and create your own style of learning activities;

e) reasonable perception of assessment as a criterion-regulator of the quality of educational activities.

The questions of the questionnaire were accordingly aimed at revealing the above mentioned five problems.

Students were offered three types of methodological concepts of the teacher:

* moderation - activities aimed at revealing the potential of students and their abilities; moderation is based on the use of special technologies that help organize the process of free communication and exchange of opinions, judgments and lead the student to make a decision using internal capabilities;

* facilitation - ensuring the independence and responsible freedom of students, creating favorable conditions for independent and meaningful learning, activating and stimulating cognitive motives, curiosity, encouraging solidarity and cooperation in educational work, and therefore developing the activity of a personal position and self-realization of students;

* tutoring - cognitive interests, intentions, needs, personal aspirations of each are analyzed by the teacher, special exercises and tasks are developed based on modern communication methods, ways of motivation and options for fixing achievements are thought out, the direction of project activity is determined.

According to the results of the analysis of the questionnaires, the students' opinions were as follows: 53% chose the concept of "tutoring", 25% - "moderation", 21% - "facilitation".

Next, the students were asked to choose the most significant traits in the teacher's personality. Analyzing the students' answers in the questionnaires, it should be noted that there were no stereotypes in the answers. This is a positive characteristic, because. This means that the personality of each student is manifested individually. However, the answers to the question about the most significant features in the teacher's personality can still be brought to the average level. Most of all, students chose the following trait: "social intelligence is an ability that determines the productivity of interaction with students, as well as regulating cognitive processes associated with the reflection of socio-psychological relations." Slightly less singled out were "pedagogical reflection - a quality that allows you to analyze your own actions, know yourself and understand how students reflect personal reactions and cognitive representations" and "social responsibility - the ability to exercise self-control and control over interaction with students, predict and correct professional development students." The following traits were not paid special attention to: “effective pedagogical humanism”, “social and communicative competence”, “excessive professional and pedagogical activity”, “social and psychological tolerance”.

The third question concerned the type of teacher. The first place was taken by such types: “creative teacher” and “fair teacher”. And in last place were the following types: “principled teacher” and “demanding teacher”.

Analyzing their negative qualities, the students came to the conclusion that laziness hinders learning most of all, and in second place in terms of the strength of the hindrances are “lack of discipline” and “lack of cognitive interest”. As an insignificant factor of interference, the respondents nevertheless noted “excessive impulsivity” and “insufficient restraint”.

Assessing the security of the educational process, the most significant for the students was "accompanying classroom classes with information and presentation material." In second place is “provision of methodological recommendations and manuals”. In third place is "the presence of electronic communication with the teacher." Students noted the lack of textbooks.

The sixth question asked students to formulate phrases themselves that, in their opinion, can improve the quality of the educational process. The following phrases were very popular: “listen to the teacher, be able to listen” and “addition of notes”. The middle level is occupied by "discipline". From this we conclude: students cannot yet be completely self-disciplined, they still need to establish discipline from above. A small number of students agreed that a “dialogue with the teacher”, “ask questions”, “showing initiative”, “preparing assignments on time” is needed. In the questionnaires there was a one-time mention: activity, the need for discussions, exchange of opinions, holding conferences, open lessons, self-control, the formation of motivation in learning. However, in general, one must draw the unflattering conclusion that there were many omissions in the answers to the sixth question, where one had to formulate one's thoughts. Consequently, students are not yet inclined to introspection, they need instructions from above, from the teacher.

In the questionnaire analysis of the educational process through the eyes of students, special attention was paid to "knowledge assessment". Here the opinions of students differ both in groups and within the group. However, we highlight the most significant in the responses received. Almost all students noted that “graduation at university and school is completely different”. Students from groups Diz-5, bps-1, PP-2, bGMU-1 noted that grades stimulate them to do better work. Students of GMU-2, bNK-1, Diz-5, bDiz-1 do not argue about grades. Such attitudes towards assessment as “in my studies I strive only for assessment”, “assessment means nothing to me”, “grades cause me a negative reaction” were not popular.

The final question of the questionnaires concerned the style of learning activity. Here you can sum up by groups.

PP-2 In the first place is diligence and punctuality, in the last place is participation in amateur performances and limiting the circle of communication only to students of the branch.

BSMU-1 In the first place - "my abstracts are always accurate, I use electronic resources more than books, I have contacts with my classmates"; in last place is the restriction of the circle of communication only to the students of the branch”.

