International audience ; Is market and economic globalization factors of peace ? What kind of peace? What are the links between market and democracy? What are the sector of competence of States or international organisations? Is globalization a process for the long run? Conflicts are not confined to arms production, but also find expression in economic, political and cultural domination. In an increasingly interdependent world, geopolitical considerations involve a definition of security that is both economic and military. Underdevelopment is a threat to world peace. And despite the internationalization of financial markets and the increasing importance of international trade, it is not still true that national economies are completely dominated by a global economy governed by world market forces.
International audience ; Is market and economic globalization factors of peace ? What kind of peace? What are the links between market and democracy? What are the sector of competence of States or international organisations? Is globalization a process for the long run? Conflicts are not confined to arms production, but also find expression in economic, political and cultural domination. In an increasingly interdependent world, geopolitical considerations involve a definition of security that is both economic and military. Underdevelopment is a threat to world peace. And despite the internationalization of financial markets and the increasing importance of international trade, it is not still true that national economies are completely dominated by a global economy governed by world market forces.
The role of higher education is crucial in a world that seems torn apart by cultural, economic, political and social differences, and yet is, at the same time, ever more closely drawn together by technology, travel, social and economic needs. Higher education offers no panacea for the disunity of this complex and confusing world. It should, however, contribute to a kind of understanding that spans the differences among the people of the world, or at least those within one country. In this connection liberal arts education is today in jeopardy, unsure of its competence to serve the ideal of humanitas that at one time was conceded to be both the stable ground and the ever elusive goal of higher education.
The main aim of the research was to identify the elements of a suitable organisational educational model for tourism in Slovenia. Our research was based on the need of inner circular reflexive performance of the individual in the tourism education model, institutionalised concept of education, which is viewed by outer reflexive model of tourism educational institutions performance and functional practical interaction of individuals and tourism institutions at the development of innovative potentials in the field of tourism. Tendencies to develop complex and qualitative services coming from permanent strengthening of innovative potential of tourism services are common in this field. It is necessary to develop a suitable model in the field of tourism education that places an individual in the educational process taking into account his/her conscious reflection, rational reflection and acquired motivation for solving complex projects in various levels of tourism. Suitable tourism education model, which is level-structured, is expanded in two ways. It includes the active role of an individual in rationalising practical knowledge and strengthening the innovative potential in developing his/her competences, and the role of tourism education institutions. The organisational cultural dimension can be observed as dual activity structure distinguishing between conscious reflection of the external environment on the level of educational institution and internal practical consciousness on the level of individual development of competences. Giddens structuration theory is used as a conceptual frame explaining the organisational-cultural dimensions of suitably structured educational model for tourism in Slovenia. The conclusion is based on the fact that an individual does not acknowledge the multilevel structure of study at higher education where there is an absence of conscious, practical and motivational reflection. Organisational cultural environment in the field of tourism education in Slovenia prefers practical and functional ways of acquiring competences on a higher and postgraduate (Master's) level of study. Due to the structured changes implemented by the Bologna process, competences are not realised on the higher education level but on the postgraduate (Master's) level, which demands a systematic review and a suitable education model change. ; Namen: Namen raziskave je proučiti vpliv staranja prebivalstva na brezposelnost in podjetniško aktivnost v Sloveniji, saj je to eden od pomembnejših problemov v starajoči se Evropi, ki ima številne posledice tako za ekonomsko kakor tudi za neekonomsko blaginjo. Zgradba in metodologija: Najprej predstavljamo fenomen staranja prebivalstva ter pregled literature o vplivu staranja prebivalstva na brezposelnost in podjetniško aktivnost. Nato na presečnih podatkih po slovenskih občinah izvedemo multiplo regresijsko analizo. Uporabljeni so sekundarni podatki, zbrani iz statističnih baz Statističnega urada Republike Slovenije ter Zavoda Republike Slovenije za zaposlovanje o demografskih in ekonomskih spremenljivkah po 210 občinah za leto 2009. Rezultati: Rezultati regresijske analize potrjujejo našo prvo hipotezo. Občine z višjim indeksom staranje ter višjo povprečno starostjo imajo tudi višjo registrirano stopnjo brezposelnosti. Če je indeks staranja (povprečna starost) višji(višja) za 1 %, je stopnja registrirane brezposelnosti višja v povprečju za 0,532 % do 0,670 % (za 2,431 % do 3,379 %) ob ostalih nespremenjenih pogojih. Naša regresijska analiza potrjuje tudi našo drugo hipotezo. Občine z višjo povprečno starostjo imajo tudi manjše število podjetij na 100 prebivalcev. Če je povprečna starost višja za 1 % (za 1 leto), je število podjetij na 100 prebivalcev nižje v povprečju za 1,7 % (za 0,182 podjetja) ob ostalih nespremenjenih pogojih. Zaključek: Sklenemo lahko, da staranje prebivalstva, brez ustreznih ukrepov posledično vodi v nižjo ekonomsko blaginjo. To pa dodatno izpostavlja pomen ustrezne demografske in socialne politike pri vodenju politike trga dela.
