Современные методы преподавания.

Kairat Saginov

Eurasian National University Named After L.N. Gumilyov, Kazakhstan

Towards Developing an Andragogical Approach to Organizing Educational Processes of Higher Education Institutions of Kazakhstan

Abstract

The issue of applying an adult learning theory of education in the social context of Kazakhstani higher education institutions has become very meaningful in terms of developing a national identity, and national and cross-cultural mindset of the local younger generation. This extended abstract discusses the rationale for applying adult education practices at local universities and proposes constructive ideas about developing a social mindset of a young Kazakhstani citizen on the basis of the andragogical approach to teaching and learning. It is believed that the modernization of the country should, first of all, take into consideration an issue of socialization of the young Kazakhstani people.

The modern pedagogical practices of Kazakhstani education are trying to make a paradigm shift from a knowledge-centered approach to a more person-centered approach [1]. We are adamant that local university tutors should touch upon major factors of applying adult education practices based on the ideas of Knowles [2]. Adding the dimension of adult education in our local educational practices sets a good grounding for enhancing self-directedness of the student and their personal socialization and social development in the context of Kazakhstani higher education institutions (HEIs). We state that presenting students with abstract notions of teachers’ academic knowledge of sociology, culture and history studies through a formal approach, accompanied with short blocks of practicum is not enough for their effective personal and social development [3]. Moreover, native scholars state that the whole idea of pursuing social development of the younger generation which consists mainly of students is forming their national identity and a social mindset of a Kazakhstani citizen who is able to represent his or her country as a cultural ambassador and be ready to a cross-cultural dialogue on the international arena [4].

Therefore, tutors and advisers should offer ways of personalizing academic knowledge which is delivered to students. We question the efficacy of translation of theory into practice rather than interaction between them. We mainly argue that an alternative approach to organizing higher education as person-centered rather than as knowledge-centered is possible in the Kazakhstani academic context. Developing the humanistic paradigm of education at our universities will enable us to create effective conditions for the young Kazakhstani student to develop a sense of his or hew national identity which then lets them have an independent social world outlook and define their own social mindset in the modern multicultural society. In terms of adult education practices, we are adamant that these are the first steps of being an adult citizen nowadays.

We observe that a professional training of students at local universities is based on the principles of pedagogy which is closely related to didactic transmission approaches as opposed to dialogic andragogical approaches. We realize that the unchallenged complex of educator-as-knower and a didactic approach of transmission is closely connected to what Schon [5] refers as ‘technical rationalism’. He goes on to elaborate this, “rigorous professional practitioners solve well-informed instrumental problems by applying theory and technique derived from systematic, preferably scientific knowledge” [ibid., p. 4]. There appears to be a strong traditional belief that the more students study theoretical courses, in our case, courses related to sociology and culture studies, the easier they find answers to the professional problems they will come across.

On the other hand, this top-down approach of transmission does not prepare trainees to meet all the problems in the real world. With understanding the issue at hand, integrating ‘received theoretical knowledge’ and ‘experiential knowledge’ backed up with the development of the student’s personal constructs builds a solid grounding for turning to an andragogical approach to student learning and teaching. The andragogical approach has a great educational potential in forming social and personal constructs of the younger generation of Kazakhstan. We think that this approach should be used in dealing with the Humanities subjects. Integrating the adult education practices as the procedural side of studying sociology, culture and history would carry a positive effect on the development of the social development of the students. In our adult education practices, we have designed special courses which focus on the formation of the Kazakhstani mentality and social persona development of the students and are based on the integration of the dialogic andragogical approach and sociology and culture-related disciplines.

Keywords: adult education, a social mindset, andragogical approach, person-centered approach.

References

1. Ministry of Education and Science of the Republic of Kazakhstan (2004) “State Program for Education Development in Kazakhstan for 2005-2010”, MoES of the Republic of Kazakhstan: Astana: 2004.pp. 35-39.

2. Knowles, M.S. (1992) “The Adult Learner: Neglected Species” (4^th ed.) Houston: Gulf.

3. Гершунский Б.С. (1996) «Менталитет и образование. Учебное пособие для студентов». Москва: Институт практической психологии, с. 115-120.

4. Saginov, K.M. (2009) “Social Reflection as a Condition for Forming Mentality of the Person in the System of Education”, Proceedings of the Russian Academy of Education. Saint-Petersburg, Russia. pp. 241-244.

5. Schon, D. (1987) “Educating the Reflective Practitioner”, San Francisco, CA.: Jossey-Bass.