Post-industrial Education Research Articles

Personal educational environment in the problem field of the philosophy of education

Introduction. One of the main trends in the transformation of post-industrial education is the transfer of educational-activity to the internet. E-learning is available in its mobile version. This determines the development of the possibility of total continuous learning with the emphasis in this segment of intellectual learning. The latter is directly related to artificial intelligence, the selectivity of educational practices and the design of a personal educational environment (hereinafter – PIC). The actualization and design of the POS is the most difficult segment in the design of the electronic information and educational space (hereinafter – EEEP) of any educational institution. This manifested itself already at the stage of early e-learning, became apparent at the m-learning, (mobil learning) and is even more actualized at the stages of u-learning (ubiquitous learning) – тотального обучения and smart e-learning – интеллектуального обучения.Purpose setting. The aim of this article is to analyze what has been achieved in understanding the PIC problamatics at the stage of e-learning in the scope of the EEEP of the university.Methodology and methods of the study. The article is based on the methodogical principles of connectivism (W. G. Bowen, A. Marey, N. A. Kolesnikova, M. Horne, H. Steaker, A. Krol and other) as applied to the transformation of the modern pedagogical practices towards their individualization. The ideas of D. Buckley, actualized by the concepts of «personalization for the student» and «personalization of the student», by Mohammed Amin Chatti, whe substantiated the position of the PIC not only as a subjective set of tools for its creation, but also on the transfer of control over them to the continuously student, turned out to be important for the work. Sean Fitzgerald’s advice on the importance of the projective method for creating an individual educational space is also valuable. To date, there is no single definition and understanding of PIC, but as domestic teachers and philosophers of education (A. N. Ksenofontova, A. B. Ledeneva, A. B. Vasilchenko, A. V. Slepukhin, V. A. Starodubtsev, Yu. Duknich, I. Yu. Malkova, A. V. Feshchenko and other), and foreign (M. Martin, S. Wilson, A. Cann, S. Russel and others) agree that variability as the main property of EIOS (EEES, ICOS, ICOP) is the main determinant of design and creation PIC. The second «conciliatory» point is that PIC is an environment for the “new generation” of Zetas and Alphas, integrating artificial intelligence, needs, meanings, values and abilities of individuals of the “gigital economy” and “gigital education” in its development.Results. By the current time, the most development approaches in the formation of PIC are personological (based on which the subjectivity of the student is realized through his personal, including educational experience) and activity (based on the principle of autodidacties). In our opinion, it has a greater epistemological potential. The author tried to demonstrate the rationale for this in the article.Conclusions. Self-regulation, self-government, self-organization based on information and communication technologies are the main positional characteristics of PIC in the volume of an formation is carried out on the basis of the ICOS and informal learning, which integrates POCs of both learners and educatory. The subject in the case is a motivated student. Formal (mass) education presupposes the formation of another type of ICOP, more standardized for poorly motivated students. The professional educational space is the meaning of the type of ICOP.

POST-INDUSTRIAL DEVELOPMENT PERSPECTIVES OF EDUCATION

The article notes the relevance of looking out for the theoretical and methodological designs explaining the new realities in the field of education and perspectives for the development of post-industrial education in the condition of non-linearity of social life, and radical transformation of the problems faced by the people. The study of the education’s post-industrial development perspectives allowed the author to conclude that the consideration of socio-cultural factors and the convergence of education systems will become crucial in the future. The author substantiates his conclusion that the convergence of education values, the issue of forecasting and development of new complementing each other forecasting methods in education will become relevant issues in the future