The article, based on the methodological requirements of the personality-social, cultural, activity, axiological and competent scientific approaches, the results of content analysis of research materials on the issue of civic education of students in higher civilian and military educational institutions, determined the place (as an aspect of political consciousness and legal the personality culture) and the role (as a regulator of patriotic feelings, spiritual and moral values and the civic and political activity of a young person) civic the position of the individual in the context of modern European integration educational changes - updating the requirements for competence, tolerance, multiculturalism, strengthening of the phenomena of mobility and the integration of educational programs. The factors determining the formation and development of a civic position of a young person in the educational environment are defined: the circumstances of the construction and protection of civil society in the country, the influence of the family, the media, educational activities of higher educational institutions, the active activity of students and students, and its result - , legal awareness, civil competence. The development of the civic position of student youth is considered in the context of European integration educational changes (updating the requirements for competence, tolerance, multiculturality of the individual, strengthening the phenomena of mobility and integration of educational programs of training specialists) and dynamic processes of finding a new identity in the context of domestic reforms and external military aggression, which determines the search ways of personal self-affirmation and self-realization of every young person on the basis of determining the measure of his own participation in public organizations and independent understanding of values of civil society. It is proved that a significant role in these processes belongs to the system of higher education of the country as a leading factor ...
This work examines the social construction of migrants living with HIV/AIDS in the Finnish welfare state through the concepts of postmodern illness, social memory and human rights. Taking a qualitative approach, the study explores how narratives of AIDS have been articulated in public policymaking and social practices concerning HIV/AIDS. Through a close reading of Finnish law and health information texts, the thesis examines how the interaction between cultural practices and social structures articulated meanings and absences on the issue of migrants and HIV in Finland. In-depth interviews of people living with HIV, as well as policymakers and practitioners, are also presented. The four primary research questions are: How has HIV/AIDS been constructed as an exceptional health issue internationally and how has it emerged out of globalized trends in socio-economic development, migration, and the traditions of public health and social work? What kinds of stories have been told about HIV/AIDS and how have they been organized as narratives to emplot AIDS in global and local social and health policies? How are migrant identities and rights constructed in Finland, specifically in the intersection of legal, social and health definitions for migrants living with HIV/AIDS? What sense of cultural identity and belonging is constructed at the core of access to Finnish social and health services for people living with HIV/AIDS and how is it manifested? The dissertation first examines how the meanings of globalization and accompanying socio-economic transformations have been articulated towards the end of the twentieth century. HIV/AIDS is considered as the first disease of globalization where patterns of the pandemic mirror global inequalities. The work examines the fragmenting pressures of the neoliberal push for privatization on public health and the welfare state. It then moves on to explore the growth of transnational migration as a consequence of increasing global income inequality and structural violence, which raises new challenges to citizenship, democracy and the basis of the welfare state. Through a discussion of how the AIDS pandemic was storied, the work suggests that the public policy that emerged in the early days of the AIDS pandemic reflected the complexity of diverse narrative plots. Many of the narrative invisibilities and erasures reveal the inequalities of globalized societies on local