Текст книги "Образ человека будущего, Том 7 (СИ)"

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At the research we stand on position that educational problematic can be fruitfully discovered using approaches of not only similar sciences (sociology, history, pedagogy and so on). The analysis of contemporary researches at the sphere of higher education demonstrated that researchers heuristically used the approaches of geography, mathematics and other disciplines to enrich their research potential. Some scientists stand on position that metaphor can be a productive research instrument at the context of linguistic turn at philosophy of the 20th century. Metaphor starts being comprehend not only as a literature phenomenon or as instrument for everyday language complement. It is an effective instrument for understanding the ontological essence of the processes of contemporary world. The special place at this context has educational sphere of human being.

As an example of productive (sometimes metaphoric) using of the potential of other sciences can be concept of «axiological palette». This concept productively complement the term «axiological system» when idea of system (hierarchy, unity and so on) does not work. In addition, we can find a lot of researches where authors used the concept of «education matrix» [Jones & Oleksiyenko, 2011]. The postmodern discourse of philosophy of education actively uses «risoma» term, which was borrowed from biology. The next demonstrative example is research of Serhii Terepyshchyi «Modern Education Landscapes» [Terepyshchyi, 2016] where author performs the analysis of education landscape concept through the prism of transdisciplinary interrelationship of natural science knowledge as well as humanitarian one.

According to this logic, we think that processes of universities division at Ukrainian social and cultural space can be reviewed using the metaphors of cell biology. At the research, we

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attempt to use the biological concepts trying to pierce the logic of the mentioned processes. For example, trying to check possibility to comprehend the universities division as cloning, mitosis and other metaphors of cell biology.

The cloning metaphor has two following biological notions: 1) a cell, cell product, or organism that is genetically identical to the unit or individual from which it was derived; 2) a population of identical units, cells, or individuals that derive from the same ancestral line

[Cloning, 2017]. According to this logic, evacuated universities are only the «clones» of the «original» ones stayed on the territory of DPR, LNR and Crimea.

For demonstrating of methodological potential of mitosis metaphor, we use the following definition: mitosis is a process where a single cell divides resulting in generally two identical cells, each containing the same number of chromosomes and genetic content as that of the original cell [Mitosis]. According to this logic, both universities seem like equal.

The natural science metaphors look heuristic being strengthened by the ethical component. We stand on position that there is a need to evaluate the fact of idea of university correspondence for both (evacuated and «twin») universities. These steps will be performed at the next parts of the article and help to make conclusion depending the perspectives of the current situation development.

One of the methodological orientations of the research is comprehension of social and cultural situation in Ukraine through the idea of postcolonialism. We want to underline, that approaches of postcolonial studies could be fruitful for understanding the special social and cultural landscape of modern Ukraine. The postcolonial (post-totalitarian, post-Soviet) status of Ukraine is preciously proven on the modern philosophical discourse.

Ukrainian higher education also feels the influence of the mentiones phenomenon: Ukrainian socio-cultural space can be considered through the optic of mixing the features of postcolonial (imperial – Russian, Austro-Hungarian), post-totalitarian (Soviet), national (Ukrainian), modern (European / Western) and global (world high standards) paradigms of higher education

[Gomilko at el, 2016: 178]. The tragic facts of Revolution of Dignity, military activity at the East of Ukraine, annexation of Crimea demonstrates that Ukraine can be reviewed through the postcolonial methodological optics. Ukrainian situation is very similar to the following ideas of Fazal Rivzi and other authors: «Independence from colonialism does not mean liberation, and that „national consciousness“ often fails to achieve freedom because its aspirations are primarily those of the colonized bourgeoisie, who simply replace the colonial rule with their own form of dominance, surveillance and coercion over the vast majority of the people, often using the same vocabulary of power... Even after independence, the colonial subjects remain colonized internally, psychologically» [Rivzi at el, 2006: 251].

Social and cultural prerequisites of universities division processes in Ukraine

The processes of political modernization after the fall of Soviet Union have an extremely active phase since 2013. This year is an edge point at the chronology of Ukrainian modernization activity. Viktor Yanukovych, former president of Ukraine, tried to change the modernization direction radically form European one and initiate Russia-oriented political activity. The Yanukovych regime is also known as an organized system with highest level of corruption.

