Study of cognitive and epistemological limitations of students competence development in innovativepractice of higher education
The article argues the importance of elaborating the problem field of cognitive resource development in theory and practiceof higher education. The methodological emphasis is put on the fact that the reasoning and elaboration of effective approaches to the developmentof competence in education as socio-cultural, cognitive and epistemological practice implies going beyond the limits of the traditionalsubject content of psychological and pedagogical knowledge and considering the tendencies of socio-humanitarian knowledge development.The phenomenon of competence is regarded from the standpoints of social constructivism and anthropoepistemology. Researchingthe problem field of relationship between information and socio-humanitarian knowledge as the basis of competence development and realizationof the innovative potential of a personality opens the prospect for identification of characteristics of the competence knowledge base.The results of the research of the implicit theories of intelligence of students of Tomsk universities (based on the modified questionnaire byC.S. Dweck) are presented. The epistemological and cognitive gaps in educational interaction are illustrated. The conclusion is drawn thatthe implicit theories of intelligence can be considered in the educational context as a bridging, integrative link that uncovers cognitive,socio-cultural and activity-based (individual and distributed) nature of competence. The analysis of results made it possible to reveal significantepistemological and cognitive limitations of competence development in educational practice as discrepancies between subjective educationalprocess participants representations of nature of knowledge and tendencies of socio-humanitarian knowledge development as thebasis of competence development; educational process participants value orientation on individual features of cognitive activity and communicative-active nature of socio-humanitarian knowledge; and subjective conceptions of students about the static character of their cognitiveresources and value-goal orientation of innovative education as socio-cultural practice of sustainable development of human resources.In the context of future development of educational practice as an innovative practice and elaboration of adequate educational technologiesconclusions are presented that the implicit theories of intelligence can be reconceptualised as significant factors at the group level; differencebetween individual and organizational implicit theories of intelligence offers opportunities for further research of their relationships; thequestion of the degree and sustainability of the influence of organizational implicit theories of intelligence on individual theory representationsremains unanswered. Theoretical and empirical research results define not only future directions of the research of epistemological andcognitive limitations of competence development in innovative practice of higher education, but also establish value orientations of interdisciplinaryvision of the phenomenon of cognitive resource development in education.
Keywords
компетентность,
эпистемологические установки,
имплицитные теории интеллекта,
когнитивная деятельность,
образовательная деятельность,
competence,
epistemological beliefs,
implicit theories of intelligence,
cognitive activity,
educational activityAuthors
| Bogdanova Yelena L. | Tomsk State University | olga_tomsk@front.ru |
| Bogdanova Olga Ye. | Tomsk State University | olga_tomsk@front.ru |
Всего: 2
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