ESSENCE AND STRUCTURE OF VALUE COMPONENT CONTENT OF NATIONAL HIGHER EDUCATION

Abstract

The purpose of the article is to analyze the axiological component of the content of contemporary higher education. Objectives of the study: to prove the expediency and to find out the essence, levels, and logic of designing the value component of the content of modern higher education. Methods of research used: analysis (defining, comparative-comparative), synthesis, generalization. The article substantiates the relevance of the axiological dimensions of modern higher education. The directions of research of modern scientific discourse of value problems and content of higher education are presented. On the basis of the analysis of P. Kasatkin, V. Ognevyuk scientific positions, a scientific discussion on the necessity and feasibility of value component introducing in higher education has been analyzed. The traditional interpretation of the content of education in the context of the cognitive paradigm of education as a system of scientific knowledge, skills and abilities, which ensures the diversified development of mental and physical abilities of schoolchildren, the formation of their outlook, morality and behavior, preparation for social life and work, when its function was the transfer of experience gained by previous generations of people, and the idea of the content of education in the format of a personal pedagogical paradigm, when the student is in the area of primary attention and the content of education is interpreted as its external component, which performs functions of the environment for internal changes of the individual. The cultural concept of the content of education is presented, which is coherent with the pedagogically adapted social experience of all mankind, corresponding in its structure to human culture in its entirety and contains (according to O.Berezhnova) the experience of cognitive activity; experience in implementing known methods of activity; experience of creative activity; experience of emotional and value relation to reality. It is proved that the content of the value component of the content of education is formed at the state (global) level in the format of state documents, doctrines, concepts, leading theories of pedagogical science; at the level of the discipline – within the limits of state standards, educational programmes; at the level of educational material – reflected in textbooks, textbooks. It was stated that the value component of the content of higher education is a process of awareness, acceptance and internalization of socio-cultural, professional and personal values of students. It is determined that the perspective aspect of the investigation of the problem is to find out the structure of the value component of the content of higher education.