About the author:
Vladislav V. Serikov, Dr. Sci. (Ped.), Head of the Department of Management Teaching Systems, Professor, Department of Social Work, Director of the Institute of Student-centered Education, Honored Scientist of Russia, Corresponding member RAN (Volgograd); firstname.lastname@example.org
The article gives a critical analysis of the traditional model of a holistic approach to the design of educational systems. The author shows that the majority of educational research, concerned with the problem of studying and designing the integral pedagogical process, is carried out within the framework of the Marxist-Hegelian interpretation
of the holistic approach, which is characterized by natural scientific understanding of integrity. The latter led to a shift in the area of educational research covering the statements of the systems, their integrative properties, structure, and genesis, which relied on the findings of the natural sciences and failed to meet the humanitarian (or post-nonclassical) paradigm of the knowledge. The article substantiates the need for proper teaching tools for integrity learning of the pedagogical process, which would not allow to reduce the education integrity to its constituent parts — the subject knowledge assimilation, pragmatic behavior patterns, and fragments of cultural reality. The diversity of private areas of education should be countered by a holistic approach, which would be guided by the child's whole person.
The article’s main purpose is substantiating the methodological regulators of building a modern strategy of system-holistic approach to the study and design of the educational reality.