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Abstract
Contemporary society makes it even harder to reflect upon the issues of education, as more and more people get higher education, and even study at professional retraining programs. The rise of popularity of online education platforms poses another set of concerns and confounds the traditionally clear model of educational relationship between the teacher and the student. In Russia, the legislative initiatives of the government gain momentum, while funding is constantly reduced. The author puts forward several crucial questions in order to consider the transformations of education and its social functions that we witness today.
Notes
English translation © 2015 Taylor & Francis Group, LLC, from the Russian text © 2014 “Otechestvennye zapiski.” “Obrazovaniie? Kak, vy nichego ne znaete?!,” Otechestvennye zapiski, 2014, no. 3, pp. 25–35. Petr Aleksandrovich Safronov, candidate of sciences in ontology and epistemology, is an associate professor at the Institute of Education, the National Research University Higher School of Economics. E-mail: [email protected] Translated by Kenneth Cargill. Translation reprinted from Russian Education and Society, vol. 57, no. 10. doi:10.1080/10609393.2015.1148958.
1. For an overview of the crisis of higher education institutions that utilizes evidence from the second half of the twentieth century, see W. Rüegg (ed.), A History of the University in Europe. Vol. 4, Universities Since 1945. Cambridge: Cambridge University Press, 2011.
2.Wessen Bildung? Beiträge und Positionen zur bildungspolitischen Debatte. Vienna: Mandelbaum, 2011.
3. I.I. Fedyukin and I.D. Frumin, “Rossiiskie vuzy-flagmany,” Pro et contra, vol. 14, no. 3, May–June 2010, p. 23 ff.
4. For more information about this see P.A. Safronov, “‘Chutko otrazit' vse trebovaniia revoliutsii’: sovetskii universitet v 1920–1930-e gg.” Voprosy obrazovaniia, 2010, no. 4, pp. 182–96.
5. I have in mind the activities of the “Teacher” Interregional Trade Union of Educational Workers and the “University Solidarity” Interregional Trade Union of Higher Education Workers.
6. A.G. Vishnevsky, “Mifologiia i zhizn'.” Rossiia v global'noi politike. http://www.globalaffairs.ru/number/Mifologiya-i-zhizn-16007 (accessed 27 April 2014).
7. M. Prensky, “Programming Is the New Literacy.” Edutopia.org. http://www.edutopia.org/programming-the-new-literacy (accessed 27 April 2014).
8. A. Wiggins, “Programming Literacy Done Right: It's About the Tools.” Xconomy.com, URL: http://www.xconomy.com/san-francisco/2013/01/08/programming-literacy-done-right-its-about-the-tools/ (accessed 24 April 2014).
9. It is worth mentioning research that seeks to study the effectiveness of schools founded in Britain at the turn of the 1980s and now actively being established in many regions around the world, including in Russia. See J. Gray, “School Effectiveness Research: Key Issues.” Educational Research, vol. 24, no. 1, 1981, pp. 49–54.