Every year, Ford publishes a report that analyzes key trends in consumer sentiment and behavior. The report is based on surveys conducted by the company among thousands of residents of different countries.
Rusbase got acquainted with global research and chose 5 main trends that now define our world.
Five trends that now define our world
Victoria KravchenkoTrend 1: A new format for a good life
In the modern world, “more” now far from always means “better”, and wealth is no longer synonymous with happiness. Consumers have learned to enjoy not the very fact of owning something, but how this or that object affects their life. Those who continue to flaunt their wealth cause only irritation.
“Wealth is no longer synonymous with happiness”:
- India - 82%
- Germany - 78%
- China - 77%
- Australia - 71%
- Canada - 71%
- USA - 70%
- Spain - 69%
- Brazil - 67%
- Great Britain - 64%
I'm annoyed by people who flaunt their wealth»:
- 77% - respondents aged 18-29
- 80% - respondents aged 30-44
- 84% - respondents aged 45+
Life examples confirming the growing popularity of this trend:
1. The benefits of labor are more important than profit
Example 1:
Rustam Sengupta, a significant part of his life went to success in the traditional way. He earned a degree at one of the leading business schools and got a highly paid consulting position. And then, returning once to his native village in India, he realized that the locals lack the simplest things, suffering from problems with electricity and the lack of clean drinking water.
In an effort to help people, he founded the nonprofit company Boond, designed to develop alternative energy sources in northern India.
Example 2:
When a New York lawyer, Zen Kaufman, began working on her brother's burger on weekends, trying to diversify the monotony of office work, she could not imagine that this business could change her life so much. After moving to London a year later, she did not send resumes to law firms, but bought herself a truck to sell street food, setting up her own company, Bleecker Street Burger.
2. Free time is the best medicine.
Representatives of the millennial generation (ages 18–34) are increasingly seeking to escape from the city rush and dependence on social networks, choosing for themselves a more unusual and interesting vacation than lying on the beach at a hotel with the All Inclusive system. Instead, they want to take advantage of their health benefits, preferring yoga clubs and culinary tours in Italy.
The total world industry of such extraordinary travels today is estimated at 563 billion dollars. In 2015 alone, more than 690 million wellness tours were organized around the world.
Trend 2: The value of time is now measured differently
Time is no longer a valuable resource: in the modern world, punctuality is losing its attractiveness, and the tendency to postpone everything for later is considered absolutely normal.
72% of respondents worldwide agreed with the statement “Z the things that I used to consider a waste of time now no longer seem useless to me».
Over time, the emphasis shifted and people began to recognize the need for the simplest things. For example, to the question “ What do you think is the most productive pastime? ” The answers were as follows:
- sleep - 57%
- internet browsing - 54%,
- reading - 43%,
- watching TV - 36%,
- communication on social networks - 24%
- daydreaming - 19%
British students have a long tradition - to take an annual break after graduation and before entering the university (gap year) in order to better understand which path to choose in future life. A similar phenomenon is gaining more popularity among American students. According to the American Gap Association, over the past few years, the number of students who decide to take an annual pause has grown by 22%.
According to a Ford poll, 98% young people who decided to take a year off after school, said that this pause helped them decide on their life path.
Instead of “now” or “later”, people now prefer to use the word “someday,” which does not reflect the specific timeline for completing a task. In psychology, there is the term “procrastination” - a person’s tendency to constantly transfer important matters for later.
Number of people surveyed worldwide who agree with the statement “ Procrastination helps me develop creativity»:
- India - 63%
- Spain - 48%
- Great Britain - 38%
- Brazil - 35%
- Australia - 34%
- USA - 34%
- Germany - 31%
- Canada - 31%
- China - 26%
1. We do not know how not to be distracted by trifles
Have you ever encountered a situation where after a few hours of searching for the necessary information on the Internet, you find yourself reading completely useless, but extremely exciting articles? We have all experienced something similar.
In this regard, the success of the Pocket application is interesting, which postpones the study of fascinating publications found in the search process for later and helps to focus on what is really important right now, but without risking missing something interesting.
Currently, 22 million users have already used the service, and the amount of publications deferred for later is equal to two billion.
2. Meditation instead of punishment
The guilty students in Baltimore Elementary School should no longer remain after school. Instead, the school developed a special program called Holistic Me, which encourages students to do yoga or meditation to learn how to control their emotions. Since the launch of the program in 2014, the school has not had to expel a single student.