Diz-5 In the first place - “I use electronic resources more than books; I have contacts with my groupmates”, in the last place – “I take part in training competitions”.

bNK-1 In the first place - "I have contacts with my classmates", in the last place - "the circle of communication is limited to students of the branch." In this group, opinions also coincided in highlighting such traits: I am always diligent and punctual, I study with interest and always add something on my own initiative, I am accurate in attendance myself, I do not need instructions from the dean’s office, there is time to participate in amateur performances.

GMU-2 In the first place - "I study with interest and always add something on my own initiative" and "I have contacts with my classmates"; in last place - "comparison of how they study in other universities."

bDiz-1 In the first place - "use of electronic resources"; on the last - "limitation of the circle of communication by students of the branch."

L-2 In the first place - "comparison of how they study in other universities", in the last - "I study with interest and always add something on my own initiative."

Finishing the individual analysis by learning activity style groups, we can conclude that the bGMU-1, Diz-5, bRK-1 did not have a big contrast in the distribution of scores for all the mentioned features.

The described practice of questioning to study the quality of the educational process, of course, needs to be continued. However, let us note that two problems should be correlated in this work: the first is accounting and counting the answers to the questions posed, so that on the basis of them it is possible to build a learning environment; and the second is to reveal to students the facets of the educational process, to give them for information what they may not have thought of yet.

And now let's dwell on the image of a teacher in a modern university. To a certain extent, our thoughts are universal for the image of a teacher at other levels of the education system.

The modern space of higher education is one of the most dynamic areas of the Russian social space. Let us single out the main poles that set this dynamics. On the one hand, the legal regulation of higher education: Decrees of the Government and the Ministry of Education of the Russian Federation, Decrees of the President. The operation of this pole is under the jurisdiction of state structures, it creates the continuity of legal changes and modernization of the higher education system. On the other hand, it is the pole of the needs of society itself, which is formed by the employment of citizens. The fact is that these two poles are in disharmonious correspondence, since no legal document can fully take into account all the options in life situations. It is hard now for the legal science itself, as the laws stipulating the variants of legality are multiplying and multiplying. Due to the abundance of modern legal information, it has become difficult to apply it evenly, without missing any links. Therefore, it is fair to pay attention to issues related to the legal regulation of modern higher education, or even a wider highway of regulation at the level of any decrees and recommendations from the ministry.

1. Or does the decree not take into account this situation, or can it not be adapted to the current reality on the ground?
2. It is possible that the regulations cannot impose on the current reality because the scope of activities of a person is generally limited, and then the disharmony in the elaboration of numerous regulations can cause new problems.

Now let's try to analyze how the other pole works - the needs of society itself. The main vector that regulates employment in the situation we are considering in the presence of a diploma of higher education is the amount of wages. And this vector sometimes comes into conflict with the needs of society: the level of wages does not always reflect the contribution made to the national economy. In Soviet times, the salary was more respectful of a higher education diploma: the salary of a doctoral professor was almost equal to the salary of a plant director. Although in Soviet times, high-level working professions (without a diploma of higher education) were also well paid. However, this economic space no longer exists.

In the post-perestroika economic space, a type of elite professions has developed (for example, financial director and others), which have authority not because of the obligatory possession of a higher education diploma: the amount of salary in this situation is determined not by the presence of a diploma, but by the content of the duties performed, which are associated with good funded sectors of the economy. This hit hard on the authority of higher education.

The financial provision of teaching work is not clearly regulated, and many facets of teaching work are not taken into account. Indeed, the work of a teacher at any level of education has a great potential for creativity, which does not fit into the formal framework of accounting. After all, this is work with a person, and even a developing one. There are many unforeseen situations in pedagogical work that require great energy from the teacher. All educational materials provide only a matrix of pedagogical activity, and each of its steps is overgrown with creativity and initiative. The basis of the financial grid of teaching activities is the calculation of hours, which take into account various forms of teaching activities. But every year the volume of a set of methodological materials, educational developments, work programs, educational and methodological complexes, etc. increases. Here the work of the teacher significantly exceeds the hourly accounting. But this is not quite the first reason for the low financial bar of the teaching profession. Low pay per hour. Little is taken into account and the duration of teaching experience, and hence the teaching experience. The average pension of an ordinary retired teacher is 7-8 thousand, and often even less. Under a market economy, the credibility of any business is valued by a sum of money.

A decent salary that has economic authority in society is a necessary attribute of the social authority of higher education. But the higher school is the richest custodian of knowledge, and, consequently, of spirituality. This leads to the corresponding conclusions about the value orientation of society, which is established by the knowledge gained in the system of higher education. If the authority of the source of knowledge is not maintained in society (in our reasoning, it is higher education), then society can develop understated life-value orientations. It comes to the surface in simplified, primitive, coarsened forms of linguistic communication. Financially strong teachers' salaries (meaning the large-scale coverage of this profession throughout Russia) would ensure the influx of highly qualified specialists in this area, would make it possible to fill empty places, primarily in schools. Schools, and even universities, suffer from the fact that good teachers are being pulled into a higher-paid field.

