Development of international education in the era of renaissance and new age

Abstract

The article is devoted to the study of the development of international education in the era of Renaissance and New Age. Considering the general trends in the development of higher education at that time, the author draws attention to the decline of internationalization of international education in comparison with the Middle Ages, caused by the socio-cultural situation, the peculiarities of international politics and the development of national models of the university. The goal: make konceptualìzacìû development of international education in the era of the Renaissance and the new time, which begins shaping the modern paradigm of education. Analyzed that the international component of higher education compared to the Middle ages has undergone certain transformations. Noted that in the XV-XVI century. changed the national composition of the University communities that influenced the development of university education. XVII-XVIII century was a time of rapid development of higher education in Western Europe. Learning content has expanded due to the natural sciences, which gradually entered the University of culture, together with the humanitarian culture Learning content has expanded due to the natural sciences, which gradually entered the University of culture, together with the humanitarian culture. The methodology is a method of historical and kroskulturnogo analysis, which allowed to deeply penetrate into the development of international education in Renaissance and modern times. Analyzed that in Western Europe in 1810 r. viniklaê "ideal model of university education, which is associated with the" constitutional activities of Humboldt. Highlighted the problematic field of research lies at the heart of the new model of the University, namely, its dependency on society and culture. The result of study: culture require new requirements to universities. A characteristic feature of the University was his research in nature based on the research and educational activities are considered as complementary components. Teachers and students vzaêmodìli in the process of university education as spìvdoslìdniki. Conclusion: the only cultural space of Europe was formed due to higher university education. Universal, international nature of knowledge and the development of higher education was maintained as an element of European culture