pp. 1621-1633 | Article Number: iejme.2016.144
Published Online: August 26, 2016
Article Views: 232 | Article Download: 259
Education is the main cultural and socioeconomic institution of the knowledge society construction. The connection of education with research is defined as a strategic factor of a new society development. The purpose of the article is to analyze and give a description of generative learning in research education in the context of the development towards the knowledge society. The methodology involves the socio-cultural analysis of education reality, epistemic and didactic analysis of pedagogic relationships, the structural-functional analysis of the 25-years’ experience of the Russian scientific and educational programme for young people and schoolchildren "The Step into the Future". The article substantiates the ontologically key role of research education in the genesis of the knowledge society. The role of generative didactics in nurturing a personality, capable of creating a new knowledge, its technologization and integrating into the socio-economic turnover is shown. The conception of "dynamic competence" is studied. The levels of organization of research education are considered – the institutional, environmental and educational ones. The research education stages are described - the involvement, the construction of a problem-cognitive program, incorporating the achievements of the student in the society activities; examples are provided.
Keywords: Didactics, research, learning, knowledge society
Bogoyavlenskaya, D.B. (2002). Psychology of Creative Abilities, 320 p. Moscow: Academia.
Botkin, J. W., Elmandjra, M., &Malitza, M. (1999). No Limits to Learning. Bridging the Human Gap. A Report to the Club of Rome, 162 p. Oxford: Pergamon Press.
Boys, J. (2011). Towards Creative Learning Spaces: Rethiking the Architecture of Post-Compulsory Education,194 p. London and New York.: Routledge.
Creative Economy Report (2008). (332 р.).New York: United Nations.
Creativity in Higher Education: Report on the EUA Creative Project. (2007). (44 р.). Brussels: European University Association.
Cubberley, E. P. (1916). Public School Administration, 530 p. Boston: Houghton Mifflin.
Developing Foresight for the Development of Higher Education (2002). Research Relations in the Perspective of the European Research Area (ERA) by Prof. Etienna Bourgeois. Final Report of the Strata-Etan Expert Group, 82 p. Brussels: European Commission. Directorate-General for Research. Unit RTD-K.2.
Doll, W.E. (1993).A Postmodern Perspective on Curriculum, 213 p. New York and London: Teacher College Press. Columbia University.
English, A. (2009). Transformation and Education: the Voice of the Learner in Peters’ Concept of Teaching. Journal of Philosophy of Education, 43(1), 75-95). Oxford: Wiley-Blackwell Publishing.
Godon, R. (2004). Understanding, Personal Identity and Education. Journal of Philosophy of Education, 38(4), 589-600. Oxford: Blackwell Publishing.
Hammershoj, L.G. (2009). Creativity as a Question of Bildung. Journal of Philosophy of Education, 43(4), 545-557. Oxford: Blackwell Publishing.
Harris, W.T. (1891). Vocation Versus Culture; or the Two Aspects of Education. Education, 12, 194-197.
Karpov, A.O. (2002). Research Works of The young. Vestnik Rossiskoi Akademii nauk, 72 (12), 1069-1074. Moscow: Nauka.
Karpov, A.O. (2003). Scientific cognition and systemic genesis of modern school. Voprosy Filosofii, 6, 37-53. Moscow: Nauka.
Karpov, A.O. (2010). Knowledge Society: A Weak Link. Herald of the Russian Academy of Sciences, 80(4), 372-377. New York: Pleiades Publishing.
Karpov, A.O. (2012a). Locus of Natural Scientific Gifts: “The Step into the Future” Programme. Vestnik Rossijskoj akademii nauk, 82 (8), 725-731.Moscow: Nauka.
Karpov, A.O. (2012b). Education in the Knowledge Society: a Research Model. Vestnik Rossiskoi Akademii nauk, 82 (2), 146-152. Moscow: Nauka.
Karpov, A.O. (2015). Integrated and Network Systems of Research Education in the Knowledge Society (by Example of the Russian Educational System). Mediterranean Journal of Social Sciences,6(6),529-540. Rome: MCSER Publishing. (November).
Krajewski, V.V. (2009). Sciences about education and the science of education (methodological problems of modern pedagogy). Voprosy filosofii, 77-82. Moscow: Nauka.
Mackenzie, J. (1998). Science Education after Рostmodernism. Education, Knowledge and Truth: Beyond the postmodern impasse, 53-67. Carr D., (ed.). London and New York: Routledge.
Mikeshina, L.A. (2002). Philosophy of cognition. Polemical chapters, 624 p. Moscow: Progress-Tradition.
Simons, M. (2006). «Education through Research» at European Universities: Notes on the Orientation of Academic Research. Journal of Philosophy of Education, 40(1), 31-50. Oxford: Blackwell Publishing.
Taylor, F.W. (1911). The Principles of Scientific Management. New York and London: Harper & Brothers.
The Role of the Universities in the Europe of Knowledge. Communication from the Com-mission. (2003). Brussels: Commission of the European Communities. http//bourdieu.name/content/burde-universitetskaja-doksa-i-tvorchestvo-protiv- scholastich-eskich-delenij.
Wierzbicki, A.P., & Nakamori, Y. (2005). Creative Space: Models of Creative Processes for the Knowledge Civillization Age, 288 р. Rotterdam: Springer Science & Business Media.
Yazzie-Mintz, E. (2007). Voices of Students on Engagement: A Report on the 2006 High School Survey of Student Engagement, 12 р. Bloomington: Center for Evaluation & Education Policy, Indiana University.