Release:2017, Vol. 3. №2
About the author:Elena B. Baboshina, Сand. Sci. (Ped.), Associate Professor, Kurgan State University; firstname.lastname@example.org
The culturological paradigm of education has been developing for more than a decade now (V. L. Benin, M. N. Dudina, N. B. Krylova, N. V. Nalivaiko, V. A. Slastenin, I. E. Widt, V. I. Zagvyazinsky, A. S. Zapesotsky, A. S. Zadorina, A. F. Zakirova, etc.). The aims of education have become a priority direction of research in this area. First and foremost, we consider replacing the information-knowledge approach by the axiological one.
The solution of this problem provides access to an active cultural creativity in society and overcoming technocratic processes in it. An important role in social change belongs to the teacher as the subject of such creativity because shaping a cultured individual largely depends on pedagogical education. The mechanisms and content of cultured individual development are not well defined. We believe that the solution of the problem requires some analysis of both pedagogical and cultural studies associated with the psychology of the process and its philosophy. The author shares theoretical and methodological results of her study on shaping the integral cultured individual.
The aim of the article is to show the significance of values and meanings in pedagogical education and different opportunities for shaping the integral personality of a teacher. Methodology and techniques include philosophy of education and theory of culture, theoretical research methods (logical, comparative, analytical, ascent from the abstract to the concrete). The scientific novelty of the article is the use of the analysis of shaping the integral personality of a teacher as a cultural problem of training and a study of cultural transformation process. The practical significance of the article involves a list of suggested methods for shaping the integral and cultured individual.