Today there is an urgent strategic task of qualitative essential change of the existing educational model of secondary and higher education in the multi-problematic context of highly politicized, declarative and formalized reforming of the national education system during the decades of Ukraine’s independence, which giving priority to information-technical resources, academic and intellectual competence successes of students, does not focus on the processes of multifunctional, primarily widely involved and fully balanced, psychocultural development of individuals, groups, and teams. This methodologically oriented study argues that the modern trends of innovative development of society, ethnocultural prospects of the Ukrainian nation and systemic psychodidactic requirements meets A.V. Furman’s modular-developmental system, which as a complex socially-scientific project is implemented for more than a quarter of a century in the field of domestic education by a team of scientists, managers, researchers and practitioners. It theoretically, projectly, methodically and practically implements a more effective than the existing one technostructure of organization and logic-semantic content of the educational process due to the balanced implementation of ideas of culture and development, the requirements of mentality, spirituality, development, modularity and most importantly – its qualitatively different psychological-pedagogical, program-methodical, educationally-bookish, psycho-artistic and expert-diagnostic support. In the effective dimension, it is substantiated that this author’s educational system guarantees a Quaternary metasystemic effect, namely: a) causes at the level of the institution an innovative-psychological climate appearance of productive cooperation of all organizers, teachers and participants by a number of its interdependent basic parameters (according to O.Ye. Furman’s theory, it is psychological influence and its classes, educational communication and its aspects as types of exchange, polymotivation and spheres of conditions of its development, positive-harmonious Self-concept and its components); b) determines at the level of group (joint-academic) educational interaction the formation of such a psychocultural polydialogical space, which has an essentially new restructuring of the educational process, by the format of coverage the advanced human experience – socio-cultural-psychological and by structural structure – modular and multi-parametric; c) allows at the level of interpersonal contact between the mentor and successor to reflect still closed to the conscious ability of each of them the semantic components of their real, purely interself, modular-developmental interaction (normatively set for each stage of the educational cycle invariants of psychological-pedagogical content, portions of educational-subject content as fragments of the state educational standard, newly created sets of methodical-means content of a separate discipline, etc.); d) all this ultimately actualizes in the psycho-spiritual sphere of a personal world of a pupil, a student the best sensory and mental, social and volitional, existential and action, reflexive and creative potential of diverse development and self-improvement during his passing the holistic modular-development cycle in its central link – gradual implementation of personal educational activity. It is reflexively concluded that the logic-semantic core of the investigated here educational system is the concept of developmental interaction (A.V. Furman, O.Ye. Furman (Humeniuk), A.N. Hirnyak, etc.), which has the perspective with the efforts of the current scientific school representatives to become a full-fledged original theory. For the time being, this methodological research outlines the attributive features of the new educational model in terms of both scientific-design support and psycho-artistic implementation in everyday life the optimal psychosocial influences of participants in innovative learning on each other, as well as psychodidactic conditions for achieving proper efficiency and quality of parity educational activity in the classroom are highlighted. In addition, it is established as a product of pure thinking of named system’s author – an updated intelligence map of 36 categorical concepts of modular-developmental education, which has at least five-segment heuristics. Naturally, the lion’s share of the proposed scientific text is devoted to the logic-essential definition of ten basic categories of this innovative educational model, which in semantic complementarity reflect its fundamental theoretical framework and complex research optics of interdisciplinary (mostly socio-humanitarian) cognition.
Question Left Unanswered (Lessons by Eduard Borisovich Abdullin)
