Conflictological discourse of education system modernization

Education reforming as a socialinnovation is accompanied by an aggravation of social conflicts. Objective (interethnic and international intensity, strengthening ofmigratory streams, multiculturalism, inclusion in the Bologna Process, education separation from modern demands of practice, smallrotation of personnel, growth of social tension in the society) and subjective (teachers are not ready to solve problems of conflictcharacter, absence of moral and material incentives for teachers, professional degradation of the teacher's personality) factors stimulateconflicts, which, in turn, leads to various forms of protest behaviour of pupils. The reasons blocking education modernization werestudied by researchers of Moscow region in 2005-2007. The purpose of research was detection of teachers' preparedness for educationsystem modernization, and their ideas of conditions and factors of its implementation, as well as assessment of real existence of theseconditions and factors. The author of this work repeated the analysis in 2012 to identify the ''problem zones'' of education modernizationat the present stage of development of the Russian society and ways of conflictology competence increase of educational processsubjects. The research showed that today schools successfully implement the Unified State Examination and profile training only.Teachers connect the status and professionalism increase with professional improvement in the field of productive activity, instead ofthe field of educational work with pupils where spiritual and mental components are more crucial. Teachers are alarmed by the lowculture of communication, rudeness, disrespect for seniors, lack of interest in studies, laziness. The humanistic approach, developingtraining are still abstract notions for a considerable number of teachers. The research revealed contradictions and discrepancies betweenthe intensively growing conflict nature of the pedagogical environment and the readiness of pedagogical community to overcome it.Problems in relations of teachers and pupils arise from the objective change of social values, decrease in culture of communication andtolerance of modern teenagers, on the one hand; on the other hand they reflect the inability of teachers to work in the conditions ofeducation reforms. Development of a new area of interdisciplinary scientific knowledge, conflictology, active use of innovativetechnologies in the educational process, various forms of professional development can promote formation of conflictologycompetences, promote interpersonal interaction between various subjects of the educational process, form conflictology culture of theexpert working in 'person-person' and 'person-society' systems.

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