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MULTIFUNCTIONAL NATURE OF HIGHER EDUCATION IN INTERCIVILIZATIONAL DIMENSION

National Pedagogical Dragomanov University

Chumak Mykola

The socio-anthropological panel of higher education brought in the inter-civilization worldview the clear predominance of the holistic over the partial. The given organizational structure oriented the subject of cognition on active search for ways of achieving progressive results of educational activities within the existing borders of the residence of the whole mankind [2]. It also crystallized the idea to accept every pupil as a Temple of ideas, opportunities, and prospects. Such character of personality equivalents in the eyes of modern researchers is not materialized, since a high level of objectification is a weightless state of personal perception.

Going deep into the rethinking of the problem of the historical formation of higher education, it becomes clear that the combined historical fate of a number of world civilizations determined it, in essence, filling up the present number of developments with sacred notes.

Objectivity of the origin of higher education was produced by a number of socio-anthropological determinants:

  1. a holistic understanding of own role in society by a personality;

  2. emotionally stable sense of responsibility for the fate of all mankind;

  3. the presence of a sense of civic affiliation of the world-wide level.

Analysis of the determining trio proves the monolithic nature of the phenomenon that enables the integration of the individual into the whole social community in the context of an existingtime and space.

The objectivity of socio-anthropological genesis of higher education lies, in our opinion, in semantic complexity of the "environment» concept, which is relative in its essence. Being deprived of an absolute beginning, the lexeme "environment" acquires a subjective character, more and more eroding the objectively predetermined boundaries.

Higher education inherently was in the role of complex formation, which integrated the complexity of life and, in the global context, was oriented to overcome the cumulative judgment with the aim of achieving the absolute optimum. At the science-education level, the tendency of the phenomenon of "higher education" to the notions of "structuring" and "relations" has been followed. Any order involves the coordinated interaction of all structural elements, between which strong strands of interrelations are formed. Setting up a network of relationships in a socio-anthropological way leads to a multiple branching of existing relationships, which are characterized by hierarchical structure. It conceptualizes education as a core element, opening new socio-geographical horizons, in spite of the limitations of the existing state borders, due to the precise structuring of each element and the branching of relationships [1]. With regard to the high level of self-organization, higher education is based on the paradigm nature of the content of education and the high-level organization of the holistic process of development, education and upbringing. The above-mentioned definitions are used, successively, today as key ones in the list of pedagogical studies; which, once again, confirm the relevance of the researcher's chosen topic.

The same idea is supported by the total integrity of the "didactics" concept as the structural component of Pedagogy – a universal science, a social demand of which has been high enough for a long period of civilizations development.

Significant development of higher education, finally, led to the fact that new pedagogical developments competed with each other so that the problem of personalized differentiation of ascetic educators (in particular, world famous, known, innovators, etc.) was actualized. However, it is completely inappropriate to speak about a certain monitoring or expert evaluation of the results of the noble pedagogical figures, since the higher education itself implies the proliferation of productive pedagogical activities (theoretical or applied) in the social environment. Although, it was historically predetermined that the primary scientific achievements in various branches of education science were not properly extrapolated to the educational process at the global level, we can confidently assume that their further expansion became possible due to the development of higher education. In this way, a wide range of terms, axioms, theorems, laws, formulas that, overcoming the complex spatial and temporal path, gradually gained widespread popularity in various social circles.

The socio-anthropological content is a substantial characteristic of higher education that, along the history of human civilizations, was aimed at enhancing the cultural potential of the society as a whole, acquiring, over time, educational features. We assume that the "growth" of the cultural potential of the society was a consequence of the development of higher education, since teachers, overcoming state boundaries, realized professional functions following the call of the soul. The practical side of such events was observed in the enhancing of the natural and humanitarian cycles of educational disciplines, which eventually led to the verification of the content of the educational process, the construction of the degrees of knowledge and levels of education.

Reference:

  1. Krykunov A. E. Obrazovanuye v perspektyve ontologijy` (ontologycheskoe obosnovanye pedagogycheskych praktyk v russkoj relygyoznoj fylosofuy): monografiya/ A. E. Krykunov. - Elecz: EGU ym. Y.A. Bunyna, 2010. – 224 s.

  2. Popov E. B. Socyalno-pedagogycheskye aspektu gumanyzacujy obrazovanuya/ E. B. Popov. – SPb.: NOU «Ekspress», 2006. – 250 s.