Психолого-педагогические проблемы цифровизации российского образования

From the analysis of Protić's voluminous work, we can conclude that the author, as a representative of herbartian's orientation in Serbian pedagogy, emphasizes the importance of defining the problem of education in relation to schooling. In his General Pedagogy, the term education was used in 28 different interpretations. It occurs in five different forms, namely: 'education will,' (4 times), also synonymous with 'moral will' (2); 'direct the education of moral character' (5); 'the education of opinions' (1); 'education spirit' (1); 'proper education issues' (1). It is worth noting that these forms unfold separately in his work, but as such they make an incomplete concept. Therefore, they need to be considered synthetically, as a whole, in order for the versatility of his concept of education to be fully appreciated. The paper started with the observation of educational theory (which occurs 2 times) and educational practices (2 times) as well as general questions that carry a multitude of other educational situations and problems. 'The task of education' (mentioned 6 times) is synonymous with 'educational mission' (6 times) and it is interchangeable with 'forms of education' that occurs once only. In terms of factors influencing a personality development, Protić is be said to be of the optimistic orientation and pays great attention to the justification of the educational process, assuring the reader of the 'need for education' (three times). He also underlines the 'power of education' (three times), but at the same time, excluding the infinity process, the setting of the 'boundaries of education' (to be discussed in five attempts). Finally, the inseparability of many issues in Protić's 'education process' is equal to the unity of 'means of education', 'education goals', 'objectives of education', and 'individuality education' in the 'educational work'. An educator exhaustively elaborates the 'moral' and the 'physical' in teaching, while other forms of education are mentioned exclusively using synonyms thus lessening their significance. Protić attempted to denominate certain theoretical, practical and other educational processes: 'pedagogical theory' (twice), 'educational practice' (twice), 'corrective instruction' (twice) with his methods a) 'form of educational practice', and b) the 'principle of educational instruction' (one) or 'educational work' (five times). Protić justifies the guidelines for the process of education with numerous concepts: 'task of education' (six times) synonymous with 'educational mission' (five times), 'forms of education' (once), 'successful education' (once), 'need for education' (three times), 'the power of education' (three times), 'educational success' (once), 'substance of education' (once), 'standards for education' (once), 'the influence of education' (once), 'individuality of education' (once) 'educational goals' (five times), 'the concept of education' (three times), and 'education time' (once). Although there are discrepancies in tackling 'adult education' among his contemporaries, Protić actively introduces the category of a trainee, which is widely understood and associated to the term 'Youth'. According to Protić, 'National Youth Education' is divided into two basic types: 'education in the narrow sense' (four times) and 'educational practice' (twice). He also differentiates 'essentials in education' (once), 'education process' (twice), 'means of education' (twice) and 'educational work' (five times ). Protić illusory tends to define educational success and in order to do so special attention should be paid to 'the burden of education', as well as to point out the 'importance of education' and set 'standards for education'. In addition, he carefully chooses his synonyms such as 'the development and care of the body' for physical education, or 'moral commitment' and 'moral character' for moral education.

Definition and description of research methods in modern educational theory are growing in importance because of the need for a scholarly reflection on how knowledge is acquired in this field. It is necessary to understand the theoretical relevance of research methods and their practical implementation. The aim of this study is to identify effective research methods for modern educational theory and practice and to systematize research methods in the educational theory. The research is methodologically grounded in the systematic approach to the educational theory providing a holistic view of the interrelation of educational phenomena and processes and their relevance to a child's personal development (V. Zagvyazinsky, I. Kolesnikova, V. Krayevsky, A. Mudrik, L. Novikova, N. Selivanova, V. Serikov). For the purposes of this study, a large-scale survey Research Methods in Education was conducted in February and March 2021. It was designed as a questionnaire consisting of three parts: (a) Research methods in education, (b) Experience of using research methods in education, (c) Analysis of professional difficulties in selecting methods in education. 672 people from 27 regions of the Russian Federation were surveyed. The results provided some important insights into the modern trends in the educational methodology, as the existing classification of methods into theoretical methods, empirical methods and the statistical analysis of empirical data does not quite take into account the modern findings in education. The educational science now can (and must) embrace methods from other realms of scientific knowledge. The choice of research methods should be based on the following: (a) essential theories and approaches of pedagogical science and related sciences; (b) ways in which information is gathered and used that are relevant to the specific goals of the research. Research methods should be chosen having in mind the aim of the research and how its result will be analyzed. As part of the study, many approaches to the classification of research methods in education have been proposed. The main accomplishment of this study is that the findings take us to the whole new level in discovering research solutions thus enabling educational science to push the boundaries in development of the educational methodology.