The series of political steps of this politician initiated the protest activity called Revolution of Dignity. Yuriy Shveda describes the logic of revolution activity and one"s preconditions in

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a following way: "The most salient reason for the revolution is the failure of the new (post-Soviet) political elites in reforming Ukraine and building up a new statehood. Despite its newly earned independence, Ukraine has remained as an inefficient hybrid of the old (Soviet) and new (oligarchic) in its management and leadership. That is, the current political crisis in

Ukraine is simply the external manifestation of a systemic crisis: the political elite"s lack of will to reform and their inefficiency in policymaking since the 1990s" [Shveda, 2016:86].

We share the opinion of Yuriy Shveda who stresses that the Revolution of Dignity was not a direct reaction against the Yanukovych regime"s rejection of Ukrainian national values. Three fundamental causes were:

1. Indignation of citizens toward the unprecedented rise in corruption.

2. Failure to sign the Association Agreement with the EU for the prospects of rapprochement with Russia.

3. The brutal violence that the police used on those who dared to express dissatisfaction with Yanukovych"s policies [Shveda, 2016:86].

The president escaped from Ukraine to Russia and the crisis in relation between Ukraine and Russia get deeper and deeper. At the result of direct and hidden military activity, Russia performed the annexation of Crimea. Two quasi-republics were originated at the East of Ukraine. This situation caused intensive refugees movement. The educational institutions also became the subject of evacuation processes.

Tragic experience of Ukrainian higher education and universities division

We already underlined that postcolonialism is comprehended as a fruitful methodological approach for discovering the logic of the contradictions of Ukrainian modernization. Higher education of Ukraine (HEU) is also the subject of postcolonial social and cultural dynamics: "The remains of colonial and totalitarian systems in HEU are perceived as its own originality and uniqueness. The danger of such narcissism is romanticization and glorification of reality that actualize the pre-modern practices and forms of education. Nostalgic motives about the

«effectiveness» of Soviet HE contribute to hybridization of totalitarian colonial educational elements into the system of global education, creating its illusory and imitative substitutes" [Gomilko at el, 2016: 182].

At the previous parts of the articles, we paid some attention for discovering the social and cultural preconditions of divided universities problem. Also we tried to substantiate the need of performing of ethical evaluation procedure at the «idea of university» values coordinate system. To check the fact that university fits the requirements of «idea of university» we decided to analyze the fundamental principles of contemporary universities declared at Magna Charta Universitatum.

This document contains the following fundamental principle: «The University is an autonomous institution at the heart of societies differently organized because of geography and historical heritage; it produces, examines, appraises and hands down culture by research and teaching. To meet the needs of the world around it, its research and teaching must be morally and intellectually independent of all political authority and economic power» [Magna Charta Universitatum, 1988]. It is a proved fact, that universities at uncontrolled (annexed) territories have no autonomy. Maybe one"s research and teaching are morally independent of political authority? We have no reasons to answer positively.

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Magna Charta Universitatum also places an emphasis on the fact, that freedom in research and training is the fundamental principle of university life, and governments and universities, each as far as in them lies, must ensure respect for this fundamental requirement [Magna Charta Universitatum, 1988]. This fundamental principle is also violated in case of the universities operated at the territory of annexed Crimea, some territories of Donetsk and Luhansk regions.

From the other hand, students and teaching stuff that performed troubled (and even danger for their life) procedure of evacuation should be comprehended as people who are firm to the principal of Magna Charta Universitatum. This document rightly comprehended as a dense collection of the basic principles of modern idea of university. Thus, evacuated universities are evaluated positively by us from the ethical positions: these universities stayed firm to Ukraine as well as to university fundamental principles.

