Suchergebnisse

The modern technological revolution and changes in the content of work (increasing the creative component) determine the transformation of the place and role of education in the economy. Education is turning into one of the most dynamic spheres of social production. Here, the main resource and potential for the development of the economy and society is formed – the creative potential of a person. These changes require an approach to the development of education as a public good. At the same time, the strengthening of the neoliberal trend in the development of the market capitalist system has led to a decrease in the social responsibility of the state and the market orientation of the social sphere. For example, in education, there is an increase in commercialization and financialization of educational organizations and their participants. This leads to the positioning of education as a service, in particular, commercial. The evolutionary resolution of socio-economic contradictions of education is possible by strengthening the social orientation of a market-oriented system.

The article employs the theory and methodology of modern classical political economy. Using this approach enables the author to show the transformational processes, influenced by the changes in the productive relations and forces of production, that are under way in the field of education in post-Soviet Russia. In a number of these transformations, the processes of the marketisation and digitisation of education have a prominent place. These phenomena are characterised both by the all-round subordination of the content of the educational process, of its participants (teachers, students, educational organisations, and so forth), and of the institutions of education to the relations of commodity production and circulation, to the market, capital and private property. The result is that profound changes are occurring in the socio-economic relations found in the educational sphere. The article distinguishes between real (that is, affecting the content of the process), formal and simulative digitisation. A dialectical relationship is revealed between the processes of digitisation and marketisation of education, and the article defines the contradictions of this relationship.