The Research Program of Pedagogical Bioethics in the Conditions of Uncertainty of Social Scenarios

The original concept of pedagogical bioethics is presented. It is based on the substantiation of the thesis "bioethics is a semiotic form of protecting the life goals of individuality," which determines the place of bioethics in modern pedagogy. The relevance of the concept to the solving of problems related to the professional orientation and self-realization in the conditions of the uncertainty of social scenarios, that is, in social instability conditions under which the frailty of traditional scenarios is revealed, is substantiated. The description of these conditions in terms of "instability" and "uncertainty" caused an appeal to the found interrelationship between the nonlinear dynamics methodology and the methodology of semiotic research. The correspondence between these methodological directions is set forth. The essence of the correspondence is the characteristics of information: value, quantity and efficiency. The value of information, calculated by the probabilities of the achieving of a goal, characterizes the process of making a choice between different scenarios as well as the correspondence of the symbolics of an individual goal to the symbolism of the good. The efficiency of information characterizes the way to achieve a goal depending on its brevity. On the basis of these characteristics, three different directions of the diagnostics of education efficiency are proposed: from within the educational system; from outside, that is, from the side of the sociocultural environment of the educational system; and from the perspective of the person receiving an education. All of the listed directions are methods of semiotic diagnostics of the states of uncertainty of social scenarios. The ascertaining of the semiotic essence of bioethics models and models of educational environments makes it possible to establish their intersection. Such an interpretation of the concept of pedagogical bioethics allows substantiating the need for consulting to accompany, assist and support in the processes of implementing individual educational routes. The relevance of such consulting is determined by the conditions of the uncertainty of social scenarios, which makes it impossible for an individual to be guided by reliable "role models". This circumstance determines the direction of the research program: (1) the study of the possibility of creating an algorithm for developing an individual educational route; (2) development of principles and rules for the protection of individuality against the symbolism of imposed goals; (3) ascertainment of the ways and means of the implementation of neuroscience achievements which optimize learning processes, which reveals particular relevance in the continuing adult education.

Keywords

Authors

References