The role of mathematics in transdisciplinarity content of modern education

Introduction. In the context of modernisation in modern education, a deeper (by contrast to interdisciplinary) transdisciplinary level of cognition is becoming prevalent. Transdisciplinary level generates a universal methodology capable of addressing the complex multi-factorial interdisciplinary problems of nature and society. The result is transdisciplinary branches of science such as cybernetics, disaster theory, synergetics, artificial intelligence, big data, etc. All these concepts have been developed on the basis of the achievements of mathematics over the past 70-80 years, the era of mathematical sciences. As a consequence, mathematics has become the basis of the language of information technologies and processes, and, thereby, this science has given rise to a global digital transformation of society based on the use of the unique computer capabilities.The aim of the present research was to explore the role of mathematics in the transdisciplinary trend in updating the content of education with a view to bringing education to a higher (by contrast to interdisciplinary) level, based on the inclusion of modern mathematical theories and methods in the content of education and their applications depending on the direction and profile of the student training.Methodology and research methods. In the course of research, the systemic, cultural, and meta-subject approaches were employed to analyse the role of mathematics in education and to solve the transdisciplinary problems of education content modernisation (based on the most striking manifestations of modern mathematical culture). As a result of the synthesis of these approaches, a holistic scientific worldview emerges, which not only goes beyond the traditional disciplines and methods, but also appears above them.Results and scientific novelty. The analysis of transdisciplinary trend in postindustrial education was carried out. Mathematical and pedagogical aspects of the implementation of systemic, cultural and meta-subject approaches were investigated in order to achieve a higher level of educational process. At the same time, the authors justified the use of mathematical modelling, discrete mathematics, computational processes and artificial intelligence in the training, i.e. formation of a new superdisciplinary way of thinking in students, acquisition of a general cultural cognitive strategy to perform professional and transprofessional tasks.Practical importance. The findings of the current publication contribute to the realisation of the transdisciplinary trend in the content of student training, and will be of interest to both educational theorists and teachers, who train students in many fields. Moreover, this work will be useful for all those interested in the future advancement of the system of education.

Проблемы образования в постиндустриальную эпоху

Considering the problems of education in the post-industrial era, the authors present the key concepts and make an attempt to describe the post-industrial reality as a volatile and complex system. Тhe authors discuss new approaches in technical and corporate education. A model of the development of «post-industrial education» is proposed, which helps to understand the main trends and challenges that await the education system in the future. The problems of «post-visual reality» and distance education are discussed, technical and organizational methods of its implementation are considered. In accordance with the concept of «life-long learning», conclusions are drawn about the changing roles of students and teachers.

Teoría instruccional y tecnología para el nuevo paradigma de la educación

This article describes instructional theory that supports post-industrial education and training systems – ones that are customized and learner-centered, in which student progress is based on learning rather than time. The article describes universal methods of instruction, situational methods, core ideas of the post-industrial paradigm of instruction, the importance of and problems with task-based instruction, a vision of an instructional theory for post-industrial education and training, and the roles that may be played by the teacher, the learner, and technology in the new paradigm.

Instructional Theory and Technology for the New Paradigm of Education

This article describes instructional theory that supports post-industrial education and training systems – ones that are customized and learner-centered, in which student progress is based on learning rather than time. The article describes universal methods of instruction, situational methods, core ideas of the post-industrial paradigm of instruction, the importance of and problems with task-based instruction, a vision of an instructional theory for post-industrial education and training, and the roles that may be played by the teacher, the learner, and technology in the new paradigm.

The shape of a transforming educational process in post-industrial society

This paper presents contemplations about possibilities and risks of postindustrial society and impressions of the prospects of post-industrial education. It considers peculiarities of electronic information and educational environment (EIEE) in a modern university. The paper determines conditions for an efficient functioning of the EIEE and the role of e-learning tutor. The authors express the idea about a necessity to humanize the information and educational interaction of students and faculty. In their view, the role of tutor lies in knowledge management allowing enhancement of educational process in the EIEE. The paper substantiates the topicality of tutor support of e-learning. It introduces the Master’s program under the name “Organization and Support of E-Learning” and characterizes competences formed, which reflect the specifics of teaching activity of an elearning tutor. The authors pay attention to the necessity of searching for technologies, which ensure the humanization of students and faculty activity in the electronic information and educational environment.

What is ‘Human’ in Human Capital Theory? Marking a transition from industrial to postindustrial education

AbstractThis article addresses educational practice as a site for the development of human capital theory. The article considers metaphysical constructions that are broadly typical of educational thought, and shows how they are amenable to economic analysis. Using different Marxist and feminist methods, it discusses pedagogy and the family as kinds of investment. The author questions the underlying assumptions about humanity on which both economics and education are predicated. If Western educators are certain of the historical ends to which modern Western education aims, do they also fully appreciate the implications of their own certainty and confidence for the future? As educators, are we equally confident that we question ourselves about why we uphold the value of education in the way each of us does? To engage educators in a debate about these values, the article employs poststructuralist critique to place words and concepts central to education and economics, e.g. the market, under erasure. It quest...

