Аксиологическая неоднозначность социального отбора в образовании

Abstract

The relevance of the problem is caused by the need for young people to make a conscious choice of life priorities and guidelines. The purpose of this article is to study the value foundations of individual choice and social selection in education. Different approaches to understanding the significance of the selection function of educational activity are presented. A classification of the priorities of professional and social choice, as well as criteria for choosing the optimal method of individual development, has been completed. The factors that determine the meaning of education in historical retrospect are studied. The internal mechanisms of the professional and educational structure of society, making it a channel of social mobility, are considered. At the same time, a position is presented that shows the ambiguity of the influence of one or another mechanism on the future — some events can simultaneously contribute to both vertical and horizontal mobility. The author also strives to identify the axiological principles of establishing the boundaries of attributing a particular case to different social elevators. The question is raised about the moral choice of a teacher when organizing teaching activities that take into account the abilities and prospects of students. The ambivalence of this situation in relation to the influence on the further activity of the subject is pointed out, and in this sense, both the inconsistency and the dialectical unity of social selection and personal choice are established.