3. Want employees to work efficiently - prohibit overtime
The working day of the Heldergroen advertising agency in the suburbs of Amsterdam always ends exactly at 18:00 and not a second later. At the end of the day, steel cables are forced to lift all the desks with computers and laptops into the air, and employees can use the free space on the office floor for dancing and yoga to work less and enjoy life more.
“This has become our unique ritual that draws the line between work and personal life,” explains Zander Veenendaal, creative director of the company.
Trend 3: The Choice Problem Has Never Been More Urgent
Modern stores offer consumers an incredibly wide selection, which complicates the process of making the final decision, and as a result, customers simply refuse to buy. Such diversity leads to the fact that people now prefer to try many different options without buying anything.
Number of respondents worldwide who agree with the statement “The Internet offers a lot more options than I really need.”:
- China - 99%
- India - 90%
- Brazil - 74%
- Australia - 70%
- Canada - 68%
- Germany - 68%
- Spain - 67%
- Great Britain - 66%
- USA - 57%
With the advent, the selection process becomes unobvious. A huge number of special offers mislead buyers.
The number of respondents who agreed with the statement “After I buy something, I begin to doubt whether I made the right choice (a)?”:
- 60% of respondents aged 18-29
- 51% of respondents aged 30-44
- 34% of respondents aged 45+
With approval “Last month I was not able to choose one single thing from a variety of options. As a result, I decided not to buy anything at all. ” agreed:
- 49% of respondents aged 18-29
- 39% aged 30-44
- 27% aged 45+
This can be explained by the fact that with age, purchases occur more consciously and more rationally, so this kind of question arises much less often.
Life examples confirming the growing popularity of the trend:
1. Consumers want to try everything
The desire of consumers to test the product before buying has an impact on the electronics market. An example is the short-term rental service of Lumoid gadgets.
- For only $ 60 a week, you can take a test to finally understand if you need this gadget worth $ 550
- For $ 5 a day, you can also rent a quadrocopter to determine which model you need
2. The burden of credit kills the joy of using a gadget
Costly equipment taken on credit, more and more often ceases to please millennials, even before the moment the loan is repaid.
In this case, the Flip startup comes to the rescue, created so that people can transfer the boring purchase to other owners along with obligations to further repay the loan. According to statistics, popular products find new owners within 30 days from the date of the announcement.
And on the real estate market, the Roam service began to work, which allows you to conclude only one long-term rental contract, and then at least every week to choose a new residence for yourself on any of the three continents covered by the service. All residential facilities Roam works with are equipped with high-speed Wi-Fi networks and state-of-the-art kitchen equipment.
Trend 4: The flip side of technological progress
Do technology improve our daily lives, or just complicate it? Technology has truly made people's lives more convenient and efficient. However, consumers are beginning to feel that technological progress has a negative side.
- 77% of respondents worldwide agree with the statement “ The craze for technology has led to an increase in obesity among people»
- 67% of respondents aged 18-29 confirmed that they know a person who broke up with his other half using SMS
- The use of technology leads not only to sleep disturbance, 78% of women and 69% of men say, but also make us dumber, according to 47% of respondents, and less polite (63%)
Life examples confirming the growing popularity of the trend:
1. Technology Dependence Exists
The recent successes of the company's projects have shown that people in the shortest possible time become dependent on watching new TV shows. According to a global study, TV shows in 2015, such as House of Cards and Orange Is the Hit of the Season, made the audience eagerly wait for each new episode in the first three to five episodes. At the same time, new series, such as “Very Strange Things” and “Annealing”, managed to catch the audience after watching only the first two episodes.
Modern smartphones have become an important component of the lives of children who can no longer do without them for a day. American researchers have proven that the time spent on smartphones negatively affects school performance. Children who "sit" daily in mobile devices for 2-4 hours after school are 23% more likely to not have time to complete their homework compared to peers who are not so dependent on gadgets.
3. Cars save pedestrians
According to the US National Highway Traffic Safety Administration, a pedestrian collision occurs every eight minutes in the country. Most often, such accidents occur due to the fact that pedestrians send messages on the go and do not follow the road.
To increase the safety level of all road users, he is developing an innovative technology that can predict people's behavior, thereby reducing the severity of the consequences of road accidents and even in some cases preventing them.
Twelve experimental Ford cars drove more than 800 thousand kilometers on the roads of Europe, China and the United States, having accumulated an array of data with a total volume of more than a year - 473 days.
