Kholodova Galina Mikhailovna
Karaganda State Industrial University
The value of acmeology for formation the professional
competence of students as the future specialists
For modern pedagogical science expansion of the terminological device
the steady place borrows the concept of the acmeological approach when its
methodological importance is defined by its essence. In pedagogical science the
philosophical understanding of acmeology as a science studying laws and
mechanisms of development of the person during its maturity, is transformed
because of its orientation on the research of the laws causing the person
achieving the tops of professionalism in
activity. The important task of acmeology in this sense is finding-out what it
should be generated in the person in his childhood and youth he could realize his potential successfully
at the period of his maturity. Acmeology is a new direction of
interdisciplinary researches of the person. The necessity of its origin is
explained basically by the sociocultural
context of development of a transitive society which is compelled to solve the
problems of the global-crisis character.
Actually one of the major human resources of the optimum solution of these
problems are high professionalism and creative skill of experts. As acmeology
studies laws and technologies of development of professionalism and creativity
as acme-forms of optimum realization of every possible kinds of professional
activity it means that the integral-complex science gets special value for
theoretical development and removals of social intensity in the sphere of human
mutual relations.
It is symbolic that the occurrence of this term concerns to the period
of rough intellectual and social search of 1920th years when there were such
branches of scientifically-practical knowledge as heuriology (P.Engelmeer),
ergonology (V.Myasizhev), reflexology (V.Bekhterev) and also acmeology (N.Rybnikov). If the socio-cultural
prototype of the occurrence of acmeology was such current in Russian poetry of
the beginning of XX century as acmeism (N.Gumilev, S.Gorodetsky, A.Akhmatova,
etc.), the research works of F.Galton and V.Osvald about the age laws of
creative activity and I.Pern studied the dependence of its efficiency from
various psychobiological factors became its natural-science precondition.
Under the assertion of some researchers in the development of acmeology it is possible to emphasize four
basic stages:
- latent, when the historical, sociocultural,
scientific-theoretical preconditions of distinguishing a new sphere of human
science in scientific knowledge were developed;
- nominational, when the social need for such
knowledge was realized and designated by N.Rybnikov's introduction in 1928 the
special term " acmeology ";
- incubatory, its beginning is dated the
occurrence of conceptual idea of N.Kuzmina about the necessity of constallation
the researches of acmeological problematics as a new area of human science. The
precondition were systematization and generalization, the analysis and
differentiation of human science of the
second third of XX centuries in B.Ananeva's works. This stage finished
with promotion of the program of the expansion of acmeology as special
discipline;
- institutional,
this stage is connected with creation of some social structures:
acmeological faculty, laboratories in high schools and, at last, the
International academy of acmeological sciences. Within these scientifically-educational structures
researches are investigated, acmeological technologies and vocational training
are developed.
However, it is difficult to agree
with those scientists who allocate the fifth stage of development of acmeology,
connected with its philosophical substantiation. So, historiosophical approach
of V.P.Bransky and S.D.Pozharsky allowed to watch the integral approach and
interrelation of acmeology with cultural science, with philosophical
anthropology, with ethnoacmeology, V.V.Ilyin and S.D.Pozharsky analysed the development of acme as the
element of philosophical knowledge in history of philosophy, under the direction
of N.V.Kuzmina there was a school which investigated a fundamental problem –
the development of abilities of the
person and their influence on productive activity in all spheres of life.
These five stages of development of
acmeology as a science allowed to draw a conclusion about a new quantum leap of
acmeological knowledge. The stage of practical application of acmeological
knowledge and acmeological method began.
Acmeology as any other area of
scientific knowledge has not only general scientific principles, but also the
concrete disciplinary features which characterize it as a specific branch of in
detail-methodical knowledge. As it is formed scientific discipline the
definition of its in detail-methodical specificity and
categorical-methodological context represents a special task where the ways of
decision depend on the further development of the concrete acmeological
researches. There are three basic methodological orientations in them:
natural-science, technological and humanitarian.For us last as belonging to the
sciences of the human beings, acmeology finds the ontologic definiteness as the
most importantone on the basis of genetic interaction with these sciences
during historical development and, on the other hand, in the subject isolation from them as formed
independent discipline.