The most concentrated area of ​​higher education according to information is formed by graduate teachers of higher education institutions with scientific degrees of candidates and doctors of sciences, academic degrees of associate professors and professors. This, it would seem, the highest level in the information hierarchy of society, turned out to be generally very far from elite professions in economic terms. However, the question of the economic authority of scientific degrees in the professional network of society, namely the qualification level of university teachers, belongs to a different line of reasoning regarding the status of science in modern Russian society.

Now let's move on to the analysis of the professional image of a modern university teacher in its practical content, which to a greater extent holds the foundation of modern higher education. Let us pay attention to the social changes caused in the space of higher education in Russia by both the economic development of the country and the acceleration of the information development of society, which must be understood as a new decisive factor in the global civilizational process.

The economic factors that have influenced the quality of modern education include the following:

1) as a result of the accelerated adaptation of the Russian economy to foreign models, higher education was entrusted with the requirement to train specialists of a new economic content, and it was necessary to urgently create a new training base;

2) the training of new specialists was difficult to ensure practical implementation in the specialty received − education received and postgraduate work moved away;

3) in the rapid dynamics of the emergence of especially economic professions and the chaotic distribution of them in the space of the national economy, a “race” for higher education diplomas has developed, which manifested itself in obtaining two and three diplomas of higher education; Naturally, in this “race”, the quality of knowledge decreased, and the technique of transferring subjects passed from one university to another led only to the formality of a document on higher education, and the very authority of higher education decreased.

Before highlighting the reasons for the information development of society that influenced the quality of modern Russian higher education, we will try to analyze the information situation in society as a whole.

Ya.V.Siverts van Reizema singles out the pole of underconsumption and the pole of overconsumption in the information space. The ratio of these poles is currently disharmonious. Yu.V. Rozhdestvensky considers “matrices of cognition” to be analogues of “crystal lattices of thinking”, that is, there are supporting elements in the acts of informational reflection of reality. J.V. Siverts van Reizema, continuing I. Kant, G. W. F. Hegel, N. Ya. Danilevsky, puts forward the idea of ​​information deployment of the world as the basis for the existence of inert matter. By "informational unfolding of the world" we mean the accumulation of its descriptive and analytical understanding by the human intellect. The modern philosophy of planetarism develops the idea of ​​a Thinking Universe. According to this philosophical approach, all elements of our world, being material entities, are ultimately arranged in an informational way: each element carries a certain information quota, which a person transfers to the mental level in the process of cognition. A person's thought reveals the information essence of things. J.V. Siverts van Reizema notes that things are determined in accordance with the rhythms of correctness coming from the higher hierarchies. Rhythms of correctness - this is a logical structure, laid down precisely by nature, because the human intellect can build vectors for the development of the world not always in accordance with objectively laid down entities. And for modern information development, which greatly influenced the content of higher education, highly individual, initiative searches for human intellect are characteristic, which more and more begin to compete with self-developing nature. In practical terms, this was reflected in the dynamic differentiation of the content of higher education; over the past decade, especially many new courses have been introduced. However, the information overflow of the content of higher education is manifested not only in a wide thematic set, but also in the search for more and more new methodological methods of presenting knowledge. Therefore, modern higher education in Russia has two ways of its active information expansion: the topics of training courses and the methodological support of teaching.

In the philosophy of planetarism, information is understood dichotomously, the main oppositions of which are time/space, discontinuity/continuity, openness/closedness. A person focuses information, and the hierarchy of his thought processes reflects spiritual interactions. It is logical to accept Umberto Eco's idea of ​​ethics as a corrector of information choice. From this point of view, Yu.V. Rozhdestvensky singles out the oppositions: good/bad, harmful/useful, beautiful/ugly. It is these oppositions, in his opinion, that form the framework of cultural thinking. If the dichotomy of the first indicated line is more related to the presentation of knowledge by a university teacher, then the second line is more likely to be associated with the perception of information by students.

Information flow is dynamic. Yu.V. Rozhdestvensky presents information as a text moving in one direction. This very important conclusion of the philosophical understanding of the information volume of the content of higher education is associated with the concept of the “arrow of time”, moving in one direction and not having the temporal possibility of repetition. This fact must be taken into account when understanding the obsolescence of information: the information expansion of the content of education is not always in line with the elimination of outdated information. The highest information load is borne by humanitarian knowledge, which to a greater extent appeals to the emotional world of a person; figurative, abstract concepts are used in reasoning. For natural science knowledge, texts most of all perform an illustrative, auxiliary role in relation to the information process.