Trend 5: Change of leaders, now it’s not they who decide, but we
Who today has the most significant impact on our lives, the environmental situation in the world, social sphere and healthcare? For decades, cash flows have predominantly moved between individuals and organizations, be they government or commercial enterprises.
Today we are more starting to feel responsible for the correctness of decisions made by society as a whole.
To the question " What is the main driving force that can change society for the better? ” respondents answered as follows:
- 47% - Consumers
- 28% - State
- 17% - Companies
- 8% - refrained from answering
Life examples confirming the growing popularity of the trend:
1. Business must be honest with consumers
The American online store Everlane, specializing in the sale of clothing, builds its business on the principles of maximum transparency in relations with suppliers and customers. The creators of Everlane refused the sky-high margins that the fashion industry is famous for and openly show on their website what the final price of each item is made up of - the website displays the cost of material, labor and transportation.
2. Prices should be affordable to consumers.
The international humanitarian organization Doctors Without Borders is actively fighting the high cost of vaccines. Recently, she refused to accept a donation in the amount of one million doses of the pneumonia vaccine, since the composition of the drugs was protected by a patent, which negatively affects the price of the final product and makes it inaccessible to residents of many regions of the world. With this action, the organization wants to emphasize the importance of solving the problem of the availability of drugs in the long term.
3. More and more services should appear for the convenience of users.
To attract attention to service l and reduce the number of cars on the roads, Uber launched drones with advertising posters in the sky of Mexico City. Signs on posters urged drivers stuck in traffic jams to think about the need to use their own car for commuting.
One of the posters read: “Are you alone in the car?” That's why you can never admire the mountains around. ” Thus, the company wanted to draw the attention of drivers to the problem of dense smog over the city. An inscription on another poster: "The city was built for you, not for 5.5 million cars."
What does it mean?
These are already part of our lives. They show what is happening in the head of consumers: what they think about, how they make decisions about buying a particular product. A business should carefully approach the study of the behavior of its customers and be very sensitive to changes.
Mankind at all times worried about the mysterious and unknown flow of time, about the evolution of humanity, the world, the Universe. State, country, civilization - all of them are subject to theories, concepts that determine the type, periodization, and which quite clearly predict the final fading or a new round in the development of society.
Currently, the concepts of social revolutions and reforms, as well as social progress, are distinguished.
When considering the issue of social revolutions and reforms, it must be taken as an axiom that truth is always concrete. Therefore, neither reform nor revolution can be absolutized. Both the social revolution and social reform, although different, but interconnected aspects of social development. Both of these forms lose their meaning without each other. Both are known to history. We know the great revolutions well, but there have been great, wonderful reforms. For example, the reforms of the ancient ruler of Solon, the reforms carried out under the leadership of the American President Roosevelt, the reforms initiated at the beginning of the 20th century by the Russian Minister P.A. Stolypin, reforms implemented in the 20-30s of the twentieth century by the President of Turkey Ataturk Eisenstadt S. Revolution and transformation in society. M., 1999. 36-37. .
In a modern democratic state, where there is a civil society, great opportunities open up for preventing social conflicts, resolving them in time, preventing the disintegration of society and social cataclysm. Most often, revolutionary political and social explosions are the result of the inability of power structures, social and political forces to carry out overdue fundamental reforms, and social transformations. Akhiezer AS Russia: criticism of historical experience (Sociocultural dynamics of Russia). T. 1, from past to future. Novosibirsk, 1997. 112-114 ..
As for the theory of social progress, the classical ideas about it regard it as a gradual movement of mankind towards ever higher levels of civilization. Moreover, the movement is inevitable, continues despite all the vicissitudes of history, deviations, and chance. The full prosperity of society, the achievement of this state in all structures of society - this is the goal of the progressive movement Eisenstadt S. Revolution and transformation in society. M., 1999. 63-67 ..
Social sciences criticized the optimistic idea of \u200b\u200blinearly progressive development of mankind, which underlies the paradigm of sociocultural progress. The twentieth century, with its unprecedented disasters - political, environmental, military, gave rise to doubts and disappointment in the theory of progress. The idea of \u200b\u200ba crisis that has embraced the minds of millions of people and has become the leitmotif of public opinion contributes to the consolidation of pessimistic forecasts of the future of mankind. If earlier the crisis situation was considered as a temporary phenomenon, now they speak and write about crisis processes as the norm. Crises are “normalized”, sociologists, political scientists, cultural scientists discover crises everywhere and in everything. Belief in progress is lost, optimistic arguments about social evolutions and reasonings of S. Kirdin are not justified Social change. Sociological Encyclopedia, vol. 2, 2003, p. 68 ..
