МОДЕЛІ ОСВІТНЬОГО ПРОСТОРУ: ПОГЛЯД ІЗ МИНУЛОГО У МАЙБУТНЄ

Abstract

The article is aimed at reflecting on the significance of the phenomenon of educational space as an open, multilevel, and stochastic system. Emphasis is placed on the space and time dependence of the educational space, which is revealed in the peculiarities of the development of education in different world countries in a certain historical period. The phenomenological involvement in the issue of the formation of a single open information space has been emphasized, which is consequently correlated with the vector of integration and globalization processes. Six historical and pedagogical models of the educational space have been identified, which are correlated with specific geographical «realms». The dependence of each model on the epoch-making values reproduced at the level of worldview positions of a particular social group has been summarized. The significance of secularization influence on historical models of different historical periods has been problematized. The issue of forming an educational space is one of the most interesting for the modern pedagogical community, however, few people think about its semantic and historical origins. From the point of view of the available socio-cultural significance of the studied phenomenon, the necessity of its objective reflection and scientific identification does not cause objections. The urgency of involving the term «educational space» in modern pedagogical circulation is determined by the multi-perspective formation of single open information space for educational, educational, and developmental purposes. The latter consequence is timed to the strengthening of the social significance of integration and globalization processes, which «invisible wing» covered all spheres of society, education as well. It is no coincidence, in our opinion, that in the pages of the author's thematic works we find a semantic-synonymous identification of the studied phenomenon with a «complex, stochastic, and multilevel» construction. Extrapolating such a construction to the pedagogical outline, its high «adaptability» to the real assertion of the tasks of continuing education development at the level of different social communities is noticeably distinguished. Educational space, like any spatial «construction», has its space and time «realms». The peculiarity of such «realms» is a certain geographical length and temporal variability. The content of the latest author's thesis is hidden in the peculiarities of the development of education in different countries of the world in a certain historical period. As a rule, such «development» reflects the value outline of socio-cultural progress when education is considered self-worth.