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UDC 101
D.V. Chernov
Novosibirsk state pedagogical university,
working for Ph.D. degree.
Novosibirsk, Russia
[Философские основания профессионального образования по социальной работе]
It is analyzed the content and meaning of development of professional education for social work in the modern
Russian society. Philosophical foundations of professional social education are discovered. In the context of the relevant
scientific concepts to the philosophy of education, the specificity of the educational system, training of social workers
are considered. The role of domestic scientists in development of problems of professional social knowledge is emphasized, the special attention is paid to researches of the Barnaul school of sciences of sociology and social work under the
leadership of professors S.I. Grigoryev and L.G. Guslyakova, their main scientific works are analyzed. In work the
analysis of professional education on social work from positions of philosophy of education is submitted. Thus, the author determines possibility of the philosophical analysis in studying of professional education by social work.
Key words: professional education, philosophy of education, instrumental approach, conceptual approach, paradigmatic analysis, philosophy of education, social work.
The education system in modern Russia has not the easiest times. Transformation processes
have penetrated into all its segments, covered all the participants in this important activity for society. Modernization of the Russian education was so serious that, in fact, determined and have almost
made a major change of philosophical principles of classical national model for conceptual and new
approaches. "In terms of internal development of knowledge act as a condition of social progress, as
a key prerequisite for public self-reflection, which determines the level on which the social system"
[1, p.20]. To solve this problem in very difficult conditions of the modern transition must be serious
philosophical rethinking of all educational activities. Social work as a profession is relevant and
useful, and current educational subsystem must also be the subject of philosophical analysis.
Modern philosophical knowledge is a multidimensional structure. Along with a fundamental
division into materialism and idealism, as well as numerous branch within them, there are specific
areas of philosophy of knowledge (science, technology, medicine and the individual disciplines of
physics, chemistry, mathematics, and so on. D.). Education as a scientific phenomenon, a social
phenomenon and the system being studied by various branches of philosophy, such as axiology,
epistemology, ontology, and others. However, consideration of the educational system in the institutional perspective focuses on the researcher's social-philosophical theoretical and methodological
It should be noted that the social philosophy sees education as a special social institution,
and as a part of the culture of the society, the result of social and cultural interaction of people,
manifested in the form of knowledge and its outcomes, including knowledge, experience and skills.
From the point of view of the present study is particularly important that the social philosophy sees
education through the prism of social relations, its interaction with society, the impact on social development, scope and structure.
Adoption of the philosophy of education as an independent scientific field in Russia began
with the 1990s. The fact that the status of philosophy of education began to be determined, indicating the emergence of a number of collections, training courses, textbooks, monographs, the most
striking examples of which - a "Philosophy of Education for the XXI Century" Gershunskogo BS
(1998), "Introduction to the Philosophy of Education "EN Gusinsky and YI Turchaninova (2000),"
Images of education. Western philosophy of education of the twentieth century "AP Ogurtsova, VV
Platonov (2004) [10, p.45].
The experience of studying the problems of scientific institutionalization of educational philosophy convinces us that today is a self-contained branch of modern philosophy, whose bases are
connected not only with the social philosophy, but also with the ontology, epistemology and axiology. For example, the philosophy of education in the ontological aspect is an integral doctrine of the
appointment, location, role, content, forms and methods of education. In the epistemological aspect
- the most common system of knowledge and methodological views in education [5, p.119].
Under the vocational education should be understood first of all, what is an organized process of mastering certain professional activities, providing the development of socially and professionally significant qualities of the person. However, it is important to note that the result of this
process is expressed in the readiness of the person to a particular type of professional activity, confirmed by certificate or diploma respective educational institution of vocational education [8, p.11].
The combination of process value grounds of professional education and formal documentary requirements with each new step of the development of society to become more complicated. This
obvious fact today requires investment in research analytical understanding of the meaning, essence, content and purpose of vocational education in the modern world.
Asking questions of the philosophy of vocational education is not an easy task and requires
separate consideration. Undoubtedly, the most important of these is the need to develop a philosophical analytical models of identity formation of the future professional. Existence of this issue
has long been sounded by the representatives of the scientific and educational community, officials
from education, etc. What is needed today a professional society? Either this is a harmonious person
whose interests go beyond their work, initiative, creativity doubter who seeks something to convert
the employee (for AV Lunocharskogo, Krupskaya). Either that, on the contrary, obedient, functional, "knows its place", whose professional and personal self-development is limited to a set of competencies specialist? [7]. Before our eyes today is actually unfolding dialectical struggle, the opposition which has already clearly indicated. Reforming vocational education today, it is important to
find unity in the above matters, thereby wrapping relentless struggle in the potential for development. Many researchers have noted that currently in pedagogical science and educational practice
there is a gradual change in the educational paradigm [4, c.392].
