Anthropological self-determination of the adult student
G. A. Ignateva, O. V. Tulupova
Abstract. The article deals with conceptual and theoretical underpinnings of the modern institutionalization of adult education in terms of ever increasing divergence between established institutions of additional professional education of teachers and rapid trends in the development of technical and technological achievements in the institutions of economy, business and society as a whole.
Our study of the problem of anthropological self-determination is an innovative-search character, interpreted through a vast, multidimensional methodological analysis of fundamental philosophical and pedagogical studies and works in the field of philosophy and the theory of continuing education in general, and adult education in particular.
This theoretical and methodological work has identified the purpose of the organization and research of the new format for the self-determination of the adult student anthropological self-determination of the adult learner in the system of additional professional education that includes the development of a universal format of professional self-development of teachers through the acquisition of a new subjectivity and authorship own meaningful action.
In a specially organized project experiment, a package of methods was used: the method of qualification and variance analysis, the method of expert assessments and included observation in the course of the plot situation, stratified selection, etc., as close to the conditions of real network projection and the formation of a new type of behavior of teachers, and also the conditions of adult education.
The data obtained during the project experiment make it possible to assert that the effective factor and mechanism for the formation of an anthropological self-determination of a learning adult is the use of new formats for the organization of professional activity (activity content, plot-reflective and event-activity technologies of synthesizing type).
The scientific value of this article is determined by the hypothesis about the conditions and mechanisms for the formation of an anthropological self-determination of learning adults in the educational paradigm of a postindustrial society and the selection of diagnostic tools that are close to the parameters of real network design and the formation of a new type of behavior of teachers.
The practical significance of the results presented in the paper research is expressed in the developing new tools for growing new professionals of the education system in terms of additional professional education.