Education development: cross-paradigmatic approach

The basis of success of any systems, processes, activities, including the education system, is laid by their paradigms. Traditionally, issues of improving education are investigated in the framework of a particular paradigm or a particular issue of improving education is studied without reference to the paradigm. The article revealed that the monoparadigmatic approach to development of education is not very promising; therefore, the cross-paradigmatic approach is applied in the article. Three main paradigms of education are studied: traditional, student-oriented, open education. The characteristic features of each paradigm are defined: the concepts and assumptions on which it is based, the degree of its openness, its principles, forms of education, the role of the student and teacher in the educational process, advantages and disadvantages. As part of the traditional education paradigm, the role of the teacher, as the designer of the content of the lesson, the creator of the learning environment, and the leader of the learning process, is explored. The main features of the traditional paradigm are highlighted: the content, forms and methods of teaching determine educational standards, programs and the teacher; the teacher is in the center of the learning process; only he plays an active role in learning (the subject of learning). The role of students is passive (learning objects): they adapt to the learning environment, they are taught there, as defined by standards, curriculum and teacher. It is shown that the personality-oriented paradigm (antithesis), dialectically interconnected with the traditional paradigm (thesis according to GWF Hegel), points to the shortcomings of the first and rejects them. The arguments for this are the basic assumptions of the personality-oriented paradigm, which are based on belief in the positive qualities of the student (understanding, conscientiousness, hard work, creativity, etc.). The concept of deeper learning, which translates the imperatives of the personality-oriented paradigm into a practical plane, is analyzed. If the emergence of a personality-oriented paradigm is due to the development of humanitarian knowledge, the emergence of an open education paradigm is associated with the development of synergetics and new information technologies (BAT): only open systems can develop (synergetics principle), and BAT allow openness through remote access to education (remote training), open educational resources, etc. The model of open education is treated as a model of personality-oriented education, supplemented by the concept of open educational space. The purpose and possible roles of the teacher in the paradigm of open education are determined. A comparative analysis of paradigms shows that each of them is not self-sufficient; any effective model of education should be built at the junction of paradigms. It is argued that the only effective way to form such a model is guided evolution (self-organization) of the education system. In the conclusion, the principles of forming a successful education model are given.

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