Self-Determination: Model and Method of Organization

The article reconstructs the integral structure of educational activity that ensures students' self-determination as a conscious construction by students of an image of their own future and a strategy for its implementation based on reflection and transformation of cultural material. This work is based on the analysis and comparison of two educational approaches that actually position self-determination as a basic process and at the same time a result of educational activity: the system of views of P.G. Shchedrovitsky on the proper organization of the educational process that is outlined in his recent book Criticism of Pedagogical Reason and didactics of open education, offering specific ways of organizing self-determination. Shchedrovitsky's model of self-determination includes the following components: (a) personal attitude to specific cultural phenomena (up to the formed position); (b) reflexive-analytical transformation of these phenomena, during which different levels of thinking are formed, as well as the ability to understand - recreate - the basic structures of reality and determine them as factors of their own activity. The didactics of open education describes specific technologies of self-determination, similarly based on reflection and transformation of sociocultural material. It is based on the following provisions: (a) the starting element of the process of self-determination is an educational task that turns any cultural material into either a subject or a tool for practical action; (b) the central point of self-determination is the development of a complex sociocultural object as an ideal entity that normalizes and organizes large units of human activity; (c) the result of selfdetermination is a holistic practice that ensures the implementation of the mastered ontological principles in a specific situation; (d) the key factor of self-determination becomes a specially organized reflection of cultural material, which occurs in the mode of a step-by-step “removal” of social structures that formalize it: norms of behavior, methods of activity, sociocultural imperatives. The approaches under consideration can be considered only variations within a single system of substantive grounds. In this regard, they allow us to clarify the key provisions of each other. Shchedrovitsky's approach sets the basic conceptual logic of self-determination in education; the approach of didactics of open education provides its structure and technologies.

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