Інтегративні освітні процеси в контексті синергетичного та системного підходів

Abstract

У статті обґрунтовано доцільність розгляду інтегративних освітніх процесів у взаємодії з ідеями синергетики та системного підходу.. У контексті синергетичного підходу інтеграція ґрунтується на відродженні природних, об’єктивних зв’язків поміж елементами навчального матеріалу. Тут враховано істотну особливість відкритих систем, які самоорганізуються: ними можна керувати, змінюючи зовнішні фактори. Оскільки процеси в освіті є нелінійними (позаяк із зміною одного елемента нелінійної структури інші змінюються за складнішим законом, а не пропорційно), то в освіті маємо справу з процесами самоорганізації, що приводять до якісно нових структур у макроскопічних масштабах.The article substantiates the expediency of considering integrative educational processes in interaction with the ideas of synergetics and systematic approach. The pedagogical science studies such structures at a qualitative level, limiting the numerical methods of analysis on account of objective difficulties. It has been shown that the choice of elements for integration should be logical and the number of elements of integration need to be optimal. The problematic knowledge is integrated, capable of educational attainment through interaction. This approach is extremely important in professional education, where a professional must constantly update and adjust his or her professionalism. Due to the combination of integration properties, there can be several stable states of an integrated object, which is significant in professional education. In terms of a synergistic approach, integration is based on the restoration of natural, objective links between the elements of learning material. This is an essential feature of self-organizing open systems as they can be managed by changing external factors. Since the processes in education are nonlinear (as with the change of one element of the nonlinear structure, others change according to a more complex law than in a proportional way), in education we are dealing with processes of self-organization that in its tern leads to qualitatively new structures on a macroscopic scale. Synergetics provides methodological foundations for clarifying the trends of education system development, explains the causes of crises, the reliability of predictions, etc. Therefore, it can be a basis for making sound decisions and forecasts under conditions of uncertainty, or periodic reorganization of education structures. The implementation of synergetic ideas in didactics is one of the possible trends for the development of its theoretical foundations. Due to the combination of ideas of integration and synergetics, the development of qualitatively new directions of theoretical and experimental researches seems to be possible in didactics. It is advisable to consider the functioning of an educational institution as an integrated pedagogical system, since systemic analysis methods are legitimate and deal with behavior, positions, actions, but not objects or subjects. As it has been proved, a systematic approach is extremely important. Even if it doesn’t reveal the whole essence of integration, it ensures the effective results of the implementation of integration into educational process.