IDEOLOGICAL SUPPORT OF THE LIFE CYCLE OF THE INDUSTRIAL EDUCATION SYSTEM: DYNAMICS AND CONSEQUENCES

Abstract

The article analyzes the ideological support of the life cycle of the industrial education system. The dynamics of such a system in time is estimated, as well as the influence of ideology on the formation of the information education system at the beginning of the XXI century. The life cycle of education is considered as a multi-stage process, which is characterized by both unpredictable changes in its properties and the presence of predictable parameters. The development of the education system is mediated by the division of social labor and is limited in time and space by the properties of the “social organism” of a particular civilization. The life cycle of the industrial education system consists of four stages: origin (mid XVI – late XVII centuries); growth (late XVII – late XIX century); maturity (late XIX century – 70s of the XX century); decline (70s of the XX – beginning of the XXI century). At the stage of origin, dominated predominantly the religious-state form of ideology, which was spontaneous in origin, did not have a formalized ideologeme and was initiated from religious consciousness, as well as theological philosophy, cultivated a matrix of religious values. At this stage the state, although it participated in the management of human behavior, was in secondary roles and performed the corresponding functions with the help of violence. At the stage of growth, ideology received a theoretical basis, corresponding social movements also appeared, the most powerful of which were liberalism and Marxism, formed two ideologically opposite social systems: capitalist and socialist (with corresponding educational systems, human ideals and the ultimate goals of the class struggle). At the stage of maturity, ideology brought social systems to the plane of technocratism, which happened as a result of maximizing the role of science and rationality. Because of this, other ways of producing socially significant ideas were blocked, that is, their sources such as art, theater, cinema, religion, etc. At the stage of decline, the ideology of radical rationalism found itself in the horizon of the ideas of multiculturalism. Since powerful migratory movements of the population arose on the territory of the African, European and American continents, these processes naturally raised the question of new cross-cultural social structures, as well as the modernization of systems of modern general and vocational education.