Values of modern education as a factor of development: global trends and prospects of Russia

The author analyzes the relationship of social development and educational philosophy. The purpose of the article is to demonstrate that social development is becoming more clear, if the educational process provides an appropriate philosophy which is the presence of goal-setting strategies defining the meaning of (paradigms, "religion") the evolution of society. Example of the leading countries of the world confirms the usefulness of such a relationship. Even in a crisis, these countries with an adequate philosophy of education are closely linked with the development of society and adapt quickly to the dynamics of the modern world (globalization, information technology, etc.). The philosophy of education in the leading countries has a thesis: the quality of education determines the quality of life. This result is attained on the basis of such values of freedom of the reputational plan as creativity, partnership and trust. World university rankings show that the most successful universities are oriented to achieve this result, and based on these core values, despite all the modern transformations. Reputation of the considered values demonstrates that for leadership in education there exists an important set of issues. It is impossible relying on some specific aspects of the activities to achieve meaningful results. It is even impossible with substantial financial resources to achieve high performance by trying to buy the necessary products and resources or hire appropriate personnel, etc. Reputation as a criterion shows that a good name, reliability, trust act as a significant source of social capital than a big, but a one-time financial benefit. And it is a measure that has no direct, tangible support which in the article is referred to as the philosophy of education, when the development of society and the Institute of Education are living, interacting systems that are sensitive to changes that occur in them. If we turn to the situation in our country, we have to go along this route yet. But there is a problem more serious than the difficulties associated with the innovation development. Unfortunately, we cannot clearly identify the presence of such a philosophy of education which should be further developed (discussed above). This need as an idea is voiced in Russia. But it is not in the value priorities of society as regulators of behavior. The author comes to a conclusion that Russia through its leaders should, in case it wants to become one of the leading countries of the world, achieve significant indicators of quality of life for its citizens, strive for the generation of educational philosophy of a similar plan and its active implementation especially in the educational process.

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