The teacher of a modern university bears a high responsibility not only for the information quality of the content of higher education education, but also for the information development of society as a whole, since he stands at the highest levels of the information content of the world. An essential feature of a moving information flow is the loss of information. This problem has several angles of consideration: differentiation into useful and harmful losses, the relationship of various lines of communication to information losses, restorative information processes in case of information losses. Speaking about the loss of information during its transmission, it should be noted that losses occur either when information is taken for transmission (the transmitting language simply loses some facts when taking information from the information environment; this can happen due to the imperfection of the semantic capacity of the transmitting language); or due to the imperfection of the transmitting information medium, in addition to linguistic communication, also technical failures of the transmitting information device (this includes huge problems in using the Internet as a source of knowledge for modern students); and, finally, due to unwillingness or structural incompatibility to accept the transmitted information (this is the methodological level of teaching). We define the loss of information as follows: the loss of information is the leaving of a description of a certain section of a moving reality outside the life process of a person. Based on this definition, it must be concluded that any loss of information is fraught with negative consequences for human life, since in the process of civilization, a person has realized all the space on our planet possible for human habitation, and the interconnection of large and small processes permeates all this space. There are losses that entail cardinal negative consequences, expressed in damage to a person's life itself, either in a biological or in a social aspect. The loss of information can have negative consequences after a certain period of time (this is especially true for modern historical knowledge, which has consequences for sociology). If we take into account that the information capacity of the human intellect has limitations (for example, with some examples of phenomenality, human memory is still not infinite, the perceived amount of information also has limitations in time and space and therefore requires division into portion quotas), then in certain cases of loss can have a positive impact, especially when priority can be given to the primary over the secondary. In this case, the cyclic process of informatization comes to the rescue: the cycles in the transmission of information are organized according to the principle of expansion, and each subsequent cycle makes it possible to take into account what was previously missed. Mutual succession of cycles allows you not to regret the missed earlier. The above problems of the information development of society are directly related to the quality and applicability of the knowledge acquired in higher education in professional activities.

Now let's draw conclusions closer to the practical level of teaching in higher education:

1) the concept of one basic textbook on a subject disappeared due to the rapid publication of several conceptual textbooks on a given subject, and we note that it often happens that textbooks on the same course present opposite points of view on the same problem; by the way, if we take the information level higher, then this is a feature of modern science - to combine opposing points of view;

3) the work of modern university teachers combines a “natural” initiative that is really in demand in society, and an “artificial” one, contrived by not particularly highly professional teachers, their initiative is rather a self-expression of the individual, rather than enriching the content of the educational process;

4) the differentiation of the educational process into courses of narrow topics has significantly increased, which poorly fit into the classical foundation of the content of higher education, and are introduced into the educational process only by their originality, i.e. teachers offering original courses do not always measure their initiative with the needs of the profession they teach;

5) the rapidly growing field of additional education, which provides additional income to the economically weak state salary of higher education teachers, closes basic education, setting its economic priority.

The market orientation of modern higher education turns the teacher into a “trader of skills and abilities”. These are numerous courses of additional professions. Sometimes such professions of the additional education system provide the key to a well-paid profession, which turns the received diploma of higher education into only an “attached formality”.

Another market for higher education is formed by non-state higher education institutions and the dialogue of state-funded and extra-budgetary places in state universities. The level of payment for the goods of "knowledge" in this market is set by "sellers", organizers of extrabudgetary training. The motivation for setting fees in this market is divorced from social needs and is not determined by the spiritual authority of higher education. And here payment for knowledge of higher education as a commodity converges with the laws of the modern commodity market in Russia as a whole, which is often subject to illogical motivation: the same product, which differs minimally in content and quality, can be bought at a low and high price. Thus, the knowledge acquired in higher education turns into a "commodity", but the intellectual and spiritual value of this commodity is often not in line with its monetary value. It is far from always that a specialist who owns difficult and valuable knowledge receives a high salary. The number of diplomas of higher education also does not affect the size of the salary. Moreover, grades for school secondary education are not given with authority to higher education: excellent matriculation certificates do not confer benefits when entering higher education. Such criteria as difficulty, complexity and quality of knowledge are not included in the regulation of wages (taking into account a diploma of higher education).

Let us pay attention to the distribution of the human factor in modern higher education:

a) the number of universities and places for applicants has greatly increased, the competitiveness of applicants for admission has almost disappeared, and in many universities there is a question: “Recruit at least someone”;

b) the employment of university teachers in one place is difficult, and therefore teachers combine work in several universities.