The development of older preschool children independence is a key task of preschool education in Russia; therefore, the search for optimal conditions for the development of independence becomes an urgent area of research. Currently, the potential of integrating children’s activities for the development of children’s independence has not been sufficiently studied. The purpose of the study is to study the features of the integration of children’s activities in the educational process of kindergarten as a condition for the older preschool children independence development. It is assumed that the integration of children’s activities can be considered as one of the ways of organizing the educational process in kindergarten, contributing to the development of children’s independence. The novelty of the research is connected with the justification of the integration of children’s activities as a way of organizing the educational process in kindergarten and highlighting its key characteristics. The study of the educational process based on the integration of children’s activities has been carried out using theoretical methods: analysis of domestic and foreign studies revealing the features of the integration of children’s activities in the educational process and methods of empirical research: observation of children and a teacher according to the developed criteria, conversation with teachers, evaluation and analysis of the components of the educational process. The article reflects the results of qualitative and quantitative analysis, which have allowed us to conclude about the key characteristics of the educational process based on the integration of children’s activities that contribute to the development of children’s independence: inclusion of educational situations based on the integration of children’s activities, implementation of a supportive way of teacher interaction with children; availability of an accessible developing subject-spatial environment in a kindergarten group; organization of a temporary kindergarten environment with a uniform organization of free activity of children and activities regulated by the teacher. The prospects of the study are related to the improvement of the characteristics of the kindergarten educational process based on the integration of children’s activities for the development of preschool children.

Introduction. Currently, there is no holistic representation of the pedagogical system that developed in the IX–XII centuries on the territory of the Arab East and Central Asia. The reconstruction of the pedagogical heritage of the East will, firstly, let lay a value platform for determining the coordinates of the development of Islamic education in the present period; secondly, the appeal to positive experience can contribute to the solution of educational and educational tasks of modern Russian education. The purpose of the article is to holistically present the educational theory of one of the founders of oriental pedagogy – al-Khwarizmi. Methodology. The following methodological foundations are defined: at the philosophical level – civilizational, at the general scientific level – systemic and oriental, at the concrete scientific level – axiological approaches. The biographical, historical-typological and constructive-genetic methods of historical and pedagogical research are used. The main sources were the works of Arab, Persian and Central Asian researchers, as well as the published works of Russian and foreign authors who considered various problems of the culture of medieval Islam. Results. The pedagogical theory of al-Khwarizmi has been systematized, which was one of the earliest appeals in world science to pedagogy as a science – the main tool for cognition of educational reality. The definition of the concept of "Oriental pedagogy" is substantiated, which is a science of upbringing and education that historically arose in the IX century, based on the legacy of outstanding Islamic enlighteners of the East, and associated with ethnic and religious views of peoples living in the territories of Arab and Central Asian countries, having equal importance on a par with the widespread world pedagogical systems. Conclusion. The pedagogical theory of al-Khwarizmi was aimed at the formation of an independent, creative, religious, virtuous personality striving for a constant expansion of the horizons of knowledge. He and his like-minded people believed that the combination of scientific knowledge, constant work on oneself and spiritual culture, contribute to the development of a fully developed personality, in which spiritual development, improvement of mind, consciousness, thinking and feelings are balanced. The pedagogical approaches of al-Khwarizmi, supplemented by the achievements of subsequent generations, are reflected in modern educational concepts and theories.

