Интеллектуальная составляющая непрерывного поликультурного образования личности

Abstract

The problem statement concerns the actual issues of raising the status of the intellectual component of the Humanities education within the framework of the author’s investigation on “Cultural self-determination of the individual in the space of realization of intercultural communication”. The conditions of modeling communicative situations of the ecosystem of multicultural education are determined in the paradigm “From observation to generalization and replication through cooperation”. The focus of this paper is on the strategic and tactic directions of the development of Russian education within the methodology and technology of the Self as a cultural personality. Socio-philosophical perception and theoretical justifi cation of the problem under consideration have given grounds for mastering the communicative culture of the individual in the frames of intellectual architectonics of multilingual culture as the methodological basis of the many years of activity. The multicultural intellectual architectonics refl ects a humanizing core of the regional information and educational spaces. The social signifi cance of the formation of a multicultural mindset of the personality initiates creating of one of the possible models of the ecosystems of the synergetic effect of co-management in a communicative society. The presentation of the effects of cooperation of the Department of the Institute of Continuing Education, educational organizations of Novosibirsk and Novosibirsk region, domestic publishers, as well as the effects of cooperation of regional, All-Russian and international universities is carried out within the framework of the project “Creating a unifi ed information and educational secure communication environment”. As the fi nal result of the generalization, the corpus of case-studies is considered, and the system of conditions for their implementation is substantiated as a multidimensional humanitarian project in the aspect of the integration of society and the reproduction of culture within the humanitarian educational practices. Such features of students’ perception of a different culture as the development of multilingualism and multicultures in artifi cial conditions of mastering the communicative skills of implementing the basics of intercultural communication are noted. Special emphasis focuses on the social signifi cance and cultural mission of educational organizations in the aspect of modeling the corpus of vital communicative situations/events in the space of scientifi c and methodological support within the socio-humanitarian sphere of regional events. In conclusion, the system of methodological, pedagogical and methodological conditions for the effective implementation of the author’s model for the formation of intercultural skills and teaching/learning techniques of intercultural communication, which form the basis for the development of additional professional programs in the system of continuing professional education of specialists in various fi elds, is formulated.