levels. HIV/AIDS became an exceptional health issue through the common efforts of community action groups and public health professionals. Despite these efforts to construct HIV/AIDS as an exceptional disease requiring special care as well as unique prevention and harm reduction interventions, it remains highly stigmatized disease in most societies and very expensive to treat. This presents great challenges to social work with people living with HIV/AIDS. Finally, the work focuses on the local level of the global story of AIDS. Through an analysis of Finnish texts, such as newspaper articles and academic theses, as well as personal interviews, it traces the chronology and development of the Finnish epidemic. International narratives of AIDS are tied to the shaping of articulations of AIDS policy in Finland. The work moves on to explore how immigration policy in Finland is mediated through social memory. It then locates migrants in Finnish social and health law, arguing that migrants occupy an ambivalent location in constructions of equality in the Finnish social and health care system. Interviews of Finnish people and migrants living with HIV/AIDS as well as professionals and policymakers in the field are juxtaposed to explore the complex terrain of migrants social and health needs as well as the realities of social care in Finland. Through a close reading of health information material produced by AIDS agencies, the work explores the invisibility of migrants in these activities and policies of these agencies and their material. It argues that migrants access to social care can be seen as limited by the lack of recognition of their needs. The paucity of migrant stakeholders and researchers in the development of HIV/AIDS care policy and national prevention strategy can also be seen as a barrier to empowering migrant communities. The interaction between cultural practices and social structures in the Finnish welfare state tends to articulate a culturally normative consensus on care needs. The lack of acknowledgment of cultural competence as an essential element of care and professional training can be seen as articulating indirect discriminatory practices. Finally, the silence and invisibility of migrants in Finnish HIV services is considered through a reflection of two in-depth interviews with migrants living with HIV/AIDS. ; This work examines the social construction of migrants living with HIV/AIDS in the Finnish welfare state through the concepts of postmodern illness, social memory and human rights. Taking a qualitative approach, the study explores how narratives of AIDS have been articulated in public policymaking and social practices concerning HIV/AIDS. Through a close reading of Finnish law and health information texts, the thesis examines how the interaction between cultural practices and social structures articulated meanings and absences on the issue of migrants and HIV in Finland. In-depth interviews of people living with HIV, as well as policymakers and practitioners, are also presented. The four primary research questions are: How has HIV/AIDS been constructed as an exceptional health issue internationally and how has it emerged out of globalized trends in socio-economic development, migration, and the traditions of public health and social work? What kinds of stories have been told about HIV/AIDS and how have they been organized as narratives to emplot AIDS in global and local social and health policies? How are migrant identities and rights constructed in Finland, specifically in the intersection of legal, social and health definitions for migrants living with HIV/AIDS? What sense of cultural identity and belonging is constructed at the core of access to Finnish social and health services for people living with HIV/AIDS and how is it manifested? The dissertation first examines how the meanings of globalization and accompanying socio-economic transformations have been articulated towards the end of the twentieth century. HIV/AIDS is considered as the first disease of globalization where patterns of the pandemic mirror global inequalities. The work examines the fragmenting pressures of the neoliberal push for privatization on public health and the welfare state. It then moves on to explore the growth of transnational migration as a consequence of increasing global income inequality and structural violence, which raises new challenges to citizenship, democracy and the basis of the welfare