Certainly before the occurrence of
acmeology psychologists, sociologists, teachers investigated questions of
professionalism, creativity, formation of adults which in many respects are
similar with acmeological problematics.
However the special accent on studying of maturing of skill, its topmost
acme-forms led to the occurrence and registration of a special science with
specific subject and methods.
Owing to the humanitarian nature
acmeology is closely connected with such social sciences, as history and
cultural science, sociology and economy, political science and conflictology,
pedagogics and ecology.
The central line in interaction
acmeology with these sciences serves that sociocultural space where the
becoming of the human being as an individual and his professional
self-realization in the selected field of activity is carried out.
To study and analyze the acme-forms,
to develop successful and creative professional skill and optimum technologies
of development of professionalism acmeology carries out the complex researches
of processes and ways of realization by various experts of professional work,
synthesizing for this achievement of other sciences about the person, first of
all philosophy, sociology, psychology, physiology, genetics and pedagogics.
Thus it is excessive to explain the importance of acmeology for pedagogics of
the higher school developing the theory and a technique of vocational training.
So detailed description of essence
of acmeology will be simple to understand if to investigate it in a concrete
context. In our case it concerns problematics of professional competence which,
as well as acmeological problematics, it is an innovative idea for pedagogics
and consequently still studied a little, but developed around itself the brisk scientific
polemic. To professional competence of the expert as to the pedagogical problem
the researchers began to address basically in 80-90s of XX century.
The questions of professional
competence of the expert draw attention of many modern scientists which
recently displace accent on social values of personal qualities of the expert.
Thus today there were certain directions in pedagogical development. The first
direction is connected with the phenomenon "culture" which is a
result of development of the person, his
erudition and good manners (E.V.Bondarevskaya, B.S.Gershunsky, A.I.Piskunov,
E.V.Popov, N.Rozov, etc.).
The common cultural competence is
presented as a set of three aspects:
- semantic,
which includes the adequacy of
judgement of understanding the situation
in a cultural context, that is in the context of available cultural samples of
understanding, attitude, estimation;
- problem-practical, providing the
adequacy of recognition of the situation, adequate definition and the effective
performance of the purposes, problems, norms in given conditions;
- communicative, focusing attention to the
adequate dialogue in situations of a cultural context and as to such situations
taking into account the corresponding cultural samples of communication and
interaction.
In this case the professional
competence is a derivative component of any person’s common cultural
competence. Thus, E.V.Bondarevskaya is guided by the notion «pedagogical
culture» to satisfy the definition of pedagogical competence, as dynamic system
of pedagogical values, ways of activity and professional work of the teacher.
The second direction unites
pedagogical research of professional competence where this concept is
considered as a system of qualities, skills (T.G.Brazhe, N.I.Zaprudsky, etc.).
T.G.Brazhe represents professional competence as the system including aspects
of philosophical, psychological, sociological, cultural and personal order.
«Professional competence of people working in the system «individual -
individual» (teachers, doctors, lawyers, maintenance staff), is defined not
only by fundemental knowledge and skills but also valuable orientation of the
expert, motives of his activity, self-understanding in the environment, style
of relationship with people he works with, his culture, ability to develop his
creative potential.
In a proffession of the teacher the
knowledge of the methods of a subject teaching; ability to understand and
influence an inner world of the pupils; respect for them are added to this
list. The absence of even one of the components destroys the whole system and
reduces the efficiency of the teacher’s activity». Hence, such parameters of
the investigated concept, as possession of a professional knowledge and skills,
valuable orientations in society, the culture shown in speech, style of
dialogue, the attitude of the teacher, the practical activities and its
realization are noted.