But can it be argued that the idea of \u200b\u200bprogress, the only alternative of which only universal despair can burn, has exhausted its purpose, because “not a single idea was important or as important as the theory of progress” (R. Nisbet) for three millennia? What are the arguments of critics of linear, progressive theories of development? First, facts contradict existence. Any universal and eternal linear trends, universal stages of evolution, relating to the whole of humanity, to any communities and countries. And in fact, studies of historians, archaeologists, ethnographers have shown that most human societies existed and disappeared in the initial stages of development. And today there are societies that still remain at the earliest stages of evolution. Only a few nations were able to create great civilizations. Secondly, the simplified scheme was criticized: the ancient world - the Middle Ages - New time. In the same way, the Marxist theory of “socio-economic formations” was rethought, which sought to accommodate the complex, contradictory rhythm of different cultures in the framework of a single scheme. In addition, in the twentieth century, there was a full realization that the events that were crucial for Europe were not at all such for other nations. For example, the fall of the Roman Empire, which signified the end of ancient history and the beginning of the Middle Ages for European peoples, did not have such a meaning for the population of Japan, India, and China. The same can be said of the Battle of Kulikovo, which was of importance primarily for the peoples of Russia. The stages of the history of various civilizations, as can be seen, do not fit into the concept of Eurocentrism, which emphasizes the presence of various historical periods and cultures, the presence of cultural pluralism in the world of Shtompka P. Sociology of social change. M., 1996.S. 43 ..
So, the very concept of progress has changed. “The progress of mankind, - as N. Danilevsky wrote,“ consists not in going in one direction, but in ensuring that the entire field, which constitutes the field of historical activity, proceeds in different directions. ”
Briefly describe modern trends in the development of education :
Humanization of Education - consideration of the student’s personality as the highest value of society, emphasis on the formation of a citizen with high intellectual, moral and physical qualities. And although the principle of humanization is one of the traditional general didactic principles, at the present stage of development of education, its implementation is provided by other conditions, primarily the complexity of traditional and new trends in the functioning of the educational system.
Individualization as an effort of another traditional didactic principle of the need for an individual approach.
The implementation of this principle is manifested primarily in the organization of the personal-activity approach in education. The emergence of such an integrated, systematic approach to the upbringing and education of children is caused not only by the natural development of pedagogical science, which, like any area of \u200b\u200bhuman activity, is characterized by a constant desire for progress, but also by the overdue crisis of the existing education system. A feature of this approach is the consideration of the learning process as a specific form of subjective-subjective relationship between teacher and student. The very name of this approach emphasizes the interconnection of its two main components: personal and activity.
The personal (or personality-oriented) approach assumes that the student with his individual psychological, age, gender and national characteristics is at the center of training. In the framework of this approach, training should be built taking into account the individual characteristics and the “zone of proximal development” of the student. This accounting is manifested in the content of curricula, forms of organization of the educational process and the nature of communication.
The essence of the activity component is that education contributes to the development of the personality only if it encourages it to work. The significance of the activity and its result affects the effectiveness of a person’s mastery of the universal human culture. When planning educational activities, it is necessary to take into account not only the general characteristics of the activity (objectivity, subjectivity, motivation, focus, awareness), but also its structure (actions, operations) and components (subject, means, methods, product, result).
The allocation of each of the considered components of the personality-activity approach (personality and activity) is conditional, since they are inextricably linked due to the fact that the personality always acts as the subject of activity, and activity determines its development as a subject.
Democratization - creating the prerequisites for the development of activity, initiative and creativity of the participants in the educational process (students and teachers), the wide involvement of the public in the management of education.
One of the distinguishing features of the modern education system is the transition from state to public administration of education, the main idea of \u200b\u200bwhich is to combine the efforts of the state and society in solving the problems of education, to give teachers, students and parents more rights and freedoms in the choice of content, forms and methods of organizing the educational process, various types of educational institutions. The choice of rights and freedoms makes a person not only an object of education, but also his active subject, independently determining his choice from a wide range of educational programs, educational institutions, types of relationships.