So, the situation is developing: there are more places for students in universities than students themselves; fewer places in universities for teachers than teachers themselves.

The above reasons, of course, leave their mark on the image of a modern university teacher. Now it is difficult for him to be harmonious: any one of the indicated traits outweighs in influence. Therefore, two lines stand out in the personality of a modern university teacher:

-personal development, which should be sensitive to the social situation in the country;

-development of educational technologies that would give students the highest quality knowledge, help them successfully adapt as specialists in their future profession.

A teacher of a modern university, in addition to his traditional centuries-old function of a “supplier of knowledge” to students, is called upon to perform the functions endowed to him by the modern information development of society:

1) help the student navigate in a dynamic overloaded information space;

2) to review the information space, often beyond its subject, for students;

3) to understand that the boundaries of modern curricula are open, and students can freely ask any questions that gravitate towards the material presented by the teacher, taking into account, among other things, erroneous associations.

Today's students, in terms of their needs and methods of work, are not consistent with the structure of modern education: social and informative dynamics change the student faster than the structure of higher education changes. The old method of teaching - "the teacher is like a wise man on the stage" - is no longer effective for the modern generation of students. The values ​​of today's students are moving away from traditional academic content and methods. Teachers who only stick to the textbook look "like an old hat." Modern students are educated in the world of information technology; they prefer to focus on several tasks than on any one; they are more attracted to some authority or website than to a teacher.

Education follows the general social acceleration that embraces our lives. The acceleration of education embraces our lives and permeates all lines of the education system (in our analysis of higher education): the presentation of knowledge by the teacher (presentations), the perception of knowledge by students (notes in notebooks, not notes), the use of educational material by students (search on the Internet, not work with a catalog of books on the desired subject in the library), forms of control and tests (testing). The functioning of higher education requires every minute results in everything. The practice of testing, which arose from the need to objectify the assessment of knowledge, minimizes the personal aspect in the communication between the teacher and students.

The creative criterion for the pedagogical skill of a modern university teacher has increased significantly. The multivariance and mobility of the manifestation of a modern university teacher will help solve many problems of modern higher education. The creative intensity of pedagogical skills is supported by the following features:

1) willingness to take risks, introduce innovations, discuss difficult-to-solve problems;

2) independence of judgments not in terms of "outsiderness", but in terms of intellectual strength, the strength of the mind;

3) impulsiveness, because often emotional intensity helps to sort out the “tares” of knowledge;

4) cognitive meticulousness: here one can make a metaphorical comparison with attention to the microworld in science as a whole − the microworld largely determines the roots of knowledge now;

5) criticality of judgments as a technique for accurately marking the boundaries of knowledge;

6) originality: the teacher must necessarily rely on his field of study; it is unacceptable for a modern university teacher to be only a “transmitter” of knowledge from a textbook, students should always see him as a researcher;

7) boldness of imagination and thought: especially during lectures, the teacher must measure the intellectual power of the stated provisions according to such criteria - how much they interest students, how convincing they are in logical justifications, how authoritatively they are present in modern science.

8) a sense of humor and a penchant for joking as factors of psychological relaxation when mastering intellectually complex material and as a means of establishing friendly contact with students.

Conclusion. New perspectives of the education system.

In conclusion, we note that a modern university teacher works in an unusually wide information space, limited by two poles: on the one hand, an academically clear pole that meets the basic criteria of supporting the subject of science, this is the pole of knowledge that is mandatory for mastering, it forms the basis of the profession being mastered; and on the other hand, it is the pole of an ever-growing information space, where new scientific knowledge and various searches for an approach to emerging problems are syncretically woven, in a word, this is the pole of “epistemological anarchism”, as defined by P. Faeirabend, and here you need to work hard to sort out the “grains ' from 'tares'.

A teacher of a modern university solves complex social problems: he trains specialists no longer according to professional criteria set by society, but he himself actively participates in the formation of the professional network of society, is responsible for approving new, in-demand professions.

In modern conditions, the information space of education at all stages is developing in a dialogue of common standards and local initiatives. The application of standards by an experienced teacher involves concretization of problems for better assimilation, giving points of the program cognitive attractiveness and a certain degree of pragmatism. The applicability of the acquired knowledge in life is an important incentive to save information space.

