Development of theoretical-methodological grounds of the open education as strategy for realization of the human dimension ideas and principles.

Abstract

The publication gives the results of the research work on the development of theoretical-methodological grounds of the open education as the dominant strategy for realization of the human dimension ideas and principles. It has been demonstrated that it is the open education itself that fully considers such a feature of the information society as openness which is revealed in the openness of the world, openness of the man himself, openness of the processes of learning. It has been determined that in modern philosophical-methodological and psychological-pedagogical research works considerable attention is drawn to certain aspects of the open education. Nevertheless, under conditions of education technologization special significance is gained by the problem of introduction of the ideas and principles of the human dimension which is seen as the worldview and value determinant of learning and the worldview formation. The article offers the research of theoretical and methodological grounds of the open education and the conclusion has been made that it is a difficult phenomenon capable for the quick reaction due to the changeable social-economical situations, individual and group educational needs and demands, and it is based on the worldview and methodological grounds of the openness and continuity of the process of learning.

In the course of research the major methodological determinants of the open education have been found out, among them there are such initial fundamental categories as “openness”, “freedom”, “responsibility” and “information”. It has been demonstrated that the characteristic feature of the information society is its openness which is revealed in the openness of the world, openness of the man himself, openness of the processes of his learning and education. In its turn the attributive characteristic of openness is connected with the idea and phenomenon of freedom which has been the most important value of the humanity and a universal property of the human condition in the world in general. The author determines the existence of deep and inseparable connection of freedom, personal choice and personal responsibility of the man for his own actions, life and everything which is happening according to his will. The conclusion has been made that the open education is inseparably connected with the information nature of the man. Information unlike energy reduces itself neither to the matter nor to the idea which both represent natural essences of a more general level. It represents more independent and deeper natural essence. The place and potential of the methodological determinants of “openness”, “freedom”, “responsibility” and “information” in realization of ideas and principles of the human dimension in educational systems have been demonstrated. In the course of the research it has been shown that in the present-day scientific arsenal classical methodological approaches are considered predominating with the classical science and philosophy of rationalism in their basis, whereas isolation and aloofness are seen as initial and fundamental categories. To such theoretical-methodological approaches one should firstly refer the system approach and its various modifications – meta-system, system and synergetic ones. However, the methodological tools mentioned above have a range of restrictions in the context of research of such categories as openness, freedom, responsibility and information. The conclusion has been made that the study of the open information society in general and the open education in particular should be carried out with the help of the newest and improved theories which embrace postnonclassical postulates and give prospects for the all-round and entire learning and worldview understanding.  It has been proved that adequate and complete understanding of the open education phenomenon is only possible on condition that postnonclassical methodological paradigm which will correspond to the philosophy of openness is applied. The synergetic and information approach is seen as the very methodology. It is the synergetic and information approach which gives a possibility for an adequate reflection of the contemporary worldview which is opposite to rationalism as the worldview approach and gives an opportunity to conceptualize such categories as “openness” and “information” within the phenomenon of the open education for adults.

Key words:

open education; openness; freedom; responsibility; information; synergetic and information approach.