The article deals with an analytical description of problems caused by integration of foreign learning platforms into the Russian education system. It provides the main results and conclusions reached within the frame of the fundamental quantitative research project. The project goals were the following: to study Russian experience in using learning platforms, foreign ones in particular; to study abundance of foreign learning platforms; to reveal and specify typical risks caused by their functioning in Russian education sphere. The authors analyze statistical information obtained through processing the data of survey of experts in online education. They consider colligated opinions and assessments by professional community of integration and application of foreign learning platforms, online courses arrangement on them and the complex of those potential threats for Russian education that could be caused by their use. The work notes that learning platforms are an innovative form of education activities management, but their integration in the national system of education is connected with a number of risks. The article gives a contemporary review of learning platforms in the Russian educational field in terms of their nominal recognition, their real demand for by the experts in online education and their long-term benefits for national education. The principal criteria for the choice of learning platforms usage in education are stated and summarized on the basis of the empirical data. The study contains a description of a complex of main tasks for Russian education; in the professional environment their successful solving is linked to the shift to online education technology. Within the frame of forecasting and evaluation of risks in education there have been defined some threats which are typical for both domestic and foreign learning platforms as well as those which are specific for the latter ones. Risks interpretation is based on theoretical preliminary studies and experts’ survey data related to the subject. The categorical range of risks obtained includes content risks, social, economic and political risks, psychological and pedagogical risks, management risks. The authors raise the problem of regulation of foreign learning platforms integration into the Russian education system. The work contains the arguments for and against control in this sphere.

In an era of exponential growth of medical knowledge, it is becoming increasingly important to adopt modern learning techniques which stem from modern educational theories. There is a paradigm shift from classical behaviorism towards a constructivist approach in which student more actively participates and learns at the higher Bloom’s Taxonomy level. The purpose of this review is to understand the role of various educational theories which form the basis of modern curricula in a medical school environment and promote understanding in this regard. This review gives a brief historical perspective of various education theories and focuses on current educational theories which matter in our current constructivist educational environment.

Introduction. Digital education today is a new phenomenon for many countries of the world. In its most general form, it represents the next stage of informatization of education, but it has its own specific features. The author continues a number of previous studies on the problems of informatization of education, information socialization of personality, formation of information culture. Scientists are actively studying the problems associated with the digitalization of higher education. The range of these problems is quite wide and each of them arises on the basis of various contradictions that are studied in different areas of scientific knowledge: sociology, economics, pedagogy, philosophy, cultural studies, etc. To see the possible negative consequences of the transition to digital education and take measures to level them, it is necessary to identify and systematize these contradictions and problems. This will make it possible to develop programs and proposals to improve the quality and effectiveness of digital higher education based on an integrated system approach. The aim of the study is to analyze and systematize the main contradictions and problems of digital higher education in Russia. Materials and Methods. The methodology and methods of the study were the methods of analytical review of domestic and foreign literature on the development of digital education. Further, on the basis of methods of analysis, comparison, generalization and principles of dialectics, a systematization of the main contradictions and problems that arise in the system of modern higher education in Russia in the process of its digitalization was carried out. Results. The study showed that the main contradictions and related problems of digital higher education can be divided into three groups: within pedagogical activity between traditional and digital forms of education, training and upbringing; between digital and traditional forms of elements of education (subject, object, means, environment, conditions, goals, result); between elements of the main subsystems of culture (information, praxiological and axiological), the formation of which is the main goal of pedagogical activity. Discussion and Conclusions. The study can be used to build models of digital educational activities that enable you to learn new principles of the relationship of digital education, training, and education in a digital information culture of a modern society, a new status and role of subjects of pedagogical activity, a new paradigm of pedagogical interaction, given a system of contradictions between traditional and digital mechanisms of socialization.

Digital technologies in education are a way of organizing a modern educational environment based on digital technologies. Dynamically developing digital technologies offer new tools that effectively complement the traditional tools for the educational process, which many teachers quickly introduce into their methodological system and work with intensively. The use of digital educational resources provides fundamentally new opportunities for improving the efficiency of the educational process. Digital educational resources are an operational means of clarity in teaching, an assistant in working out practical skills of students, organizing and conducting questionnaires and monitoring students, as well as monitoring and evaluating homework; have a large place in working with diagrams, tables, graphs and symbols, editing texts and correcting errors in students’ creative works. The goal of this article is to analyze the features of the application of methods of using digital technologies in the education system. Achieving this goal required setting and solving the following tasks: to consider the essence of digital technologies in the education system, to determine the role and importance of effective digital technologies in the educational process, to study the practice of using effective digital technologies, to develop proposals and recommendations for methodological improvement of the use of effective digital technologies in the education system. The object of the study is the social relations that develop in the process of applying digital technologies in the education system. The subject of the research is digital technologies in the education system. Research methods: literature study, generalization, logical, questionnaire, comparison, and other research methods.

