Kakoje obrazovanie neobchodimo dlja globalizirovanoj kultury?
| Title in English | What kind of education for a globalized culture? |
|---|---|
| Authors | |
| Year of publication | 2009 |
| Type | Article in Periodical |
| Magazine / Source | Filosofia obrazovanija |
| MU Faculty or unit | |
| Citation | |
| Field | Pedagogy and education |
| Keywords | education; labour market; unemployment; qualification |
| Description | The article discusses the relevancy of social sciences subjects for students of Economics and related specializations. It draws attention to the importance of the evolutional thinking which should be a part of education at high schools and universities. It reminds us of the value of natural rehabilitation and the need for a good understanding of the role of current antinatural culture in biosphere. In the article following questions are raised: What kind of education do we need in these times? How can we prepare the future generation for the current globalized culture which collides with the fragility of life and finality of the Earth? Is it our purpose to only support current economic growth, competitiveness, improvements and insatiable economic entrepreneurship? Is it still desirable to support the scornful relationship of students towards nature and their business interests? Or do we want to lead the students to be theoretically competent to change this situation in the near future? The physical laws (e.g. the law of the equivalence between the mass and energy) which legalize the process of the technical control of nature actually hide the foundation of the ontical conflict between culture and nature. The theoretical contents of secondary and university education represent human world cognition only positively: as a prerequisite for sustainable development of culture, for cultivation of human theoretical activity. Nevertheless, it is necessary to refuse this simplified idea about the instrumental function of education. Education helps establish the form of culture and the personality of man it is an important part of our knowledge and a valuable part of the human ontogenesis formative process. Together with family, nature and social influences it shapes the worldview attitudes of people. |