Epistemic frames for epistemic games

This paper, develops the concept of epistemic frames as a mechanism through which students can use experiences in video games, computer games, and other interactive learning environments to help them deal more effectively with situations outside of the original context of learning. Building on ideas of islands of expertise [Crowley, K., & Jacobs, M. (2002). Islands of expertise and the development of family scientific literacy. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums. Mahwah, NJ: Lawrence Erlbaum], communities of practice [Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press], and ways of knowing [Broudy, H. (1977). Types of knowledge and purposes of education. In R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 1–17). Hillsdale, NJ: Lawrence Erlbaum], epistemic frames are described as the ways of knowing, of deciding what is worth knowing, and of adding to the collective body of knowledge and understanding of a community of practice. Data from two experiments [Shaffer, D. W. (2004a). Pedagogical praxis: the professions as models for post-industrial education. Teachers College Record, 106(7); Shaffer, D. W. (2004b). When computer-supported collaboration means computer-supported competition: professional mediation as a model for collaborative learning. Journal of Interactive Learning Research, 15(2); Shaffer, D. W. (2005a). Studio mathematics: The epistemology and practice of design pedagogy as a model for mathematics learning (WCER Working Paper Series No. 2005-3). Madison, WI: University of Wisconsin-Madison, Wisconsin Center for Educational Research] are used to show that students can incorporate epistemic frames into their identities when engaged in extended educational role-playing games. Epistemic frames are thus proposed as a possible mechanism through which sufficiently rich experiences in computer-supported games based on real-world practices may help students deal more effectively with situations in the real-world and in school subjects.

Pedagogical Praxis: The Professions as Models for Postindustrial Education

In this article, I propose a theory of pedagogical praxis. Pedagogical praxis begins with the premise that under the right conditions, computers and other information technologies can make it easier for students to become active participants in meaningful projects and practices in the life of their community and suggests that professional practices such as architecture, mediation, and journalism can provide constructive models for helping students learn from such experiences. In this vision, new technology reinvigorates Dewey's (1915) idea of linking school with society. Technology builds a bridge that allows young people to participate in the learning practices of professionals; in the process, they develop epistemological frameworks that organize the skills, habits, and understandings they need to thrive in a complex, postindustrial society. Although further work needs to be done to explore the processes through which such learning can take place, studies suggest that this perspective may be a productive avenue for continuing research. This article presents an overview of the theories and methods that inform such work.

Pedagogical Praxis: The Professions as Models for Postindustrial Education

In this article, I propose a theory of pedagogical praxis. Pedagogical praxis begins with the premise that under the right conditions, computers and other information technologies can make it easier for students to become active participants in meaningful projects and practices in the life of their community and suggests that professional practices such as architecture, mediation, and journalism can provide constructive models for helping students learn from such experiences. In this vision, new technology reinvigorates Dewey's (1915) idea of linking school with society. Technology builds a bridge that allows young people to participate in the learning practices of professionals; in the process, they develop epistemological frameworks that organize the skills, habits, and understandings they need to thrive in a complex, postindustrial society. Although further work needs to be done to explore the processes through which such learning can take place, studies suggest that this perspective may be a productive avenue for continuing research. This article presents an overview of the theories and methods that inform such work.

New Inequalities? Educational Markets and Ethnic Minorities[1

In post‐colonial societies the educational performance of minority students often lags behind the majority, and the failure of educational systems to deliver equal access and educational success to minorities remains a source of tension and conflict. Educational inequalities persist, especially now that strategies to alleviate unequal treatment are being abandoned in some countries. In other countries, notably Britain, new forms of inequality are emerging as post industrial education systems have been encouraged to respond to market forces. This article focuses on the effects of the creation of education markets on ethnic minority children and young people. In particular it discusses whether social class and urban location disadvantage minorities in the education market, whether an education market encourages ethnic and racial segregation, whether devolving budgets to schools affects equity, and also whether there are aspects of markets that enhance opportunities for some minority students. The article concludes by noting that minority success in competitive education situations may actually increase xenophobia in national majorities. [1] This article refers to groups described as ethnic or racial on the basis of characteristics imputed to them by others (Rex, 1986, ch. 1) and also self‐assignment in the 1991 Census. This indicated that the ‘ethnic’ composition of the UK comprised 94.5% white, 5.5% ethnic minority of which 1.6% defined themselves as black African, Afro‐Caribbean, or black other, 2.7% as South Asian, Indian, Pakistani or Bangladeshi, and 1.2% as Chinese or other Asian.

The project method in postindustrial education

The publication of Kilpatrick's classic paper on the project method' sparked a lively theoretical debate in the USA about learner-directed projects in the curriculum. Boyd Bode's critique a decade later brought the American debate to a close, but projects have continued to play an important practical role. Recent trends in the US, including authentic assessment' and project-related work in the postindustrial economy, have stimulated renewed attention to learner projects.This paper reviews the earlier debate on project method and assesses its implications for postindustrial education.