Supplementary cosmic education and support of self-identity: common ground

A characteristic feature of the present stage of renovation of education is the orientation on the maximum individualization of child development support. The implementation of this approach is carried out through the trajectories of children's development, creating individual educational routes and educational programs. The concept of modernization of Russian education adopted by the Government of the Russian Federation defines the priorities solution of which requires construction of an adequate support system. In recent years, the problem of pedagogical support, support for children is quite popular and is embodied in educational practice. Of particular relevance the implementation of students' support is in terms of self-development ideas (V.G. Maralov, B.M. Masterov, A.B. Orlov, V.A. Petrovsky, G.A. Tsukerman). After examining the current state of children's self-development support, the author comes to a conclusion that, along with its urgent and predetermined character due to the personality-oriented trend of education modernization, it is educational institutions of children's supplementary education that are more willing to support the implementation of students' self-development in various activities today. The demand for a supplementary education system today is reflected in the basic documents of the educational policy of the country: the National Doctrine of Education in the Russian Federation, the Federal Program for the Development of Education, the Federal State Educational Standard, the Concept of Russian Education Modernization, the Concept of Children's Supplementary Education in the Russian Federation. The documents emphasize that one of the priorities of modern education is to support students' self-development, creating conditions for the spiritual and moral development of students, formation of life-sense orientations and values, which actualizes an existential approach to the consideration of the nature of the educational space. These ideas of education modernization are consistent with the views of Russian scientists-cosmists (K.E. Tsiolkovsky, A.L. Chizhevsky, A.V. Hutorskoy et al.). Mechanisms to ensure personal and axiological productivity of self-development support have an existential basis, which suggests an essential connection between the ideas of scientists-cosmists and contemporary challenges of self-development support. The views of representatives of Russian cosmism in cosmic education (K.N. Wentzel, A.V. Sukhovo-Kobylin, N.A. Umov, K.E. Tsiolkovsky, V.I. Vernadsky, A.L.Chizhevsky, N.F. Fedorov, A.K. Gor-ski, N.A. Setnitsky, N.G. Kholodny, V.F. Kuprevich, A.K. Maneev, E.L. Prasolova et al.) are close to modern ideas of self-development support: 1) consideration of the person as a value in itself, as an existential essence; 2) priority of self-processes in the development of personality (self-knowledge, self-development, self-actualization, self-improvement, self-prognosis); 3) recognition of the leading role of spiritual and moral values and life orientations in person's self-development; 4) relatively positive view of the person causing the need to create favorable conditions for the development and actualization of human potential. Supplementary cosmic education as education combining two distinct trends in the development of modern education (the variability of supplementary education and ideological basis of a student-centered educational process) provides a maximum of conditions and opportunities for nurturing a child's ideological foundations, cosmic thinking development, which in the future will determine the formation of a highly spiritual person. The basic ideas of space (including supplementary space) education and person's self-development support, in fact, are the same and consist in creating the conditions for knowledge of oneself and the world, development of the self.

Keywords

Authors

References