Author:
O. V. Krezhevskyikh,
Candidate of Pedagogical Sciences, Associate Professor,
Dean of the Pedagogical Faculty,
Shadrinsk State Pedagogical University,
3 Karl Liebknecht st., Shadrinsk, Kurgan region, 641870, Russian Federation
e-mail: MailOlga84@mail.ru
Abstract:
Introduction. Lessons and lecture- seminar forms of organization define the logic of linear education. It means that students study the subjects of the educational program on a progressive, regular and predictable basis;
the amount and terms of study are strictly specified; classrooms are defined, etc. However, the failure of linear approach to education is obvious. Firstly, it does not correspond the modern socio-cultural situation of development of students and does not take into account modern psychological and pedagogical researches. Secondly, linear education is based on the external motivation of students, instead of internal motivation. Thirdly, a clear division into disciplines, peculiar to this system, forms fragmentary representations of students and does not allow for a holistic vision of the object.
The purpose of the article is theoretical and methodological substantiation of nonlinear higher education, finding its regularities and mechanisms of implementation in practice.
Materials and Methods. The methodological basis of nonlinear education is logic, system, multidimensional and synergetic approaches; their complementary analysis allows deepening and supplementing the theoretical provisions of nonlinear education.
Results. Studies of nonlinear higher education can hide contradictions and problems in its implementation. The result of the study is the determination of regularities, criteria and scales of nonlinear higher education. The criteria of nonlinearity of education are: the possibility of producing new knowledge in the learning process, the nature and timeliness of the influence of the external environment on the main characteristics of education (goals, content, result), the nature of taking into account individual educational needs of students, the nature of control in education, the degree of closeness-openness of education, the level of transdisciplinary education.
Conclusions. The possibility of introducing a non-linear approach to educational practice is associated with changes in the educational program of higher education, including the regulatory framework of its construction, the transition to a different nature of the schedule and the strengthening of the value and proportion of unregulated forms of education. The results of the study need to be discussed by the authorities, the scientific and pedagogical community.
Keywords:
nonlinear education, theory of systems, multiprofessionalism, transprofessionalism.