state. Through a discussion of how the AIDS pandemic was storied, the work suggests that the public policy that emerged in the early days of the AIDS pandemic reflected the complexity of diverse narrative plots. Many of the narrative invisibilities and erasures reveal the inequalities of globalized societies on local levels. HIV/AIDS became an exceptional health issue through the common efforts of community action groups and public health professionals. Despite these efforts to construct HIV/AIDS as an exceptional disease requiring special care as well as unique prevention and harm reduction interventions, it remains highly stigmatized disease in most societies and very expensive to treat. This presents great challenges to social work with people living with HIV/AIDS. Finally, the work focuses on the local level of the global story of AIDS. Through an analysis of Finnish texts, such as newspaper articles and academic theses, as well as personal interviews, it traces the chronology and development of the Finnish epidemic. International narratives of AIDS are tied to the shaping of articulations of AIDS policy in Finland. The work moves on to explore how immigration policy in Finland is mediated through social memory. It then locates migrants in Finnish social and health law, arguing that migrants occupy an ambivalent location in constructions of equality in the Finnish social and health care system. Interviews of Finnish people and migrants living with HIV/AIDS as well as professionals and policymakers in the field are juxtaposed to explore the complex terrain of migrants social and health needs as well as the realities of social care in Finland. Through a close reading of health information material produced by AIDS agencies, the work explores the invisibility of migrants in these activities and policies of these agencies and their material. It argues that migrants access to social care can be seen as limited by the lack of recognition of their needs. The paucity of migrant stakeholders and researchers in the development of HIV/AIDS care policy and national prevention strategy can also be seen as a barrier to empowering migrant communities. The interaction between cultural practices and social structures in the Finnish welfare state tends to articulate a culturally normative consensus on care needs. The lack of acknowledgment of cultural competence as an essential element of care and professional training can be seen as articulating indirect discriminatory practices. Finally, the silence and invisibility of migrants in Finnish HIV services is considered through a reflection of two in-depth interviews with migrants living with HIV/AIDS.
Intro -- Preface -- Contents -- Editor and Contributors -- Religious-cultural diversity and Early Child Education -- Shared Reading for Valuing Diversity and Fostering Language Acquisition -- Abstract -- 1 Introduction -- 2 Fostering Language Acquisition and an Adaptation Profile of Integration Rather Than Assimilation -- 3 Culture of Recognition -- 4 Shared Reading -- 5 Sequence Analysis of a Shared-Reading Situation -- 6 Implications for Pedagogy -- 7 Conclusion -- References -- Integration Migration and Islam as a Challenge for Early Childhood Education -- Abstract -- References -- The Role of Socialization Processes and "Cultural Concepts" in Cooperation with Parents of Migrant Backgrounds in Institutions of Early Childhood Education -- Abstract -- 1 Introduction -- 2 Different Parent and Family Models -- 3 Ahistorical Thinking and Monocultural Perceptions in Institutions -- 4 Family Images in Institutions and Demands of Institutions -- 5 Images of the Child -- 6 Background: Migration and Flight -- 7 Experiences of Devaluation and Intercultural Reflection -- 8 Ethnocentrism and the Need of Intercultural Competence -- 9 Cooperation with Parents: Formats and Offers -- 10 Diversity as Background of Institutional Offers and Practices-Conclusion -- References -- Attitudes Towards Religion in Kindergartens-an Ethical Discussion -- Abstract -- 1 Introduction -- 2 The Significance of Framework Planning and the Issue of Indoctrination -- 2.1 The Process Towards a National Framework Plan -- 2.2 Core Values and Learning Areas -- 2.3 Preliminary Discussion -- 3 How Can Teachers Be Better Prepared with Regard to Religious and Cultural Diversity? -- 3.1 Religion in Kindergarten and Educators' Attitudes -- 3.2 The Meaning of Religious Truth -- 3.3 Religious and/or Cultural Identity.