N.I.Zaprudskiy understands as
professional competence «the system of knowledge, skills and abilities,
professionally significant qualities of the person providing an opportunity to
fulfil the professional duties of a certain level».
The third direction is connected
with the proffessional training of the future specialists (E.M.Pavlyutenkov,
A.I.Piskunov, etc.).
A.I.Piskunov includes in the content
of proffessional training invariant and variant parts forming some set,
possessing elements of integrity. An invariant (obligatory) part consists of:
fundamental knowledge in the field of philosophical, psycological-pedagogical
and methodical sciences; technological knowledge in the field of the
organization of various forms and kinds of educational and out-of-class
activity; professional-pedagogical skills. Variant part considers the
pecularities of a structure of scientific preparation of the student, his
personal interests and propensities.
E.M.Pavlyutenkov treats professional
competence as the form of realization of the pedagogical activity, caused by
«the profound knowledge of properties of transforming subjects (the person,
group, collective) of this activity, easy control of instruments of production,
conformity of the concrete subject content of work, character of carried out
works to subjective, professionally important qualities of the teacher, its
self-estimation, industry». Differently, representatives of the given direction
consider, that competence and skill are close concepts.
The fourth direction of researches
of professional competence is connected with an establishment of a parity of
concepts «professional competence» and «readiness for professional work». In
the theory of proffessional training the last has received wide enough
development, that’s why the wide enough range of associative raw becomes clear
when it is treated as: directive (D.N.Uznadze, D.S.Prangishvili, etc.); a
prestarting condition (V.A.Alatortsev, A.D.Ganyushkin, A.T.Puni, etc.); the
active condition of the person causing activity (V.P.Bezukhov, N.I.Kuznetsova,
etc.); a condition of vigilance (L.S. Nersesyan, V.N.Pushkin, etc.); set of
professionally caused requirements to the teacher (I.F.Isaev, E.N.Shiyanov,
etc.); the complex structural formation including professionally significant
qualities of the person, motives, needs, interests, skills and abilities
(E.P.Belozertsev, K.M.Durai-Novakova, I.A.Kolesnikov, etc.); an essential
component of professional competence (Y.V.Koinova, A.I.Mishchenko, etc.);
result of proffessional training (V.I.Danilchuk, M.I.Dyachenko, V.V.Serikov,
V.A.Slastenin, etc.).
A.I.Mishchenko understands
professional competence of a teacher as «the unity of its theoretical readiness
to think pedagogically and practical readiness to operate pedagogically».
Y.V.Koinova considers professional competence of the person «as the
individually-integrated qualitative characteristic of the subject of activity,
a complete condition and readiness of the person for its realization».
Readiness for pedagogical activity,
in O.E.Lomakina's opinion, is «a compound component of professional competence
and represents reflexed orientation of the teacher on a pedagogical
proffession, a world outlook maturity; aim at constant professional and
personal perfection, self-realization and self-education; aim at forecasting
and dynamism in designing author's technology of children training and
education».
The fifth direction considers
professional competence from the psychological point of view as the
characteristic of the person of the teacher and brings into its content
productive component (M.K.Kabardov, A.I.Panarin, etc.). As a whole, competence
is a parameter of «the formation of the necessary skills and abilities, a level
of their possession». A.I.Panarin considers professional competence «as the
most important characteristic of the teacher’s preparation, set of
communicative, constructive, organizing skills, and also ability and readiness
to use these skills practically in the work».
The following direction of
scientific and pedagogical researches of a problematics of professional
competence treats it as qualities of the person of the teacher which are
necessary not only for direct participation in training and education of
pupils, but also for the organization of own and student's activity.
