CULTUROLOGICAL APPROACH TO HIGHER SCHOOL

Abstract

The urgency of the problem is due to the intensive introduction of traditional and new approaches to educational systems, which is becoming an important tool for vocational training. The article seeks to open the application of the cultural approach in the practice of higher education. Culturological approach was found to be the most complete realization in the concept of professional culture of pedagogical staff (V. Andreev, A. Barabanshchikov, E. Bondarevskaya, N. Bordovskaya, M. Bukach, L. Viktorova, V. Vorontsova, A. Garmash, V. Grinev, L. Zanina, E. Zakharchenko, T. Ivanova, I. Isaev, V. Kozyrev, I. Kolesnikova, G. Kornetov, A. Kochstov, G. Kuznetsov, N. Kuzmina, S. Kulnevich, S. Mutsinov , E. Orlov, A. Rean, G. Ryzz, O. Rudnitskaya, V. Slastonin, E. Shiyanov and others). The newest aspects of the implementation of the cultural approach are noted. First, a holistic manifestation of professional and personal components in the development of future professionals. For higher education, they determine their main goal, aimed at the development and self-development of a holistic human culture as a professionally competent, free, humane, spiritual, creative personality. Secondly, the restoration and maintenance of the stated integrity by preserving the balance in the relation between the concepts of «civilization – culture». The civilization component of the content of culture is more mobile. It is variable compared to the spiritual component, which is characterized by greater stability and stability. Thirdly, the civilization-culturological paradigm, which defines the humanitarian vector of development of education, is substantiated. Humanization greatly expands the research and applied boundaries, promotes the development of a panoramic, multidimensional view and polysystem explanation of the whole essence of cultural problems, values, components of modern education. According to the results of the study, it was concluded that the cultural approach is a method of designing education, in the center of which is a person. It expands the boundaries of design, helps the subjects of educational activity determine innovative, qualitative, value tasks, stimulates the adoption of large-scale, creative decisions. As a methodological tool, cultural approach determines the priority of cultural-centered consideration of most of the phenomena of human existence. Promising is the use of the cultural approach in high school, which provides opportunities for its modernization, stimulates understanding of the evolution of the educational sphere as a cultural phenomenon, corresponds to the trends and dynamics of contemporary socio-cultural practices.