For the current state of the education management system, the process of decentralization is most characteristic, i.e. the transfer of a number of functions and powers from the highest governing bodies to the lower, in which the federal bodies develop the most general strategic directions, and regional and local authorities focus on solving specific financial, personnel, material, and organizational problems.
Variability or diversification (translated from lat. - diversity, versatile development) of educational institutions involves the simultaneous development of various types of educational institutions: gymnasiums, lyceums, colleges, schools with in-depth study of individual subjects, both state and non-state.
It manifests itself in structural changes in the educational system. The realization that high-quality training and education is possible only in conditions of real continuity of all the links in the educational system leads to the emergence of comprehensive educational institutions (kindergarten - school, school - university, etc.). The trend towards integration is noticeable today in the content of education: there is a strengthening of interdisciplinary connections, integrative courses are being created and implemented in different types of educational institutions, etc.
Integrativitymanifested in structural changes in the educational system. The realization that high-quality teaching and upbringing is possible only under conditions of real continuity of all the links in the educational system leads to the emergence of complex educational institutions (kindergarten-school, school-university, etc.). The trend towards integration is noticeable today in the content of education: there is an increase interdisciplinary connections, integrative courses are created and implemented in different types of educational institutions, etc.
Psychologizationthe modern educational process of integration, however, it is legitimate to allocate it in an independent direction. This not only reflects the increased social interest in psychology (which is characteristic during periods of social crises and, as a consequence, frustration and neurotic society), but also indicates that the very formulation of pedagogical tasks is changing today.
In addition to the task of forming students' knowledge, abilities and skills (ZUN), the teacher faces the task of developing mental abilities that will allow the child to receive them. If the formation of the ZUN field is a pedagogical task, then the formation of mental properties is a psychological and pedagogical task. However, the level of psychological training of our teachers does not allow us to successfully solve this problem today.
To solve this problem, it is necessary to conduct special studies, the results of which would help to better implement the current trend towards the practical integration of pedagogy and psychology.
Transition from informative to active teaching methodsincludes elements of problematicness, scientific research, widespread use of students' independent work reserves, it implies the rejection of strictly regulated controlling, algorithmized methods of organizing the educational process in favor of developing, stimulating the creativity of the individual.
Today, the need for specialists with high potential, the ability to set and solve various problems systematically is clearly expressed. Creativity as the most important adaptation mechanism on a broader plane can be regarded not only as a professional characteristic, but also as a personal quality that allows a person to adapt to rapidly changing social conditions and navigate the ever-expanding information field. The formation of this quality requires a systematic approach and can be successfully implemented at all levels of education, taking into account age and individual characteristics of the person.
Standardization the content of education is characteristic of modern international practice of education and is caused by the need to create a single level of general education, regardless of the type of educational institution. It is understood as a system of basic parameters adopted as a state norm of education, reflecting the social ideal and taking into account the individual’s ability to achieve this ideal.
Industrialization learning, i.e. its computerization and the accompanying technology, which allows you to create and use new models of training and verification of the effectiveness of the assimilation of its content (for example, programmed training). In addition, the computerization of the educational process greatly expands the possibilities of distance learning, especially for people who, due to health reasons, are not able to attend educational institutions.
Functionalthe purpose of the computer in teaching is different in relation to students and teachers. For a teacher, computer technology is an instrument of his work, for pupils and students - a means of their development. On the one hand, computers facilitate the learning process in the sense of increasing the efficiency of transferring educational information, controlling its assimilation, and correcting various kinds of deviations in learning. On the other hand, excessive enthusiasm for computers, their inept use can become a source of loss of cognitive interests, laziness of thinking and other undesirable consequences for students.
The domestic educational system has been developing over the past ten years in line with the continuous reform of education, carried out in accordance with the requirements of such fundamental documents as the Law of the Russian Federation “On Education”, the “Federal Program for the Development of Education for 2000-2005,” and the National Doctrine of Education in the Russian Federation ", Federal Law" On Higher and Postgraduate Professional Education ", etc.
The main goal of the reform is not only to reorganize the existing education system, but also to preserve and develop its positive aspects.
The results of the work in line with the implementation of the fundamental reform for a certain period of its implementation were reflected both in official documents of the Russian Federation, in reports and speeches of ministers of education, and in the works of Russian philosophers, sociologists, teachers, psychologists, dedicated to this problem (A.P. Balitskaya, B.S. Gershunsky, M.I. Makhmutov, etc.).
