О проблеме преемственности в развитии творческого критического мышления в системе современного школьного и вузовского образования в России

Abstract

The authors of the article note that in the second half of the 20th century, the pedagogy of cooperation, which is a system of methods and tactics of education and training based on the principles of humanism and a creative approach to personal growth, is beginning to develop actively. The implementation of this or that direction in pedagogy takes place on the basis of specific methods and technologies of instruction. The article notes that the education system is a part of the national culture that is formed under the influence of history, geography of the country, social and social conditions of life and which depends on the national mentality and on the activitypsychological characteristics of both students and themselves teachers. Inevitably there are contradictions between very rapidly changing living conditions in the 21st century. and conservative, slowly and difficultly changing traditions. The Russian school, the “school of memory,” does not correspond to the “school of thought,” the problematic education inherent in higher education, which raises the problem of the discrepancy between the skills that a student receives in a modern Russian school and the skills he must master at a university. Thus, one of the fundamental principles of education is violated — the principle of continuity. Given the current state of affairs, too often the progressive movement, the coherence of actions at the stage of obtaining a school education is not observed. The authors of the article offer their own set of solutions to this burning problem. In their view, the implementation of even a part of these decisions could bring schooling closer to university in the way of the creation and development of creative critical thinking among modern students.