National curriculum making and curriculum theory are challenged by globally growing political, economic and technological interdependencies, transnational homogenization and aggregation processes. In addition increasing pluralisms within nation states present new topics to be solved. These issues are not new from an education theory perspective. A task and contribution in modern education has been a concept explaining how e.g. socialization (social cohesion) and personalization (individuation) may be considered as integrated ratherthan excluding processes. The modern, or classic, approach early identified dilemmas connected to a reproduction- and transformation oriented curricula, as well as dilemmas emanating from descriptive-technological and normative theory. This article elaborates on relational core concepts developed in nineteenth century modern education theory (Fichte, Hegel, Schleiermacher,Herbart, Snellman). Utilizing concepts from modern education theory a non-affirmative position is argued for as an answer to parts of contemporary challenges.

National curriculum making and curriculum theory are challenged by globally growing political, economic and technological interdependencies, transnational homogenization and aggregation processes. In addition increasing pluralisms within nation states present new topics to be solved. These issues are not new from an education theory perspective. A task and contribution in modern education has been a concept explaining how e.g. socialization (social cohesion) and personalization (individuation) may be considered as integrated ratherthan excluding processes. The modern, or classic, approach early identified dilemmas connected to a reproduction- and transformation oriented curricula, as well as dilemmas emanating from descriptive-technological and normative theory. This article elaborates on relational core concepts developed in nineteenth century modern education theory (Fichte, Hegel, Schleiermacher,Herbart, Snellman). Utilizing concepts from modern education theory a non-affirmative position is argued for as an answer to parts of contemporary challenges.

Big data analysis and their free circulation can serve as a basis for qualitative changes, the formation of a new modern and dynamically developing education system. The article analyzes data on the educational process, which will make it possible to better assess teachers and, if necessary, make changes to the content of their training. As data for the analysis, information about the traits of the student's character, his success in learning, and previous work experience are used. One of the significant points in terms of collecting and structuring big data in Russian education is the creation and implementation of the Moscow Electronic School project. Big data collection and analysis technologies open up great prospects for creating new positive learning experiences and highly effective expansion of lifelong learning competencies.

According to the systematic approach, the paper reveals the theory and experience of digitalization of the inclusive education system. Research methods: retrospective analysis of the development of digitalization of the educational process of inclusive education in Russia and abroad, conversations, analysis of portfolios, situations, experience of the Pedagogical College named after N.K. Kalugin (Orenburg), assessment and self-assessment of bachelors, teachers, generalization and systematization of the data obtained; statistical methods, cluster analysis, questionnaires, analysis of parents opinions on the conditions and quality of inclusive education, analysis of students opinions on the conditions and quality of vocational training. Research results: the paper provides a theoretical analysis and analysis of research results, which made it possible to: clarify the essence of digital technologies as a set of digital devices and information and communication technologies; identify assistive means for solving corrective and compensatory problems; categories of digital devices for solving the problems of inclusive education; identify the principles, methods and technologies of digital (e-learning) in the context of inclusive, advantages and disadvantages of e-learning; models of organizing inclusive education using e-learning; free services, paid educational platforms, their opportunities, advantages and disadvantages in inclusive education; to identify the means of intellectual information support in the digital educational environment, the didactic potential of the educational platform; virtual fund of scientific effects, providing educational and methodological support for the inclusive educational process, its architectural components; to determine the directions of the virtual fund of scientific effects. Effectiveness and quality of inclusive education is provided by individual educational trajectories, the methodological resource integrates methods of educational activities in an electronic environment, online learning, and access to digital technologies. The experience of organizing distance inclusive education and inclusive group virtual learning has been clarified. Conclusions and recommendations: it has been proven that digitalization is the goal and means of ensuring the effectiveness of inclusive education; revealed the difficulties of students and the role of teachers as professional partners in their elimination; identified digital devices for solving the problems of inclusive education. The principles, methods and technologies of digital (e-learning) are presented in the context of the interaction of students and teachers.

