The Paradigmatic Dimension of the Modern Educational Environment

Problem setting. The social changes that currently take place in the world actualize\nnew practical methods and theoretical approaches that are more open and free, and the\nneed for social adaptation and active engagement in civic activities requires a different\nquality of education. The importance of education is constantly growing since it is a part\nof the main priorities and values of the society as it is the backbone of the existential wellbeing\nof its members. Due to the fact that the current stage of development of national\neducation is characterized by the processes of integration into the world educational space,\nthe paradigmatic foundations of the modern world educational space are actualized and\nemphasized.\nRecent research and publications analysis. A number of reputed scholars such as\nG. Johnston, W. Franken, V. Morris, G. Pratt, K. Thompson, G. Uhlich, A. Weston, S. Gessen,\nA. Valitsky, B. Gershunsky, E. Gusinsky, M. Mamardashvili, A. Ogurtsov, V. Platonov,\nV. Rozin, V. Lutai, I. Savitsky, A. Subetto, P. Shchedrovitsky, I. Fomicheva, I. Fedorov and\nothers contributed to the philosophical understanding of the phenomenon of modern\neducation. However, the problem of finding a modern educational paradigm remains rather\ncomplicated and insufficiently studied, which has encouraged a more detailed study of this\nissue.\nPaper objective. The goal of the article is to attempt to comprehend the paradigmatic\ndimension of the modern educational environment from the perspective of sociological and\neducational reflection.\nPaper main body. The article specifies the paradigms that have formed in the global\neducational process over a certain period of time, in particular, the reproductiveconservative\nand the progressive-humanistic ones. Based on the analysis of the content,\nthe comparative analysis of these paradigms was made in the article, the main differences\nwere singled out. In particular, the reproductive-conservative paradigm set the goals to\ndevelop intellectual mental capacity and basic competencies and skills of an individual,\nwhile the progressive-humanistic paradigm focuses on strengthening the personal growth\nand development, promoting personal self-realization. In the context of the content, the\nreproductive-conservative paradigm emphasizes general all-round education, focuses on\nacademic achievements, accountability, practicality, behavioural stereotypes, while the\nprogressive-humanistic emphasizes social responsibility, cooperation, practical experience,\nfreedom, independence, and self-control within the educational sphere. The educational methods and techniques are different as well – the reproductive-conservative paradigm\nfocuses on lecturing and critical analysis, question-answer technique, guided debates,\nself-study, standardized tests, computer-aided activities, strict syllabus, demonstrative\nmethods, while the progressive-humanistic paradigm widely involves project activities,\nopen discussions, self-directed independent learning, and so on. The article also specifies\nthe different roles of the teacher and the individual learner.\nConclusions of the research. The reproductive-conservative and progressive-humanistic\nparadigms do not exclude one another; they differ in ways of solving the main issues\nconcerning the functions and priorities of education as a social institution, the values and\ngoals of education, the content and technologies of teaching, and the principles of organizing\nthe educational process. The peculiarity of the modern educational environment does not\nlie in the conflict and negation of the reproductive-conservative and progressive-humanistic\nparadigms but in their combination, mutual complementarity and synergy in the same\neducational environment, in the context of the objective philosophical and educational\nmodel where a student is an object of education and the matter of practical actions) and\nthe subjective philosophical and educational model when a student, like a teacher, is\na subject of education, a person who actively learns and acts

Epistemology · Existentialism · Phenomenon · Social science · Sociology · Behavioral and Psychological Studies · Educational and Psychological Assessments · Philosophy · Psychology of Development and Education

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