There represented also such
important direction which considers professional competence as the level of
specialist education (B.S.Gershunsky, A.D.Shekatunova, etc.). Category
«professional competence» is defined, mainly, by a level of proffessional
training, experience and individual abilities of the person, its aspiration to
continuous self-education and self-improvement, the creative attitude to
business. A.D.Shekatunova treats professional competence as a level of
«education and the general culture of the person, characterised by mastering of
theoretical means of cognitive and practical activities».
And one more direction which defines
professional competence from position of activity approach. So, under
A.K.Markova's statement professional competence represents set of five sides of
work activity of the teacher: pedagogical activity, pedagogical communication,
the personality of the teacher, the level of knowledge (the ability to be
taught), good breeding (the ability to be educated). Inside of each of these
blocks objectively necessary pedagogical knowledge is singled out (information
from psychology, pedagogics about the essence of the teacher’s work, features
of its pedagogical activity, communication, the personality, about mental
development of pupils, their age features), skills (the actions performed at a
high enough level), professional psychological positions (steady systems of
attitudes of the teachers to the pupil, to colleagues, to themselves, defining
their behaviour, expressing their self-estimation, a level of professional
claims and closely connected with teacher’s motivation, comprehension of the
sense of the work), the psychological features mentioning it as cognitive
sphere (pedagogical thinking, a reflection, self-estimation, observation), and
motivational (purpose formation, motives, interests of the person). In the
subsequent works the scientist treats professional competence as «the mental
condition, allowing to operate independently and responsibly, the person’s
possession of the ability and skill to carry out the certain labour functions
consisting in results of work of the person».
A number of scientists (N.V.Kuzmin,
E.S.Kuzmin, Y.Emelyanov, Z.F.Esareva, etc.) introduce the concept
«professional-pedagogical competence» which represents set of skills of the
teacher as the subject of pedagogical influence in the special means to
structure scientific and practical knowledge with the purpose of the best
decision of pedagogical problems.
Thus, the working out of the
problematics of professional competence in pedagogical science allows to reveal
its certain interlinking to idea of the acmeology approach which can be defined
as follows:
· acmeology
as the science studying various (natural-science, technological, humanitarian)
aspects of development of acme-forms of professional skill, has not passing
value for formation and professional competence of the future specialists as
any scientific working out in this area at the account of the acmeology
approach will be methodologicalally provided to have firm theoretical
positions;
· acmeology,
opening essence of professional skill in a context of humanitarian ideas, will
promote the most effective selection of methods and forms of the organization
of proffessional training of the future specialists in conditions of
development of postindustrial culture, search of decisions of global-crisis
problems, characteristic for transitive societies;
· acmeology
as the new branch of man-knowledge will enrich pedagogical toolkit of revival
of the spiritual beginnings of the person, its valuable orientations without
which professional competence of the future specialists will represent the
truncated, not sanguineous variant of their self-realization in forthcoming
professional work.
The list of the literature used:
1) Zagvyazinskiy V.I. The theory of education:
modern interpretation: Textbook for the students of Higher pedagogical institutions. - Ì.: the
Publishing center "Academy", 2001. - 192 p.
2) Ilyina T.A. Pedagogics: lectures. Textbook for
the students of Higher pedagogical
institutions. - Ì.:
Prosveshenie, 1984. – 496 p.
3) Pedagogics: Textbook for the students of Higher pedagogical institutions /
V.A.Slastenin, I.F.Isaev, A.I.Mishchenko, E.N.Shiyanov. - Ì.: Shkola - Ïðåññ, 1998. -
512 p.
4) Pidkasistiy P.I. The
process of education in conditions of democratization and humanization of
schools: Textbook / P.I.Pidkasistiy, B.V.Goryachev. / MOPI named after
Krupskaya -, 1991. - 75 p.
5) Pligin A.A. Person
orientated education. History and practice: the Monography. - Ì.: ÊSP +, 2003.
- 432 p.
6) The ways of perfection of methods of education
at the higher schools: Methodical recommendations / NPA SSS. Scientific research institute of
higher education.-, 1991. - 80 p.