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A pesquisa toma como objeto de análise a relação entre os grupos salafistas e as dinâmicas culturais que lhe são contemporâneas. Especificamente, avalia-se o Estado Islâmico, grupo salafista-jihadista que emergiu como protagonista de debates políticos e religiosos a partir de 2014. Com base nos recursos teóricos e metodológicos dos estudos culturais, as intervenções midiáticas do grupo são interpretadas como indícios de hibridização entre posicionamentos tradicionais e suportes modernos. Sinais de criatividade e de mobilidade cultural, as condutas do grupo foram importante estratégia de recrutamento. A competência da organização em operar essas duas estruturas fez do Estado Islâmico o grupo jihadista mais bem-sucedido da segunda década do século XXI.Inventing a Sunnah: the Islamic State, Salafism and InnovationThis study analyzes the relationship between different Salafi groups and the contemporary cultural dynamic surrounding them. Specifically, the paper assesses the role of the Islamic State,a Salafi-jihadi group that emerged in 2014 as a leader in political and religious debates. Utilizing the theoretical and methodological resources of cultural studies, the paper analyzes the group's media interventions, viewing them as evidence of hybridization between traditional positions and modern supports. Signalling creativity and cultural mobility, the group's conduct was an important recruitment strategy. The organization's competence in operating these two structures has made Islamic State the most successful jihadi group of the second decade of the 21st century.Islamic State | Hybridization | Salafism
This paper, drawing on Pratt's notion of 'transculturation' and Bhabha's 'third space', presents an example of language learning tasks that empower learners' agency and promote their cross-cultural awareness and sensitivities to a different set of cultural expectations, using a naturally occurred Japanese thanking episodes. The paper discusses the merits of Natural Conversation Reconstruction Tasks (NCRTs) as a practical method for helping L2 learners develop this 'intercultural competence'. It is based on a qualitative study of the results of one NCRT created for use in the context of teaching Japanese as a L2 in a multicultural society. It suggests the NCRT encourages the learners to explore the intersection where language use, speaker intention and L1 and L2 cultural norms meet. Such a process helps the learners become aware of socially expected patterns of communication in L1 and L2 in terms of the choices of speech act, formulaic expressions, sequential organization and politeness orientation. The learners' comments suggest that the NCRT helps learners transcend their cultural boundaries by overcoming their narrow understanding of 'thanking' as 'expressions of gratitude and appreciation' and by cross-culturally widening their views of what counts as thanking. The NCRT with rich contextual information promotes the learners' intercultural awareness, sensitivity to context and intercultural exploration in the space between L1 and L2, where they have authority and freedom of making sense of conversations, and pragmatics is fully integrated into language pedagogy.
Art perception is viewed as a conscious or unconscious deciphering operation which may or may not lead to a true understanding. It requires a more or less complex code which has been more or less completely mastered. The work of art (like any cultural object) may disclose significations at diff levels according to the deciphering stencil applied to it. Uninitiated perception, reduced to the grasping of primary significations, is a mutilated perception. Through sociol'al observation it is possible to reveal, effectively realized, forms of perception corresponding to the diff levels, which theoretical analysis frames by an abstract distinction. The most uninitiated perception is always inclined to go beyond the level of sensations & affections. The work of art considered as a symbolic asset only exists as such for a person who has the means to appropriate it, ie, to decipher it. An agent's degree of art competence is measured by the degree to which he masters the set of instruments (ie, interpretative schemes) for the appropriation of the work of art, available at a given time. Interpretative schemes are the prerequisite for the deciphering of works of art offered to a given society at a particular time. Art competence can be provisionally defined as the preliminary knowledge of the possible divisions into complementary classes of a universe. This system of classification enables each element of the universe to be placed in a class necessarily determined in relation to another class. Artistic competence can therefore be defined as the previous knowledge of the strictly artistic principles of division which enable a representation to be located (through the classification of its stylistic indications) among the universe of art. The art code as a system of possible principles of division into complementary classes of the universe of representations offered to a particular society at a given time is in the nature of a soc instit. This soc instit must be considered a historically constituted system, founded on soc reality. The modal readability of a work of art varies according to the divergence between the code which it objectively requires & the code as an historically constituted instit. In each period, the rules defining the readability of contemporary art are but a special application of the general law of readability. Familiarization by repeated perceptions is the privileged mode of acquiring the means of appropriating (in a cultural sense) works of art. These theses are applied to a discussion of art educ & the function of the museum. M. Maxfield.