One of the areas of vocational education today is social education. In this regard, it is important to determine the ontological basis of its formation. In the twentieth century, one of the factors in the development of the modern world has been the emergence and rapid accumulation of social knowledge. On the basis of the natural sciences and the humanities is becoming a new body of
knowledge - social science, which includes disciplines such as social anthropology, social pedagogy, social psychology, social work, sociolinguistics, social informatics, social ecology, human
ecology, and others [2, p. 17].
Social education in the narrow sense, according to some well-known scientists, this training
and retraining of specialists in the social sciences, as well as training of specialists different profile
social sciences, their social education and training [3, p.78]. According to Academician Zhukov VI
system of social education is the most important social tool of socialization. "Social education, absorbent methods and techniques of knowledge, characteristic of the so-called exact sciences, which,
in turn, gumanitariziruyutsya, freed from excessive technocracy" [1, p.245]. On the basis of what
social formation appears as a systematic process of accumulation, storage and transfer of knowledge
generated through the development of basic and applied social sciences, as well as on the basis of
social experience accumulated by civilization in the process of training and education.
So, in the system of vocational education in post-Soviet Russia, a new component - social
education, the content of which involves the professional socialization of the subjects of social
work. At the beginning of the 1990s. for our country, it was a new thing. Virtually absent any practical experience and theoretical approaches, universities, capable to lead this work, the necessary
material base. However, over the past 20 years of post-Soviet formed contours of the new subsys-
tems: the standard curriculum, specific forms and methods of teaching. Emerged and major centers
of social workers training in higher education [6, p.69].
Today there is no doubt that social work must be professional. Society of the twentieth century and even more so at the present stage requires the organization using the system, targeting,
complexity, adaptability, integration with scientific approaches. All that is necessary to study and
this training should not only contribute to the acquisition of a simple set of functions in the future
specialist, but first and foremost duty to form a spiritual value meanings of professional work, without which it is impossible to perform the duties of qualitative social worker. It is a paradox, but the
emergence of this profession in our country was one of the positive effects of globalization of the
world community. However, the question of identity formation for the Russian model of training
for social services and dialectical. What experts should come within the scope of social services?
Value-oriented, professional-creators of a new social reality or competent functional, literate consumers? And the answer to this question is not obvious ...
Socio-philosophical analysis of the problems of vocational education in social work can and
should be implemented. Social work as a profession and educational model was formed on the
foundation of social welfare systems, which are institutionally begin their development from the
earliest stages of formation of mankind. Organization of professional social work has become an
absolute necessity, an essential tool for public authorities to help prevent a social explosion in Russian society. Therefore, it became necessary in the vocational education training organization in
"social worker". About 200 high schools (technical, classical, humanities) opened training in social
work profession in most cities in Russia. In the Altai led by Corresponding Member RAO, Professor SI Grigorieva and Professor LG Guslyakova formed known sociological school, which launched
in the direction of training and research. In this context, the most adequate methodology of social
and philosophical knowledge of professional education in social work can be system-institutional
approach and paradigmatic analysis.
System-institutional methodological approach determines the content of social and philosophical intelligence professional education in social work. The main element of the analysts should
determine the meaning and content of the institutional system of vocational education in social
work. Under the institutional system, first of all, it should be understood all his subsystemic components which is in a state of institutionalization, and form a common socio-philosophical and pedagogical model of professional education in social work. Strengthen the findings and support their
elements of comparison, a paradigmatic analysis of social work as educational and institutional system. The structure of the analytical study must include a review of the scientific institutional system
of vocational education in social work, which is important to emphasize the conceptual foundations
of social work as a development of vocational education, as well as to determine the model of scientific support of the educational process in social work.
In addition, the structure of the system-institutional research great attention should be paid
to the organizational form and content of professional education in social work. As the study of
problem areas highlighted the development of educational institutions and study approaches training in social work; modern competency (globalization) transformation of education in social work;
innovative resources and national traditions of training professionals in the field of social work in
educational institutions of higher education [11, p.60].
Special attention should be systematic and institutional analyst axiological foundations of
training for social work. Understanding of the meaning and content of the institutional systems of
modern vocational education and especially social areas is impossible without constructing the corresponding value systems, which include the identity of values of students enrolled in the specialty
(direction), social work, vocational teaching identity of the faculty community.
Thus, social and philosophical analysis allowed us to identify a complete picture of the essential foundations of professional education in social work, which is formed of three main institutional systems: scientific and methodological, organizational-process and value-identification. A
detailed study of the processes of institutionalization and functioning of vocational education in social work at the present time will strengthen its fundamental, social and scientific value. Moderniza-
tion of the education system in modern Russia generates a set of possible trajectories of development training in social work, even in the face bolonizatsii and strengthening the role of the competency approach. Paradigmatic analysis, relevant today as part of the apparent change of philosophical foundations of professional training, will allow using identified paradigmatic differences, to find
the optimal strategy for the development of vocational education in our country.
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