Trying to be independent during the judgment steps, we also want to use the potential of history of Cambridge University origination. According to author"s vision, it is very similar to the processes described above. We underlined, that divided universities phenomenon is a result of geopolitical clash between Ukraine and Russia when it was necessary for people to evacuate form the territories with military activity to avoid the violence for having alternative opinion. The similar situation took place in Oxford according to the research of the famous historian of this institution Ross Anderson: «Successive popes in the twelfth and thirteenth centuries incited the mob against lepers, gays, Jews and other undesirables, in the process forming a culture of persecution of outgroups and minorities that has blighted Europe ever since. It was against this background that our founders fled Oxford in 1209 and settled in the newly chartered town of Cambridge. The townsfolk of Oxford had hanged two clerks for a murder of which they were apparently innocent; the king backed the townsmen, and the scholars dispersed for five years. Some of the refugees came to Cambridge, and established our university» [Anderson, 2009]. Thus, the history of European higher education contains the facts that moving form violence can became a fruitful possibility for university to build one"s own successful way.

Conclusions

The research of the problem of divided Ukrainian universities demonstrated the complexity of the procedure of evaluation of «paired» universities from the position of their authenticity. The easiest way was to judge them according to the principles of international law, marking evacuated universities as legal and declaring universities form uncontrolled territories illegal.

Avoiding this, we tried to find the heuristic natural science metaphor of describe the logic of this division.

We expertise the possibility to interpret university division process as cloning mechanism. According to this logic, evacuated universities seem like «clones» of «original» which stayed at the uncontrolled republics or annexed territories. The logic of «mitosis» postulates the equal status of both universities: the university produces two equal «daughtery» universities. From one hand, evacuated universities lost one"s campuses as well as part of students and stuff.

From the other hand, the universities at the uncontrolled territories accepted new values, which could contradict with the idea of university in general.

Author substantiated, that these natural science metaphoric approaches should be complemented by the ethic estimation through the fundamental axiological principles of «idea of University». According to Magna Charta Universitatum, autonomy of thinking, academic freedom, autonomy from political authority and economic power are the mentioned principles.

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All these principles are violated by the institutions stayed on quasi-republics and annexed territory. The evacuated universities seem like bearers and active translators of fundamental values of the modern universities.

It is pity, but it looks that geopolitical clash between Ukraine and Russia passes to «frozen» stage. Thus, it is hard to predict the date when uncontrolled territories will join Ukraine again. The next big question rises concerning the content of complex procedures of the territories reintegration of the world-view level. It may happen that strengthened (after period of being a part of non-Ukrainian national state) postcolonial axiological orientations of the people will bring many contradictions to reintegration processes. These problems could be the subject of the series of future scientific researches. And the question of higher education system reintegration is also at the «order of the day». As a very minimum, Ukraine should actualize the potential of the researches for substantiating the national educational strategies directed on the actualization of Peace idea [Bazaluk, 2015a]. According to our opinion, the heuristic way for prevention of such tragic events is searching and implementation of the strategies for the overcoming of postcolonial (post-Soviet, post-totalitarian) heritage on the world-view horizon of Ukrainian people as well as socio-cultural landscape of Ukraine.

Roman Dodonov writes the next ideas concerning the potential of any futurological predicts at the field of divided universities reintegration: there is no granted safety for students and teachers till we hear the sounds of shots − the problem of divided universities has a lot of uncertain aspects to formulate the perspective of ones" future [Dodonov, 2015]. At the same time, remembering the historical experience of Cambridge University origination, we stand on optimistic positions concerning the future of evacuated universities.

The tragic bloody experience of territorial disintegration could be interpreted as a painful evolutionary step. At the result of external influence, the group of students, teachers and administrators can became a social capital for new educational institutions starting one"s activity «tabula rasa». These people are firm to the values of university, firm to the European values such as freedom and democracy. They are firm to own Motherland. Thus, they may become a fundamental spiritual and intellectual resource for these institutions.

Acknowledgment

We thank Professor Olga Gomilko (H. Skovoroda Institute of Philosophy, Kyiv, Ukraine) for her comments on the earlier version of the manuscript. The recommendations were fruitful for deeper understanding of idea of modern university.

 References

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Bazaluk, Oleg, and Olga Nezhyva. Martin Heidegger and Fundamental Ontology. In Annals of the University of Craiova – Philosophy Series, 38, 2/2016: 71-83.