There has been continuous debate concerning policies and practices regarding intercultural education in the multicultural Europe and intercultural competence has become one of the crucial issues today. There is an urgent need to educate students about the limitations of using their own cultural frame to interpret and evaluate people belonging to a different cultural background. For quite long intercultural communication courses were typically offered for students in Education, International Relations, Business, and a like programs, while this subject was out of scope until the last few years in other disciplines. However, recent social and political changes are forcing program developers to work on a general intercultural preparation of professionals from all backgrounds. There is an educational need to focus on how to prepare interculturally competent students, to act in a drastically changing society as true global citizens, who have a motivation for civic engagement and contribute to their community. More than that, according to the new framework by the Council of Europe, there is a political need for the new generation of young people to get involved with the democratic society in an active way (Council of Europe, 2016). This paper presents two similar structures for a long-term intercultural program, where civic mindedness receives an important scope (Guntersdorfer and Golubeva, 2017). These programs can be offered to students from all disciplines in higher education. Both educational efforts aim to broaden knowledge of the meaning of culture by providing students with theories from linguistics, psychology, sociology, ethnology, and political science. Although pedagogical set-up slightly differ, there is a strong motivation for cooperation. The following article provides a description of the theoretical and pedagogical concepts of these two programs, draws on research plans and assessment methods, and lays down the groundwork for a collaboration. ; Didėjančios skurdo ir karų sukeltos globalaus pasaulio problemos pagilino pabėgėlių krizę, į kurią reikia skubiai reaguoti. Tačiau atrodo, kad Europos visuomenės nėra pasirengusios spręsti šios krizės. Dabartinė situacija yra sudėtinga. Tokios šalys kaip Vokietija ir Vengrija, kurioms įtakos turi didėjantis atvykstančių pabėgėlių skaičius, susiduria su sunkumais politiniame, ekonominiame ir socialiniame lygmenyje. Straipsnio autorės yra įsitikinusios, kad tarpkultūrinis ugdymas yra vienas iš veiksmingiausių būdų, galinčių padėti sukurti iš tiesų daugiakultūrę Europą. Todėl pagrindinis šio straipsnio tikslas buvo pagrįsti, pristatyti ir palyginti dvi konceptualiai naujas tarpkultūrinio ugdymo programas. Remiantis dviejų programų – Miuncheno Ludwigo Maximiliano universiteto Tarpkultūrinės komunikacijos pažymėjimą suteikiančia programa ir Pannonia universiteto Tarpkultūrinės komunikacijos tarptautiniam mobilumui programa – ir jų bendradarbiavimo pavyzdžiais pademonstruoti, kaip galima rengti tarpkultūrinę kompetenciją turinčius studentus, sugebančius veikti greitai besikeičiančioje visuomenėje kaip tikrieji pasaulio piliečiai, kurie gyvena aktyvų pilietinį gyvenimą ir gali prisidėti prie bendruomenės.
The article deals with the influence of the Ukrainian students' ascriptive statuses on the course of their professionalsocialization. There are are students' status positions, educational dispositions and the content and focus of theeducational process among the factors of professional socialization. The ascriptive statuses are considered as socialindicators which may restrict the access of the students to the tertiary education. A number of ascriptive statuses,which may have the restrictive influence, are identified, among which are the sex, the economic and cultural capitalof the family, place of living before the admission to higher education. It was listed the signs of student heterogeneityas a socio-demographic group. The education of students in higher education institutions is considered with the prismof acquiring the competences obtained as a result of the implementation of educational practices. The professionalsocialization is considered as the process of the acquisition of the professional competences during the process of theimplementation of the educational practices. The notion of the professional practice is applied from the standpointof P. Bourdieu's Constructivist Structuralism and is defined as routineized unconscious acts which are repeated intime and are aimed at the realization of the strategy of the achieving the goal within a certain sphere of social reality.The authors refer to the results of a quantitative survey of Ukrainian students to determine the degree of influence ofascriptive statuses on the process of professional socialization in universities. The relationship between the intensity ofeducational practices contributing to the learning process and academic achievement is analyzed. The existence andhierarchy of educational practices from the point of view of their effectiveness is identified and characterized. Theconclusion is made that there is a significant impact of the set of the students' ascriptive statuses on the course of theprofessional socialization. As a result the cultural capital of a family of students has the highest "capital intensivity" incomparison with other ascriptive statuses.
