Quality of life as a new goal of literary education: search for accurate interpretation of results

In this paper, education is considered in terms of a paradigm shift. The paradigm of human adaptation to the external (social and public) requirements refers to the traditional and outdated one. In today's world such education reinforces negative consequences and lowers potentials. The old paradigm must change by education which positions itself as a service. The purpose of the new education is to improve the quality of students' life. Since the quality of life has internal differences, these differences should be used to divide education into modules. In total four modules are in project. Education in each module includes a way to achieve the goal: education should provide a decent level of income, help to become a full member of one or more social groups, help to achieve recognition and success, provide personal self-improvement. An example of an educational service is organizing training in the module "Income". First, a basic orientation is shown to bind the amount (income level) and the quality of life (the more the revenue, the better the life). The task is to teach students to connect quality indicators with each other. This problem is considered to be feasible, provided that the students are introduced with the concept of personal time. In terms of personal time improvement of the quality of life takes place in three stages: as survival (all personal time is spent on generating income); as freeing the time of comfort and well-being (time provided for by the growth of income), and as the formation of a feedback when the idea of the quality of life begins to expand and be transferred to all personal time. The key to the new education is the third stage, when it is possible to leave the idea "profession determines income" and come to the understanding of the dependency "abilities determine the quality of life." The essence of the service in the new education is to help students move on to other modules and to develop various abilities (social interaction, social and personal acceptance, self-improvement). Changing the module is truly an educational solution that teachers should support. The goal of literary education is formulated in the context of the proposed service model. It is postulated that aesthetic attitude corresponds to the quality of life. The access to aesthetic attitudes opens at the third stage of education when empirical relationship shows between the abilities and the quality of life. Aesthetic attitude is considered as an ability, and a particular expression of aesthetic attitudes in students' actions is assumed. It is argued that the aesthetic attitude is the ability to mediate and transform one's emotions, feelings and experiences. It is concluded that the purpose of literary consciousness is promoting the flexibility of consciousness.

Keywords

Authors

References