New view on education: from the paradigm of technology to the paradigm of value

The article discusses the transformation of Russian education in the situation of modern challenges. The necessity of transition from education models, based on economic and technological values, to preadaptive education models as a space of freedom and opportunities, is justified. They are focused on personalization, variability, openness of the system to new experience and are developed through the optics of the humanitarian standard “culture of dignity”. The models, based on the values of “culture of usefulness”, are being criticized. The conceptualization of pre-adaptive education models is based on the cultural and psychological analysis of modernity and the historical-genetic approach to the study of evolution of Russian education and society. The reasons of the incompleteness of the Russian modernization are identified. The Russian style in the formation of the education system is analyzed. The Russian model of social development is compared with the European model of sociocultural modernization of society. It is shown that in the domestic history beginning with the reforms of Peter the Great only the technological side of modernization was adopted, but humanitarian essence, including humanization of society, quality of everyday life, human dignity, was not recognized. The meaning of the construct “reformation in education” is revealed, the difference of this concept from the existing ideas about education reforms is emphasized.

education