The paper looks at the urgent problems of the Russian higher vocational school from a philosophical and social viewpoint, and maintains that its current situation and prospects should be analyzed in the context of complicated social processes and socio-economic reorganizations undertaken at the turn of the 20th – 21st centuries. Facing the cultural crisis, the Russian society requires new cultural, political, economic and social ways out. The research shows that a considerable decline in the specialists' competence level results from the low education quality requirements and decreasing social status of vocational education. The authors emphasize the culture study aspects of professional activity and regard them as the basis for vocational training quality assurance and professional competence acquisition. In authors' opinion, the aspect of culture studies remains the most important in the process of liberalization and humanization of vocational education, since the modern culture is an effective instrument of world perfection as well as students' self-development and self-understanding ; В статье с философской и социальной точек зрения анализируются требующие незамедлительного решения проблемы отечественной высшей профессиональной школы. Показано, что ее положение и перспективы дальнейшего развития нельзя рассматривать в отрыве от сложных, болезненных процессов, протекающих в обществе, и без учета кардинальных социально-экономических преобразований, происшедших в конце XX – начале XXI в. Современное российское общество, находящееся в ситуации культурного кризиса, столкнулось с необходимостью поиска новых направлений развития в культурном, политическом, экономическом и социальном контекстах. Кризис компетентности специалистов явился следствием снижения требований к их образованности и ослабления роли профессионального образования как феномена культуры. Усиление культурологического аспекта профессиональной деятельности становится условием становления ее носителей, осознающих общественную значимость своей профессии, и актуализирует проблему качественной профессиональной подготовки, результатом которой должна стать сформированная компетентность. Авторами статьи доказывается, что культурологический аспект – один из важнейших в реализации проектов гуманизации и гуманитаризации профессионального образования, поскольку современная культура выступает, с одной стороны, эффективным фактором созидания и совершенствования мира, а с другой – инструментом самопознания и самоизменения человека
The paper looks at the urgent problems of the Russian higher vocational school from a philosophical and social viewpoint, and maintains that its current situation and prospects should be analyzed in the context of complicated social processes and socio-economic reorganizations undertaken at the turn of the 20th – 21st centuries. Facing a cultural crisis, the Russian society requires new cultural, political, economic and social ways out. The research shows that a considerable decline in the specialists' competence level results from the low education quality requirements and decreasing social status of vocational education. The authors emphasize the culture study aspects of professional activity and regard them as the basis for vocational training quality assurance aimed at raising the professional competence. In authors' opinion, the aspect of culture studies remains the most important in the process of liberalization and humanization of vocational education, since the modern culture is an effective instrument of world perfection as well as students' self-development and self-understanding ; В статье с философской и социальной точек зрения анализируются требующие незамедлительного решения проблемы отечественной высшей профессиональной школы. Показано, что ее положение и перспективы дальнейшего развития нельзя рассматривать в отрыве от сложных, болезненных процессов, протекающих в обществе, и без учета кардинальных социально-экономических преобразований, происшедших в конце XX – начале XXI в. Современное российское общество, находящееся в ситуации культурного кризиса, столкнулось с необходимостью поиска новых направлений развития в культурном, политическом, экономическом и социальном контекстах. Кризис компетентности специалистов явился следствием снижения требований к их образованности и ослабления роли профессионального образования как феномена культуры. Усиление культурологического аспекта профессиональной деятельности оказывается условием становления ее носителей, осознающих общественную значимость своей профессии, и актуализирует проблему качественной профессиональной подготовки, результатом которой должна стать сформированная компетентность. Авторами статьи доказывается, что культурологический аспект – один из важнейших в реализации проектов гуманизации и гуманитаризации профессионального образования, поскольку современная культура выступает, с одной стороны, эффективным фактором созидания и совершенствования мира, а с другой – инструментом самопознания и самоизменения человека
