Search for ways to realise the pedagogic potential of the military ecology course

Abstract

Topicality of this work is related to the need to improve the methodology of environmental training of military personnel. The contradiction between the goals and objectives, proclaimed in the system of ecological training and uppbringing in the armed forces of the Russian Federation, and low level of ecological culture and incompetence in issues of ecological safety actually demonstrated by servicemen, is evident. The aim of the article is to develop a model for realising the pedagogic potential of the military ecology course to achieve the goals of environmental training of servicemen. The ones chosen as leading methodological guidelines, include value-minded ones as well as culturological ones in the issues of military ecology course content selection, system-activity and integrative approaches at organisation of teaching and cognitive activity when forming ecological component of military-oriented professional competences; principles of educational environment creation for formation of ecological worldview of the specialist's personality (Aleksandr Ivashchenko, Viktor Panov, Aleksandr Gagarin et al.); integration of professional and environmental education (Aleksandr Gagarin, Yelena Cherdymova et al.) in the context of embedding new knowledge into the existing structure of “cognitive niches” (Helena Knyazeva). What is proposed as the results of the study include the justification of the model of developing a system of training tasks on the example of forming the ecological component of military professional competences. Examples of interconnection of content-activity components at different stages of realisation of pedagogic potential of military ecology course are given; as well as results of pedagogic experiment; methodical recommendations are offered; research prospects are defined. The article is of interest for teachers of military ecology, for pedagogic community of institutions of higher military education, as well as for graduate and post-graduate students developing the issues of their own courses in professional education.