Феномен образовательной среды в перспективных исследованиях научно-педагогической школы Академии управления МВД России

Abstract

The phenomenon of the educational environment is a debatable problem in the pedagogical community. Personal development is considered through the mediation of human activity, through the dialectic of personality and environment. The purpose of the work: to reveal the phenomenon of the educational environment in the context of the formation of domestic environmental pedagogy and the prospects for studying the personality-developing educational environment in the scientific and pedagogical school of the Academy of Management of the Ministry of Internal Affairs of Russia. The study examined and established the historical and pedagogical prerequisites for the formation of a modern environmental approach to the design of education; revealed the contradictions of the educational environment in the context of its personality-developing essence, including in departmental educational organizations of the Ministry of Internal Affairs of Russia; the directions of perspective researches of the phenomenon of the personality-developing educational environment in the pedagogical school of the Academy of Management, resolving the contradictions mentioned above, are highlighted.
 As a result of the study, it was revealed that the historical and pedagogical prerequisites for the formation of a modern environmental approach to the design of education were created by public figures and teachers in the 19th-20th centuries, who laid the humanistic potential of the forms, methods, content of the domestic system of upbringing and education. The modern paradigm of upbringing and education excludes total environmental determinism, affirming the special role and position of the individual in the environmental "mechanisms" of development. The developing environment in its essence involves going beyond the scope of the subject-object and any other opposition of the individual and the environment, although it includes the subject-conditioned resolution of contradictions based on personal choice in the “mechanisms” of development. The departmental educational environment, which is characterized by a stable subordination-disciplinary formalized interpersonal interaction, orients the personal position towards a status-subordinate role. Personality as a stable system of socially determined qualities is considered in direct determination from the environment (social, professional, educational). The humanization of the educational (professional, official) environment is a characteristic of the structural and functional element of personality-environmental education (integrity), that is, the personality included in the environment. Humane attitude is a property of personal-environmental connection, which refers to the process of realization by a person of his authenticity in the profession, in serving the people and the law. The main directions of prospective studies of the phenomenon of the personality-developing educational environment in the pedagogical school of the Academy of Management are associated with the establishment of the formation and development of the personality as the most important target humanistic principle. The most important issues that need to be resolved in the framework of modeling and designing the educational environment in the scientific school of the Academy of Management of the Ministry of Internal Affairs of Russia are related to the logic of implementing the developing environment in education as a specific and unique image of subject-polysubject interaction, which creates pedagogical prerequisites for self-realization of the student's personality in the context of personal- appropriate transformation of the environment.