Education has always been a basic component of the culture of society as a whole. However, the very system of constituent components of culture is very diverse. Culture is also becoming more and more complex both in content and implementation. Culture is one of the most unique systems of human life, which does not involve "single focus" on one center. Moreover, the number of dynamic epicenters in the system of culture is multiplying more and more, often they contradict each other, even conflict. Such a state of the culture system as a whole cannot but affect its basic component - education, which is most responsible for the civilizational image of a person. However, the most emotionally intense parts of the education system affect the cognitive state of a person negatively, in other words, destroy the cognitive susceptibility of students, create transcendental excitement, which is unfavorable for cognitive activity; primitive repetitive rhythms (this applies more to youth types of cultures) narrow the scope of assimilated cognitive quotas and kill the desire to work creatively. Many forms of culture find a favorable existence at night, thereby disturbing the natural biological rhythm of man.

Even according to the above trends in the development of culture, it can be concluded that some forms of entertainment disrupt the stability of the education system and create unfavorable cognitive conditions.

One of the major problems that attracts the attention of both the leaders of the state and its citizens is the reform of the education system. This includes an important component of this multifaceted problem - the adaptation and development of spiritual (religious) education in connection with modern social conditions, which also has its own structure, depending on the deepening into the highest cognitive canon of Holy Scripture - the Bible. At the same time, the problem posed can be considered from two positions: how social conditions affect the reform of spiritual education, i.e. the possibilities of manifestation of perfect divine spirituality in society through spiritual education are analyzed, and from the point of view of strengthening the influence of the spiritual divine source contained in spiritual education on society by reforming it. In this article, these two positions will be used in the dialogue.

The space of spiritual education has an established hierarchy from Sunday schools at churches, Orthodox general education schools, gymnasiums to theological academies. However, the subject of this article is not the structure, in particular, of spiritual education, as the most important and concentrated component of the general system in its moral content, but the presentation to readers of ideas and proposals for improving the content of spiritual education. The main vector of reforming the system of spiritual education is that canonical theological knowledge should open up deeper to the turbulent secular social space, which dynamically increases its individual presentation. The main social idea of ​​Orthodox knowledge, as an essential part of the Christian teaching as a whole, is that each member of society must be aware of the other as a neighbor. And the solution to achieve social harmony in society depends not only on an in-depth study of the relationship of people in society (the secular sphere pays a lot of attention to this problem, and training courses related to building relationships between people are multiplying - "business communication", "psychology of communication", "ethics professional activity”, imageology”, etc.), but also on what quality of knowledge and to what extent a person owns it. For pastoral work, the realization of oneself as a clergyman, it is especially difficult to solve the issue of mastering spiritual knowledge, building an education system on its basis. For the spiritual sphere, this issue is more difficult than for the secular. Secular knowledge accumulates from the human experience of mastering the surrounding space, it is multivariate, and the polarity of secular scientific knowledge has become especially acute now, which is reflected in the educational process, where the teacher must explain opposing points of view to present the topic.

Spiritual, religious knowledge has one source - the Word of God, and contradictions to the Word of God are called sin, which distorts the current life. Now, especially in spiritual education, there is a problem of achieving such a quality as influence on the development of a person's mentality in order to protect it from sinful aspirations. Spiritual education with its cognitive vectors should flow into the vast information space of secular knowledge in order to protect it from a split. The modern information crisis—the overflow of society with information—in many respects goes into the sinful sphere from the point of view of the Holy Scriptures. Many dangerous ideas are being developed in secular science. To give an example from the field of technology, the Internet, as a perfect means of communication, is increasingly overflowing with dangerous technologies. Spiritual education is called upon to take responsibility for preventing the distortion of the image of a person in knowledge. And this vector of its reform is very significant. The content of the courses of the spiritual education system should emphasize the protective function for secular education from the point of view of cognition, i.e. education of the human mind. It is even possible to propose a course whose content would be to educate the human mind towards a cognitive ideal in a divine context as an intellectual ideal.

One of the main tasks of reforming the system of spiritual education is to increase its influence on the secular sphere from the point of view of its spiritual adjustment. The situation that spiritual education has the status of isolation in the general system of education leads to its social autonomy. Although the connecting moments between secular and spiritual education are being built: Sunday schools are attended by children from general education schools, the subject of the foundations of "religious culture and secular ethics", "religious studies" (in some schools), "the foundations of Orthodox culture", and at the highest At the scientific level, there is only an attempt to introduce "religious studies" into the philosophical specialty "philosophical anthropology, philosophy of culture." In Ukraine, theology as a specialty is ranked among the philosophical sciences by the attestation commission. The HAC of Ukraine has included theology in the list of specialties in which dissertations are defended for academic degrees. The reason for the different situation in Russia on this issue rests more on the secular situation in science. However, this issue requires a separate discussion. Let us quote here the words of His Holiness Patriarch Kirill of Moscow and All Russia: “The requirements for dissertations must increase even more, and their writing must cease to be a mass phenomenon.”

