PARADIGMATIC SHIFTS AND OUTLOOKS IN DEVELOPMENT OF NATIONAL EDUCATION: SOCIOPHILOSOPHIC ANALYSIS

Abstract

The paper reveals the problem of paradigmatic shift in national pedagogics on the basis of classical and modern publications analysis; it considers transfer from classical (“Knowledge”) paradigm to competence building one. The competency building paradigm underlying modern modernization processes in the field of education is assessed as being contrary to the values and outlooks of development of both individual and culture in general. The analysis introduces the concept “phenomenon of childhood” as a method for evaluating educational paradigms and values of modern education. Educational system, especially preschool educational and secondary one, deals with children. The situation concerning children in the modern world is estimated as critical one in terms of understanding and assessment of childhood by adults, and problems of relationships between adults and children. The article makes conclusion about the necessity to understand the phenomenon of childhood as the foundation of educational system in Russia, especially due to the dominant position of general teaching stereotypes and approaches of autocratic pedagogy. Therefore, all the modernization processes in education and society are to be failed if there no paradigmatic changes in adults consciousness in respect to children. Socio-philosophic studying of childhood phenomenon is based on interdisciplinary approach and it is significant for founding new paradigms of modern teachers’ consciousness. The studying allows generalizing philosophic and pedagogic knowledge and other subjects in order to found new concept of childhood phenomenon which corresponds new comprehension of values and significance for modern society.