Abstract
The article sets and characterizes the social diagnosis of a significant part of pupils and students, which is defined by the authors as educational failure. It manifests itself in a low level of educational motivation, blurred professional orientations and self-determination, and a weak desire to accumulate human capital and social achievement. This diagnosis can be traced all the way through the transfer of human capital of the unsuccessful educational communities – from school to college and university, and then to the labor market. The article identifies the main lacunae and consequent methodological problems in the study of educational failure. The phenomenon of educational failure is considered in terms of four stages of emergence and development. The features of an interdisciplinary methodology of its research are shown. The authors reveal the potential of the interdisciplinary use of sociological, economic, psychological, socio-psychological, and pedagogical approaches in the study of educational failure and ways to overcome it.
Highlights
The opportunities for economic and sociocultural development of modern society are associated with improving the quality of human capital of the younger generation of Russians
Educational communities of schoolchildren, college and university students are carriers of human capital that determine the historical prospects for the development of our country
In 2017, two-thirds of school parents (70.4%) believed that the knowledge provided by Russian schools is not enough for entering university, so they are forced to solve this problem by involving tutors1
Summary
The third direction involves the search for interdisciplinary, general scholarly, and disciplinary principles and approaches to the elaboration of scientific problems, and social, educational, psychological, pedagogical technologies, mechanisms and ways to improve the quality of the human capital of unsuccessful educational communities. In this regard, we turn to the first consideration of the principles of constructing a methodology for the study of educational failure, and to an analysis of methodological approaches to its study. We call this process the failure transfer, which hinders the gradual development of the human capital of educational communities
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