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Dodonov, Roman. Divided Universities: To Stay Or to Return? 11.12.2015. http://gazeta.dt.ua/

EDUCATION/rozdileni-universiteti-povernutisya-ne-mozhna-zalishitisya-_.html Gomilko, Olga, Denis Svyrydenko, and Sergey Terepyshchyi. Hybridity in the Higher Education

of Ukraine: Global Logic or Local Idiosyncrasy? In Philosophy and Cosmology. Volume 17, 2016: 177-199.

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Education and Globalistics

Arkady Ursul – Doctor of Philosophy, Professor

Lomonosov Moscow State University

(Moscow, Russia)

E-mail: [email protected]

Tatiana Ursul – Doctor of Philosophy, Professor

National Research Technological University «MISiS»

(Moscow, Russia)

E-mail: [email protected]

It is shown that the study of global processes and globalization is already taking effect on the prospects of global transformation of education, which can not only find their planetary community and integrity, but also a tendency to fill its subject field with global content. It is noted that education should be not only upgraded, but also futurized, in certain aspects, to become a leading education, effectively paving the way to a desired global sustainable future. It is assumed that the formation and evolution of models and types of global education will be run by a new type of global research – education and globalization as an interdisciplinary field that connects global studies and the science of education. Among the common and the most important global processes in education, which will study the educational globalistics, processes such as globalization of education and the formation of global education and the patterns of their evolution.

Key Words: globalistics, global processes, global education, educational globalistics, anticipatory education, education for sustainable development, sustainable development, futurization

Introduction

Phrases stating that we live in the age of globalization, are in a state of global revolution, entering the global age, etc. have become more and more common. The term «global» is appearing in daily life increasingly, marking a new look at the world around us – a world which we already view as a global world. In this situation it is important to find out: how science reflects the current global situation and orientation of our life? What processes and trends are of scientific knowledge, which should not remain indifferent to the ongoing and future global changes? Moreover, indeed, since the last century, science began to be interested in all sorts of global phenomena and mainly towards the end of the second half of the 20th new scientific disciplines and areas of research emerged and began to focus on global issues.

The emergence and development of globalistics and other forms of global scientific research was inevitable scientific response to the global challenges of 20th and beginning of 21st century. Awareness of the importance of globalization, global issues and other planetary

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phenomena and understanding of the prospects for further deployment of total global activity has become an important area of scientific research and a new stage of development of modern science. Global studies have nominated to leadership in scientific-educational process and become one of the foundations of modern scientific world view and outlook.

In recent years the attention of global knowledge, i.e. knowledge concerning everything that exists and develops on the planet Earth in the context of planetary integrity, has been focused mainly on globalization and global issues, thus the «centre of gravity» is now shifted strongly towards the study of the issues of globalization. This is indicative of the fact that over time the subject field of globalistics has been changing, and as we will show, will continue to evolve rapidly. It becomes apparent that among global phenomena, besides those mentioned, there are others that should be studied by globalistics, if it is considered more broadly and deeply in the sense of knowledge of the nature and origin of these phenomena than it is now used. In this broad sense, globalistics, in the opinion of the authors, should study global processes and systems, identify patterns and trends in their existence and development.

We will see that globalistics, turning into a complete scientific and educational discipline, however, goes beyond this and in interdisciplinary dimensions developed in a number of trends, including the space of scientific knowledge and creating new research areas, interacting with other branches of science. New subsections or research areas of globalistics continue to emerge, that have cropped up almost every year (to a number of them, in whose creation the authors of this work participated, we will devote special sections).

In connection with such a broad interdisciplinary «scope» of globalistics, there is question by scientists, sceptical about the global field of knowledge: Do not blow globalistics all science? This question can be answered in the negative, since all science cannot be represented as a «sprawling» in its space globalistics. Between globalistics and all other sectors and areas of knowledge, and along with them, there will always be some other, including globalized scientific knowledge. Thus there is intuitive feeling about the limits of the current active expansion of globalistics, but it is difficult to specify those boundaries in advance. However, it is hardly possible to establish the limits to process of globalization of science, although some of the considerations in this regard are below.

