Preview

Vysshee Obrazovanie v Rossii = Higher Education in Russia

Advanced search

INTENSIFICATION OF «LIVING KNOWLEDGE» AT THE TRANSITION TO «KNOWLEDGE SOCIETY»: PROJECT AND REALITY

Abstract

The article studies the «knowledge society» concept with the regard to the modern tendencies in the system of Russian higher education. Due to a broader application of distant technologies in educational process and the reduction of lectures and practical classes aimed at the acquisition of «living knowledge», i.e. an individual's definite knowledge, it becomes harder and harder for universities to train a specialist who is capable to produce some intellectual capital on the basis of his personal self-improvement, intellectual power and imagination. As a decision, it's offered to use the combined approach. It allows applying distant technologies as an important auxiliary tool that simplifies significantly the process ofgetting a new knowledge by a student. Nowadays, owing to fast changes of all life aspects, the educational process is considered as a lifelong personal self-training based on cooperation and communication. Subjectivity as a «self-investing» process turns into the main feature of knowledge productivity. The author concludes that higher school training should include «living», common knowledge as well as mankind humanitarian values, an individual's creative potential, imagination and emotions, accompanied by his informal knowledge. Neither technological nor computerized educational approaches can give the same results.

About the Author

Naira V. Danielyan
National Research University of Electronic Technology
Russian Federation


References

1. Drucker, P.F. (1993). Post-capital society. Oxford: Butterworth-Heinemann, 232 p.

2. Stehr, N. (1994). Arbeit, Eigentum und Wissen: Zur Theorie von Wissengesellschaften. Frankfurt-am-Main: Suhrkamp, 261 s.

3. Gorts, A. (2010). Nematerial’noe. Znanie, stoimost’ i kapital. [Non-material: Knowledge, Cost and Capital]. Transl. from German. Moscow: Higher School of Economics Publ., 208 p. (In Russ.)

4. K obshchestvam znaniya. Vsemirnyi doklad YuNESKO [Towards Knowledge Societies: UNESCO World Report]. Transl. form Eng. (2005). Paris: UNESCO’s Publishing House, 239 p. (In Russ.)

5. Gergen, K.J. Social Construction in Context. London: SAGE Publications, 2001. 240 p.

6. Rumyantsev, O.K. (2010). [Reproduction and Construction in European Thought]. In: O.K. Rumyantsev (ed.) Metamorfozy razuma v evropeiskoi kul’ture: k filosofskim istokam sovremennykh problem obrazovaniya [Intellectual Metamorphoses in European Culture: To Philosophical Issues of Modern Educational Problems]. Moscow: Progress-Traditsiya Publ., pp. 289-400. (In Russ.)

7. Solovov, A.V. (2006). [E-learning – a New Technology or a New Paradigm?]. Vysshee obrazovanie v Rossii [Higher Education in Russia]. No. 11, рp. 104–112. (In Russ.)

8. Fuller, S. (2015). [Customised Science as a Reflection of ‘Protscience’]. Epistemologiya i filosofiya nauki [Epistemology and Philosophy of Science]. Vol. XLVI. No. 4, pp. 52-69. (In Eng., abstract in Russ.)

9. Vostrikova, E.V. and Kuslii, P.S. (2015). [Neoliberalism in Science: The STS Approach]. Epistemologiya i filosofiya nauki [Epistemology and Philosophy of Science]. Vol. XLVI. No. 4, pp. 105-127. (In Russ., abstract in Eng.)


Review

Views: 299


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


ISSN 0869-3617 (Print)
ISSN 2072-0459 (Online)