Профессиональная подготовка в современном образовании взрослых

Abstract

Introduction. Under the conditions of dehumanization of the social sphere, collapse of intergenerational links, loss of culturally appropriate meanings of self-realisation in professional activity, the content of the concept «professional training» requires rethinking. The correlation between its teaching and educating components is to be realized. Following the logic of passport specialty 5.8.7 «Methodology and Technology of Professional Education», it is necessary to make an «anthropological turn» in professional training, the conceptual description of which today is reduced to the extremely practice-oriented process of
 equipping a student with knowledge, skills and abilities necessary for a particular work activity. A humanistic-anthropological methodology is proposed by the author of this article as the basis for this process.
 Research methods: analysis of scientific and pedagogical literature, conceptual analysis, historical and pedagogical analysis, hermeneutic procedure.
 Research results. The historical and pedagogical analysis made it possible to identify the value constant of the national culture of understanding of labor and professional activity. It consists in the adult taking personal and professional position based on the awareness of the inseparability of personal and social significance of his own work. This tradition was interrupted in the post-perestroika period, when the utilitarian and material approach to the choice and implementation of professional activity prevailed.
 This was particularly detrimental to the professions dedicated to serving the community (teachers, doctors, the military, including the police). The humanitarian-anthropological approach allows designing the professional training as a support of human potential of a student by creating conditions for the development of his subjectivity in the educational environment of the eventful professional community through reflective practices. The methodological logic of designing a particular subject-specific professional training programme on the basis of the structure of interactive training cycle proposed by M.V. Clarin is described.