Reforming the system of spiritual education is taking place on modern social grounds. However, “if you look at the root”, as Kozma Prutkov said, the phrase “in Russia the church is separated from the state” has not yet been theoretically exposed. This idea was approved in atheistic times. It was this phrase that kept the mental ideas of spiritual knowledge out of secular education. In Soviet times, there was such a theoretical experience: the moral code of the builder of communism was developed, in its essence it included Christian (but without calling them Christian) truths, as describing a society of ideal social harmony: “man is a friend, comrade and brother to man” (the moral code of the builder Communism)—every person is perceived as a neighbor (Holy Scripture). According to the theoretical setting of the German philosopher L. Feuerbach, and with the introduction of it by V.I. Lenin into the Russian mentality, the Christian idea of ​​spirituality was cut off from its source—God. When God is denied, moral truths are established by man, moreover, they are supported only by man, and here violent measures are formed to destroy the evil. Let us recall some features of the social behavior of the Soviet period: if a person did not work for a month, the police took note of him as a parasite; in case of divorces, especially party and military ones, these issues were discussed at party meetings. The revived Orthodox religion gives a holiday of family and marriage on July 8, dedicated to the Murom saints Peter and Fevronia. For a deeper analysis of the mistake of separating Christian truths from their creator, let's give a metaphor. If we cut the flowers and put them in water, they will stand for a while, then they will wither and have to be thrown away. And if the flowers grow in the garden, they bloom for a season, then they give "continuation" either in the form of seeds or tubers. So it happened with the Soviet period in the history of Russia: after the difficulties of the Great Patriotic War, Russian people, having gone through catharsis, began to build Soviet society in accordance with the moral code of the builder of communism, which still gave excellent examples of culture, although they were opposed to another section of society - the Gulag . In the late 60s and 70s. festive May and October demonstrations were a symbol of the unity of the people. Let us recall the holy words from the song: “Morning paints the walls of the ancient Kremlin with gentle light, the entire Soviet country wakes up at dawn, a chill runs through the gate, the noise in the street is stronger ...”. However, the "flower of perfection" gradually began to wither on atheistic soil, and eventually Russia came to the period of perestroika. In his report, His Holiness Patriarch Kirill of Moscow and All Russia notes: “... after decades of persecution and oppression, we are experiencing a period of true freedom ... we are called ... to do everything in our power to make the most of new opportunities ... ". Therefore, in order to present ideas for the restructuring of modern spiritual education, it is necessary to clearly identify the source of the reasoning matrix. Sociologists, including secular ones, should present a large-scale critique of a gross social error: "the church is separated from the state." It was she who was the source of mass repression of believers. This phrase must be recognized as exceptionally socially dangerous, destroying social existence. In Catholicism, the issue is resolved as follows: the Vatican, the heart of the Catholic religion, has state autonomy. The canons of the Catholic and Orthodox churches are different, and this does not suit us. In the reports of the Russian Patriarch and other clergy, the phrase about the interaction of church and state is approved. And this is the lifeline of our state for more than one year. For example, in 2004 in Kursk, on the basis of the Department of Theory of Law, State and Law Enforcement Organization of the Kursk State Technical University, an international scientific and theoretical conference was held dedicated to the 250th anniversary of the birth of St. a condition for the stability of the political system of civil society”.

Atheistic times are dying out gradually. The spiritual phenomenon of Russia is that atheism was at the expense of the state structure, but not in the hearts of Russians. In the past period of perestroika, spiritual education developed, as it were, autonomously, in its own space, because it was necessary to resurrect what was lost in tragic times. Now spiritual education should open up to society and help secular education to solve many problems. The Patriarch of Moscow and All Russia calls: "We need to teach to think and analyze, to set tasks and find their solutions, not to feel lost in modern society." His Holiness also notes that a new culture of learning is required in the system of spiritual education, the key elements of which are responsibility and professionalism. The situation in the education system should turn in such a way that it is the moral and spiritual vectors of the Orthodox mentality in a reasonable dialogue with other confessions in Russia that will correct and improve the agitated, contradictory, multivariate in its manifestation secular space of education. The knowledge obtained in the system of spiritual education must firmly hold both the basis of the information process and the moral system of education as a whole, bringing it as close as possible to the perfection of Divine existence.

In conclusion, we would like to leave wishes to everyone who is not indifferent to the problem of modern education in Russia, and we will propose to continue the analysis of acute and crisis problems in order to possibly develop effective recommendations for their solution.