In general, each of the above stages of the reform is characterized by certain achievements in the development of the Russian education system, they also have certain factors that constrain this process, which requires scientific, theoretical and methodological reflection. Thus, the state-political and socio-economic transformations of the late 80s and early 90s had a significant impact on Russian education: the autonomy of higher education institutions was realized, the diversity of educational institutions, the variability of educational programs, the development of a multinational Russian school and non-state education sector were ensured .
The leading trends in the development of education is the democratization and humanization of the school. The implementation of these trends means the formation of a new school with a different social role of teacher and student. The school is losing its former authoritarian style, becoming a democratic institution. Parents and children are given the opportunity to freely choose their school education. Alternative schools of various forms of ownership are emerging. The school and its teachers gain the right to independence in training and education, to self-government, financial independence and self-financing.
The humanization of the school also involves the implementation of a wide range of measures: changing the content of education in terms of increasing the share of humanitarian knowledge and the values \u200b\u200bof world culture in it; the democratization of pedagogical communication and the creation in each institution of a favorable moral and psychological climate; the need to take into account the individual characteristics of the child, etc.
At the same time, the development of education is taking place today in a difficult situation. The activities of educational institutions have a destabilizing effect, as noted in the "Federal Program for the Development of Education", such factors as
social and economic instability in society; incomplete regulatory framework in the field of education, etc.
The above allows us to conclude that in the development of the modern education system problems have been identified without which it is impossible to further improve it. These include the following: the “school-market” problem, in the center of which is the solution to the problem of the competent entry of schools into market relations; development of specialized education; the need for a qualitative change in the teacher corps, improving the theoretical and methodological training of a modern teacher; definition of new theoretical, methodological and methodological approaches to organizational forms of training and to the entire educational work in general, ways to implement modern innovative pedagogical technologies in educational practice in the context of lifelong education, taking into account both the interests of the forming personality and the cultural needs of individual peoples of the regions Of Russia.
Some of the above-mentioned problems require immediate solution, they are connected with a radical revision of the existing state attitude to education, other problems are designed for the future.
Consider the features and specifics of these problems.
First of all, this is the “school-market” problem, that is, the problem of the competent entry of the school into market relations.
A market economy is defined as a consumer-oriented economy. At the center of the market is the consumer. The scientific literature identifies both positive and negative aspects of a market economy, but in general it is assessed as the achievement of human civilization, as the most effective organization of social production of all existing forms, as a universal value.
The main path of the school to the market, according to modern sociologists, psychologists, teachers, is to ensure high quality education. So, modern foreign sociologists have given the following characteristics of modern civilization: “During the period of classical industrialization, the role of physical work decreases, knowledge slightly increases, capital increases significantly. In the post-industrial period, which is characterized as information and innovation, the ratio of 368
the three named factors are changing. Knowledge becomes the most significant factor, less significant - capital, physical work is a very insignificant factor. ” In the West, firms, concerns, companies generously finance education. For example, in Japan, companies, seeking the favor of capable students, regularly send them greeting cards, souvenirs, gifts, organize free tourist trips for them throughout the country and abroad. Developed countries receive six dollars in profit for every dollar invested in higher education. A one-third increase in the US gross domestic product is provided by an increase in the level of education, by 50% by technical and technological innovations, and only by 15% by an increase in production equipment.
In a market economy, knowledge becomes capital and the main resource of the economy. Therefore, new stringent requirements are imposed on the school (general education and vocational), and also there is a need to clarify such pedagogical concepts as “professionalism”, “education”, “competence”. When talking about professionalism, then in this case it is primarily understood that a person possesses certain technologies (technology for processing materials, growing cultivated plants or building work).
In addition to technological training, competence is understood as a whole series of components that are mainly of an out-of-profession or over-occupational nature, but at the same time necessary for every specialist to one degree or another. These include such personality traits as flexibility of thinking, independence, the ability to make responsible decisions, a creative approach to any business, the ability to bring it to the end, the ability to constantly learn, the presence of abstract, systemic and experimental thinking.
Thus, the foregoing allows us to conclude that education (general and professional) should become fundamentally different, become a high-demand product.
Making education a high-demand product is a complex and time-consuming process. It is the solution to this problem that today orientes domestic specialists in the educational sphere “The Concept of Modernization of Russian Education for the Period to
2010 ”, in which, as one of the leading goals and objectives of the modernization of education, such as“ achieving a new modern quality of preschool, general and professional education ”are named.