If we take as a starting point that globalistics is studying global processes and systems, we can deploy substantive field of globalistics and the entire global knowledge somewhat differently, and on this basis also the emergence of new areas of global activity, and especially of global education. Until now, globalistics has only begun to form its subject field in research and in educational perspectives. With recognition of the fact that the subject of globalistics focuses on the global processes and systems in their evolution (or rather, co-evolution), the situation has radically changed.

Adequate understanding of this research process will also enable better focusing of the process of establishment of different sectors and areas of global practice. Because understanding of the place and the role of various global phenomena in the evolutionary processes on the planet and in the universe as a whole will optimize practical activities aimed at the survival of civilization and the preservation of the natural foundations of its existence – the biosphere [Bazaluk, 2015]. The global science trend has a particular importance for global education that facilitates the formation of planetary and advanced consciousness, capable to realize these humanistic goals and contribute to the establishment of global governance to the greatest extent. Beginning with the scientific-educational

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creativity of Vladimir Vernadsky global direction of education was formed, including both the globalization of education and formation of global education.

Therefore, further development of globalistics and global studies has not only research, but also educational and methodological aspects. Research aspect means much more profound degree of understanding, developing and predicting in perspective the ways of global studies development, and in particular, globalistics as a new fundamental sphere of interdisciplinary studies that affects the process of globalization of whole science in general.

The educational aspect is related to the research one and focuses on the introduction of the new knowledge obtained in the course of the research into the learning process. This is reflected both in the establishment of special training courses, and in the formation of a «global» reserve in the traditional courses already underway, linking subjects and methods of their research with emerging global knowledge.

Education as socially organized institution on a global scale at the beginning of the third millennium is on the radical change of its development. Being one of biggest social mechanisms of more or less normal functioning of society, education should change the content and form of its own development in such way in order to promote further survival of civilization, its way out from still deepening global crisis. Such a crisis of anthropogenic origin is intensified as a result of the increasing challenges and other negative global processes, which become larger and threaten the existence of mankind and all life on the Earth.

Therefore the crisis has become global and threats to human existence got worldwide character and scale (for example, environmental problem). It is impossible now to get out of the crisis without the use of proactive mechanisms and factors (one of the main ones, as it will be shown, is the proactive education). Therefore, if global environmental or worldwide catastrophe happens, there will be nobody to eliminate its consequences.

The bigger the disaster, the more difficult it will be to struggle with its negative impact on mankind and therefore means of eliminating of global crises and catastrophes, solutions of global crises and catastrophes in principle should be proactive rather than «lagging» as the elimination of the consequences of local emergencies and catastrophes.

«From the elimination of the consequences of catastrophes to prevention of them» – this is a fundamentally new strategy to combat any negative processes, and for global processes this is the main and perhaps the only temporal strategy. It is possible that a number of cyclic processes in the world (global) economy and other spheres of human activity can be «smoothed» by using of preventive measures to prevent negative components of cycles if they have anthropogenic and not natural dominant.

Anti-crisis responses to global challenges lead to the transformation of the global development of civilization and they begin already to affect significantly the expected forms and models of education of the 21st century. Education in principle should promote forms of social development and socionatural interaction that will implement the strategy for the survival of humankind and the biosphere preservation more effectively, ensure our overall sustainable future.

Formation of a global education

However it is necessary to ascertain that the world education has turned to be inertial-conservative social system that no longer meets the needs of contemporary life and basically models the past of our civilization and its science in significantly deformed form [Botkin et al,

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1979; Coombs, 1968; Coombs, 1985; Education, 1998]. Education as a social mechanism of the formation of man is very weakly concerned with the decision of immediate and especially global issues, many of which threatened destruction of humankind and the destruction of the biosphere. Quite often, they talk about the lag of education from practice, referring mainly to those forms of practices that are specific to the current model of unsustainable development

(unsustainable development). Meanwhile, it is obvious that further strengthening of link between education and contemporary practice of unsustainable development leads to bigger deepening of the global crisis of civilization as well as its education.