Bibliography

The quality of education is a fundamentally important issue that affects not only the intellectual potential of the younger generation, but also the overall future of the country. The Soviet education system was almost destroyed, but nothing relatively worthy came to replace it. The crisis of the Russian education system is affected not only by the change in the political system, but also by the ever-increasing globalization.

Consider the main problems of Russian education.

The crisis of the traditional education system

The organization of educational activities in modern Russia is largely inherited from the Soviet education system. However, the industrial society is being replaced by the information society, the world is developing in the context of globalization, which necessitates fundamental reforms in the current education system. The principles of presenting educational material, the role of the teacher in the educational process need to be updated. It is required to introduce innovative technologies into the educational process, to equip educational institutions with computers and modern technology. The theoretical training of students should be aimed not at memorizing information, but at understanding it and the ability to apply the knowledge gained in practical activities. It is worth noting that the 21st century is a time of rapid scientific progress. Thus, today's educational materials for educational institutions become obsolete tomorrow. It requires constant updating of the taught knowledge in accordance with the latest scientific achievements.

Low practical orientation of education

Today's education system is more focused on educating a future theoretical scientist than on training a practicing specialist. Theoretical knowledge is largely divorced from practical activities. Students, for the most part, do not know how to use the acquired knowledge in their professional activities. Most people who have graduated from high school note that they do not feel ready to start practicing. There are several reasons for this. These include poor practical training, a weak connection between the theoretical material taught and practice, and an outdated education system that no longer meets the rapidly changing conditions in the labor market.

Low level of funding

Russian educational institutions at all levels face constant underfunding. The chronic shortage of funds negatively affects the level of salaries of workers in the field of education. Every year this problem becomes only more acute, because educational institutions require computers, modern equipment, textbooks that correspond to the latest scientific achievements. Reformations in the field of education are impossible without a qualitative renewal of the teaching staff, but the solution to this problem is hampered by the low prestige of the teaching profession, which is a consequence of low wages in the field of education.

Weak system of interconnection between different levels of education

The main levels of education are pre-school, school and higher. Low continuity between all the “levels” of the educational process negatively affects the quality of education and hinders the deep acquisition of knowledge by students. Pre-school education in Russia is a poorly organized system that does not provide the necessary amount of knowledge necessary to start schooling. Often, preschoolers are taught by people who have not received a pedagogical education. The situation is even more complicated with the continuity between school and university. At the moment, a school graduate does not receive the amount of knowledge that is required to pass the exam and enter a university. High school students are forced to turn to paid tutors, because free education does not meet all the needs of future students.

Weak education legislation

The quality of education largely depends on the legislation in this area. At the moment, attempts are being made to qualitatively reform the law "On Education", but many problems have remained unresolved. In particular, these are “vague” social obligations on the part of the state, poorly written principles for licensing educational institutions. Incomplete laws on control and oversight procedures multiply corruption and increase the number of universities that provide poor-quality education. Rural education laws are extremely weak. In particular, the laws do not take into account the special specifics of rural educational institutions.

Mass demand for higher education

Undoubtedly, good universities in Russia have always been and still are. However, every year more and more people strive to get a higher education, which directly affects the increase in the number of bad universities. The problem under consideration is becoming more acute also because the prestige of vocational schools has fallen significantly. In addition, many young men enter universities only in order to be released from military service, which further increases the number of universities that provide a poor educational level;

Corruption

Corruption in the Russian education system is a multifaceted and multilevel phenomenon. This can include monetary extortions from the parents of schoolchildren, and theft of budget funds, and bribes, and the sale of fake diplomas, and the production of fake education documents. Many laws are being made against corruption, but whether they work is a difficult question. In particular, it was supposed to reduce corruption through the introduction of the Unified State Exam, but whether this measure led to the desired results is still being debated not only by ordinary citizens, but also by experts. The high level of corruption in educational institutions blocks the possibility of vertical mobility through quality education for children from disadvantaged families;

Falling prestige of education in vocational schools and technical schools

The problem under consideration arose in the 1990s. Since then, the shortage of workers in the labor market has been increasing, and the number of students studying at vocational schools has been declining. According to 2009 data, 7 times more students studied at universities than at technical schools and vocational schools. As a result, Russia lacks its own labor force, and one has to resort to the help of foreign workers. A consequence of the problem under consideration can also be called high unemployment among people with higher education.

Summing up, it can be noted that traditional “cosmetic repairs” are clearly not enough to solve problems in the Russian education system. There are problems at almost every level of the system, and their solution is the most important strategic task for Russia. The new time requires new reforms capable of raising the educational level of Russian citizens, multiplying the number of qualified employees and raising the quality of education in Russia to international standards.