Another issue is significant today. Serious qualitative changes are needed in the teacher corps. A modern school needs widely educated, socially protected teachers, capable of active professional activity in a market environment.
According to the results of sociological studies, teachers of the school are divided according to their orientation to professional activity into the following four types: innovative teachers, creators of copyright schools and relevant high-performance methodologies; middle-level teachers who are distinguished by professional mobility, readiness to deepen their knowledge, bring new to the content and methodology of their courses; teachers at a crossroads, unsure of their abilities, in need of professional assistance from outside, but still able to meet modern requirements; teachers who are not able to change their activities in accordance with the new order and do not meet the needs of society in the development of the school and the education system as a whole1.
The data presented indicate a significant spread in culture and professionalism among teachers and teachers: from innovators, talents to sometimes deep ignorance. The professional competence of the teacher and his attitude to work in the course of his pedagogical activity will also change. So, in the first, tenth, twentieth and fortieth year of work, the possibilities of a teacher differ sharply. Teachers acquire both the experience of professional pedagogical skills and negative experience; over time, some people experience the phenomenon of professional depreciation, some are gradually moving to their peak, others are exhausting their mental and physical capabilities, becoming incapable of perceiving innovations. Innovative activity, as a rule, is associated with overcoming a number of psychological
barriers. The barriers of creativity are recognized and come first in terms of importance among teachers who have worked in schools from 11 to 20 years. At this time, high procedural and effective indicators of teacher's work are achieved. At this age, they become dissatisfied with themselves, with the routine methods of work, which often leads to a professional crisis. The teacher, as it were, faces a professional choice: to continue to act “as always” or to change his professional behavior, which cannot but affect the state of the motivational sphere.
The data presented indicate the need for the development of the pedagogical orientation of the personality of the teacher already at the stage of his professional training at the higher pedagogical school and the formation of professional interest in future activities. It has been established that less than 50% of students of pedagogical educational institutions choose a profession consciously. The rest - on the advice of friends, parents or because of a small competition, because it is easier to get a diploma. Only 20 - 25% of students at the last year consider teaching their vocation (A. M. Lushnikov). Among future teachers, current students of pedagogical universities, there are still few young men (less than 20%). This leads to an increase in the number of female teachers. Whereas in 1939, women accounted for 48.8% of teachers in grades V-X in schools of the RSFSR, nowadays more than 80%; that means that feminization will continue in the near future. It is not easy for students to get married; many girls try to use their student years for this. As a result, study is relegated to the background; according to many students, it interferes with their personal lives. This is how dissatisfaction with one's fate develops. Often, students of a pedagogical university are first-generation intellectuals, therefore, they lack deep cultural traditions. Favorite activities of female students at home in their free time - watching TV shows, reading fiction, many people like to knit and sew; less commonly, meeting friends. Outside the house in the first place is a cinema, discos; but exhibitions, theaters, and the philharmonic are not successful. About every thirteen future teacher is engaged in research activities. The social disorder of recent years has strengthened the negative aspects of the teaching profession.
Judging by the real status of the teaching profession by its popularity among school graduates, it is not among the preferred ones. It is noteworthy that female applicants from rural
localities put the profession of teacher in 2nd place, girls from the city - in 24th, and young men-townspeople - in 33th - 39th places. This situation does not correspond to the objective processes taking place today in Russian society, the role that the teacher plays in the development of new socio-economic relations. Therefore, one of the urgent problems of education today is, on the one hand, improving the social status of the teacher’s profession, improving its financial situation, and on the other, improving its professional training.
Another significant problem today is the development and implementation of new theoretical, methodological, methodological and technological approaches to the educational process. The main task is to correlate the entire educational process in the school with those conceptual principles of humanization and democratization, on the basis and in the mainstream of which the modernization of the modern Russian education system is carried out. Now the truth is becoming more and more realized that the basis of the progressive development of each country and of all mankind as a whole is the Man himself, his moral position, multifaceted nature-like activity, his culture, education, and professional competence.
In the lesson and in the educational work, the principle should become the main one: Man is the highest value in society. The cult of Man and personality is needed. It is important for the teacher and student to have the conviction that man is not a means, but a goal, "not a screw," but a "crown of creation." The focus of the teacher should be the personality of the student, its uniqueness and integrity. One of the main tasks of the teaching staff of the school is to contribute to the formation and improvement of the personality of each student, to help create the conditions in which the student realizes and realizes his needs and interests. The implementation of the principle of humanization orientates the teacher to accepting the child as he is, to be able to penetrate his feelings and perspectives, to show sincerity and openness, as well as to organize an educational process based on pedagogy of cooperation, co-creation of a teacher and student.
