Synergetic approach and systematic analysis of modern education. Integrative type of knowledge

Thanks to the beginning of the second half of the XX century in mathematics in the 70's there is a new interdisciplinary research area - " synergy " that persuasively confirms common patterns and principles of various complex macrosystems - physical, chemical, biological, technical, economic and social. Modern picture of the world and achieving synergy open opportunities for educational simulation processes using methods and approaches that traditionally vary in the system of fundamental science.

Synergetic approach to education offers opportunities for self-conscious exemption from having to think about this or that cultural phenomenon, including education, according to a given historical and cultural state of society's system of scientific criteria.

Different ways of development of the world (art, philosophy, science, etc.) make it possible to consider the multidimensional problem. That is why the defining trend is the integration of the cognitive process. Integration of knowledge is impossible without the use of creative effort.

Synergetic approach to education calls for the development of models of varying educational processes and content of courses, basic principles which will integrate the creative development of a personality. In a synergistic approach to education it is appropriate to use the method of system analysis.

The basis of system analysis is logically justified research of problems and use of appropriate methods of solution that can be developed in other sciences. This method is actually a multi-disciplinary one.

The scientific world view, reproduced by system analysis, is the model which is based on data specific sciences of nature and society. System analysis is not only a methodological basis of research and development of new technical and management decisions. It can be viewed as instrument for rational mastery of knowledge, understanding nature, methods of memorization and systematization. It helps to reflect new knowledge. Learn how the system analysis promotes creative thinking, reintegration information on new qualitative level of knowledge about the links. One ancient scholar argued that an ounce of knowledge is worth a pound of information and an ounce of understanding - a pound of knowledge.

V. Spytsnadel in " Fundamentals of Systems Analysis " persuasively demonstrates mechanisms of knowledge and understanding (Tab. 1.3).

Tab. 1.3

The process of formation of knowledge and understanding

Logical way of thinking	Contents of thinking process	Outcome of thinking process
Analysis	1. The object of study, which is subject to understanding, is divided into two parts. 2. An attempt is made to understand the behavior of each system separately. 3. Understanding the parts is structured to obtain understanding of the whole subject.	Knowledge
Synthesis	4. The object of study is considered as part of the system. 2. The whole subject is explained. 3. Understanding of the whole subject a disaggregated to explain part of the whole subject. This part is explained by by defining its function within the system.	Understanding

The basis of learning in higher education is the integrative processes that contribute to the development integral type of knowledge. In psychology there is no consensus as to modern styles of thinking. The most common classification by A. Subetto, includes the following styles:

• Synthetic - applied as a systematic approach;

• theoretical - at the level of decision-making;

• Pragmatic - intermediate between the first two;

• Analysis - using processes of formal-logical methods;

• realistic - using inductive-empirical methods.

In practice these styles are often combined. Style of thinking directly are related to the modern scientific view of the world, performing the three functions:

1) worldview - as an integral part of scientific knowledge:

2) combining all theories, it organizes knowledge in education;

3) creates a modern, systematic and dialectical thinking types.

In studying integrative courses, students learn the nature of knowledge. Ways of remebering, organizing, structuring of scientific theories, and most importantly - the ability to get systematical thinking, understanding of new knowledge based on models of already known structures of scientific theories. Students establsih systematical thinking which is based on conscious understanding, understanding of systematical connections and preservation of knowledge in memory.

Integrative type of knowledge is formed in teaching in high school, combining direct experience of systems thinking, non-trivial approach to the problem and intuition.

Supporters of synergistic approach in education are trying to go beyond the classical concepts, offering integrated applications closed on global issues of our time, study of complex subjects such as: " Fundamentals of Economic and legal Knowledge ", " Development of nature and society ". Third approach is associated with distinguishing ecological imperative of interagral courses. Synergistic ideas of human nature, technosphere, society should be used as much as possible in modern education. Teaching in higher education is intended to reflect the new Post-classical science and its philosophical and ideological thinking. To generate systematic knowledge and development of integrated courses it is necessary to isolate and strengthen such types of interdisciplinary relations:

a) direct teaching-interdisciplinary;

b) direct research-interdisciplinary;

c) mentally-mediated;

d) indirectly-applied.

Teaching-Interdisciplinary direct connections occur when mastering a discipline based on knowledge of other disciplines studied before. Such relationships a peculiar to disciplines, belonging to one block. In the studying, first of all, it is necessary to determine the structure of system's relationships around the block and basic knowledge in each discipline.

Research-Interdisciplinary direct connections exist when two or more disciplines have a common problem or object of study, but see them in different ways and from different disciplinary approaches. So the goal is to identify common problems and field-based comparative analysis to synthesize multidimensional vision and integrated approach to its solution.

Menthally-mediated connections occur when the tools of different disciplines form the same element and intellectual skills necessary for a professional.

Indirectly-applied connections occur if the concept of one science is used in the study of another. They arise in the process of humanization, and ecologization of education. The integrated course "Modern scientific world" is representative of those links. The integration process, depending on the type of interdisciplinary connections and amount of content that is being intergated can be implemented in different ways (integrated lectures).

The technical features of teaching integrated courses depends on the nature of their content and didactical purposes.

But in any case interpenetration, mutual growth and integration of natural sciences, humanities and engineering sciences is based on the interaction of nature, human society and the diversity of human knowledge. Integrative processes in education lead to the discovery of new fields on the boundary of different disciplines, without which the emergence of new technologies is impossible.

Дата добавления: 2015-07-10