The article analyzes the main trends in the transformation of the modern system of higher education in Russia, which contain objective risks and contribute to the growth of social tension in the educational environment. The author points to the main aspects of considering significant changes in the higher education system, including: active dissemination of new digital technologies in the educational process; the consequences of integrating the Russian higher education system into a single European educational space; the emergence of new educational and management practices; the consequences of the commercialization of the higher education system. The period of transition of the higher education system from the traditional model to the digital one is characterized by the exacerbation of existing structural contradictions and social inequality, as well as the emergence of new risks in development.The article examines possible sources of social conflicts in the higher education system and provides their typology: conflicts of the “society — higher school” type, “administration — collectives of an educational institution”, “subject-subject”. A significant source is also the contradiction between the traditionally established educational practices and new digital practices that require special training of scientific and pedagogical personnel and an effective information base.The author conclude that the growth of social tension and, as a consequence, the emergence of new forms of social conflicts in the educational environment, can be explained by the unpreparedness of the Russian higher education system and society as a whole for the ongoing changes. Results of the transformation of the modern higher education system in Russia, on the one hand, new prospects have appeared for training and professional development of participants in the educational process, and on the other hand, sources of social tension and conflict in the educational environment have become more active. To implement a systematic and effective final transition from a traditional to a digital education model, a radical restructuring of the entire higher education system at the state level, the introduction of modular digital educational environments and the creation of an effective information base on an integrated educational platform are required.

Legal Governance of Brain Data Derived from Artificial Intelligence

The purpose and tasks of the work are to analyze the contemporary Ukrainian mass culture in terms of its value and humanistic components, as well as the importance of cultural studies and Ukrainian studies in educational disciplines for the formation of a holistic worldview of modern youth.Analysis of research and publications. Scientists repeatedly turned to the problems of the role of spirituality in the formation of society and its culture. This problem is highlighted in the publications by O. Losev, V. Lytvyn, D. Likhachev, S. Avierintsev, M. Zakovych, I. Stepanenko and E. Kostyshyn.Experts see the main negative impact of mass culture on the quality approach, which determines mass culture through the market, because mass culture, from our point of view, is everything that is sold and used in mass demand.One of the most interesting studies on this issue was the work by the representatives of Frankfurt School M. Horkheimer and T. Adorno «Dialectics of Enlightenment» (1947), devoted to a detailed analysis of mass culture. Propaganda at all socio-cultural levels in the form is similar in both totalitarian and democratic countries. It is connected, according to the authors, with the direction of European enlightenment. The tendency to unify people is a manifestation of the influence of mass culture, from cinema to pop. Mass culture is a phenomenon whose existence is associated with commerce (accumulation in any form – this is the main feature of education), in general, the fact that it exists in this form is related to the direction of the history of civilization.Modern mass culture, with its externally attractive and easily assimilated ideas and symbols, appealing to the trends of modern fashion, becomes a standard of prestigious consumption, does not require intense reflection, allows you to relax, distract, not teach, but entertains, preaches hedonism as the main spiritual value. And as a consequence, there are socio-cultural risks: an active rejection of other people, which leads to the formation of indifference; cruelty as a character trait; increase of violent and mercenary crime; increase in the number of alcohol and drug addicts; anti-patriotism; indifference to the values of the family and as a result of social orphanhood and prostitution.Conclusions, perspectives of research. Thus, we can conclude that modern Ukrainian education is predominantly formed by the values of mass culture. Namely, according to the «Dialectic» by Horkheimer and Adorno, «semi-enlightenment becomes an objective spirit» of our modern society.It is concluded that only high-quality education can create the opposite of the onset of mass culture and the destruction of spirituality in our society. It is proved that only by realizing the importance of cultivating disciplines in the educational process and the spiritual upbringing of the nation, through educational reforms, humanitarian knowledge will gradually return to student audiences.Formation of youth occurs under the influence of social environment, culture, education and self-education. The optimal combination of these factors determines both the process of socialization itself and how successful it will be. In this context, one can see the leading role of education and upbringing. It turns out that the main task of modern education is to spread its influence on the development of spiritual culture of the individual, which eventually becomes a solid foundation for the formation of the individual. Such a subject requires both philosophical and humanitarian approaches in further integrated interdisciplinary research, since the availability of such research will provide the theoretical foundation for truly modern educational and personal development.