The principles of humanization and democratization of education are closely related to another fundamental principle of the functioning of the modern education system - the principle of humanization. The implementation of this principle involves the priority development of cultural components in the content of education 372
and thus the formation of personal maturity of the trainees. In this case, the mass education system orientates students not only and not so much to the acquisition of knowledge, skills and abilities, but primarily to the development of skills to improve themselves, to be themselves, to connect self-knowledge with self-determination, the development of students' research interest and the formation of their worldview.
These are some of the problems of education that pedagogical intelligentsia must solve today.
Questions and tasks for self-control What are the main principles of the educational policy of the Russian Federation? What is the essence of the concept of "education system"? What are the main elements of the education system in the Russian Federation. What are educational programs? What educational programs are there? In what case can an institution be called educational? What types of educational institutions are there? What types of educational institutions are there? What principle underlies education management? Discover the main trends in the development of the modern education system.
Literature
The Law of the Russian Federation “On Education”. M., 1992.
The concept of modernization of Russian education for the period up to 2010 / / Bulletin of Education: Sat. orders and instructions of the Ministry of Education of Russia. 2002. No. 6.
The concept of specialized education at the senior level of general education // Didact. 2002. No. 5.
Clarin M.V. Innovative models of teaching in foreign pedagogical searches. M., 1994.
Maksimova V.N. Acmeology of school education. St. Petersburg, 2000.
Makhmutov M.I. Intellectual potential of Russians: causes of weakening // Pedagogy. 2001. No. 10.
Novikov A.M. Vocational education in Russia / Development Prospects. M., 1997.
Report of the Ministry of Education of the Russian Federation E.V. Tkachenko at an enlarged meeting of the Board of the Ministry “On the results of the work of the education system in 1995 and the tasks of development of the industry for 1996
(January 26, 1996) ”// Bulletin of Education: Sat. orders and instructions of the Ministry of Education of Russia. 1996. No3.
Management of the quality of education: Practice-oriented monograph and methodological manual / Ed. M.M. Potashnik., M., 2000.
Kharlamov I.F. Pedagogy. M., 1997.
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Russia and the challenges of the modern world
Moscow, 2011
CONTENT
Introduction
Subject. 1. The main development trends of the modern world and Russia
Theme 2. World Political System
Theme 3. World Economic System
Theme 4. World socio-demographic trends
Theme 5. World culture
Introduction
The modern world is changing before our eyes. This can be treated differently. You can pretend like an ostrich that nothing is happening. You can fight against changes, strive to fence yourself off from them. You can "ride the wave" of changes to try to get ahead.
This course is intended for those who choose the latest strategy.
Each young man in our country constantly makes a choice, determining his life course.
The purpose of the course is to create a holistic system of ideas about the role and place of Russia in the system of international relations
The course forms ideas about
The main trends in world development,
Competition between the leading world powers in the geopolitical, geoeconomic, socio-demographic and cultural-civilizational space,
Strengths and weaknesses of Russia in the world system,
External threats and challenges,
Competitive advantages of Russia,
Possible scenarios and prospects for its development.
The developers of this course will be sincerely happy if their listener eventually asks themselves a simple question: how do I see my future in Russia, taking into account all that I learned from this course?
Theme 1.
The main development trends of the modern world and Russia
As a result of studying this topic, you will get acquainted with:
The main political, economic, socio-demographic cultural and civilizational trends that characterize world development;
- The main contradictions and conflicts of world development;
- The main spaces of global competition;
Russia's position in global economic, political, socio-demographic and cultural competition, its level of competitiveness;
- basic principles of the functioning of the political system of Russia;
- the role of the President, Parliament, Government and the judiciary in the political system of Russia;
- the foundations of the development of the political system of Russia as a sovereign democracy.
The main trends in the development of the modern world
The modern world is a world of global competition taking place in various forms. It is necessary to distinguish four main areas of competition: geopolitical, geoeconomic, socio-demographic and geocultural. Every country that claims to be a great power must be competitive in every area. The leading tendency in the development of international relations is the intensification in the context of globalization of the economic component of competition, expressed primarily in the rivalry of national economies.