О внутренних источниках реформирования российской системы высшего образования: системномыследеятельная методология Г.П. Щедровицкого

Abstract

The article analyzes the internal sources of reform in the Russian higher education system in the post-Soviet period. The ideological design of the reforms is in line with the popular concept of University 3.0. But behind the facade of this Western model, internal sources of reform are also quite clearly revealed. The main topic of discussion is the ideas of G.P. Shchedrovitsky, which are now shaping ongoing reforms. Different followers have embraced their impact on the transformation of pedagogical science. Among the reforms is the emphasis in teaching on the method (competence) rather than the subject (knowledge). G.P. Shchedrovitsky especially emphasizes the popular and relevant idea of "continuous (conjunctural) education" today, suggesting that in conditions of high social mobility, a modern person is forced to regularly change the scope of his professional activity and constantly receive additional education. Therefore, the educational process should move not from the subject but from the method. Subject knowledge has become too broad; it is impossible to teach it to everyone in a reasonable time. At the same time, reference databases exist and are easily accessible, so they can always be consulted. Therefore, from the point of view of G.P. Shchedrovitsky, a real alternative is the methodological rationalization of the learning process, a transfer to the so-called active methods of teaching and education. But for this to happen, pedagogical science itself must be purposefully designed and constructed in the same way that a design engineer builds a machine. The basis of the new pedagogy should be the study of the psychological characteristics of the learning process and the acquisition of new knowledge and skills. Understanding the psychology of the learning process should be embodied in the instrumental technology of the educational process. Thus, we can talk, at a minimum, about the coincidence and synergy of internal sources of reforming education and science with attempts to integrate Russia into the Western cultural space in the post-Soviet period.