Suchergebnisse

The universal educational metaphors become a prism through which one can examine an integrated educational Text. Education is a cultural-historical industry which provides for needs of a society a definite type of person. The article examines universal metaphors, such as "educational walk", "prayer as a labor", "educational trip", "industrial workshop" and "pied piper", which are useful tools for study and evaluation of changes and continuity in the historical-cultural industry.

The article is based on the methodology of development of the cultural heritage of the past, which translates the value of educational stability. For this purpose, the concept of generatype is introduced in the form of an educational model that concentrates the best of what humanity has preserved for the formation of human. Generatypes are derived from the change of cultural matrices, vary from era to era and depend on the nature of evolutionary changes of these sources within the individual cultural stages of social evolution. The concept we introduce does not mean grandiose "chips" of archetypal ideas, but only correlates them with the new human and the new world. A generatype is a total (collective) image that creates a special edu­cational ideology and determines the nature of human actions. It is the totality of human actions that forms a special type of person developed in a particular era. The most important in this process is the idea of accumulation of meanings. Educatio­nal gene­ratypes act as structural principles of exteriorization of educational reality, in which we distinguish the following periods characterized by specific generatypes: Antiquity, the Middle Ages, the 17th—18th centuries, the 19th and 20th centuries. Classical literature and the art of the past give us examples of spiritual dominants of each cultural era. The anthropological ideals we identify are the following: Antiquity — the hero, the Middle Ages — the saint, the Age of Enlightenment — the encyclopedist (universalist), the 19th century — the engineer/artist, the 20th century — the financier. Actualization of the ideas of the past is the extraction of the studied material from long-term and short-term memory for the purpose of its subsequent use in recognition or direct reproduction in the modern educational process. The combination of educational ideologies (ideas) of different relevance opens up new facets of modern educational theory and practice and reveals their cultural potential. Moreover, the mechanism of actualization should not be based on rough mo­dernization, but involves the use of receptive abilities of people, the development of their imagination and emotional memory. The cognitive-metaphorical scheme of synthesis of humanitarian content given in the article provides an example of the stated idea development both in the research direction and in the educational-applied space of new technologies of teaching eternal meanings.

A borderline state of the culture is reflected today in human social practices, revealing some new meanings. They are connected not only with the external reality but also with the spiritual state of society; they go into a special sphere of otherness in relation to the previous stages of human development. The transition beyond the bounds of actual existence into the space of consciousness objects creates a new type of otherworldly (average) man. The otherwordliness is, first of all, a classical characteristic, often forgotten and unclaimed by the young generation of Russians. When we say classics, we mean not only the art but also the manners, perceptions and, especially, ethics. The otherscopeness is a goal of the innovational development; it is reflected in the new ideal transmitted and created by the modern education, whose specifics the article is devoted to.