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The doctrine of the structure of the function of pedagogical knowledge Including pedagogical issues; - initial, key, fundamental, philosophical, general science services edusharky.com and pedagogical statements (theories, hypotheses, theories, hypotheses, concepts) that have methodological meaning; - teaching about the methods of pedagogical knowledge (methodology in the narrow sense of the word). In short, the methodology of education is: - the philosophy of education; - its ideology (for example, the ideology of humanism); - gnoseology, i.e. theory of knowledge. The modern Russian educational system is in a state of deep crisis, but it is actively trying to get out of this situation. Education, unlike https://edusharky.com/term-papers-for-sale, does not meet the needs of society and the individual. Its crisis is two-way: - the crisis of the institutions of education; - the personal crisis in education, which for many years many people did not want to notice. The crisis of educational institutions is explained by the country's weak economy, which finances schools and universities on a "residual principle", the low level of and methodology (a crisis of content, which prompts to change the content of education). The best cadres are those teachers for whom teaching is the meaningful beginning in life, despite the miserable wages. Are there many of them in our society? The content of education should be changed, because the society is developing and and the dynamics of life need to be taken into account. Higher school teaches science, and school teaches the basics of science. But the knowledge and the ability to use https://edusharky.com/write-my-thesis for good purposes, which are taught to students at universities, are often at the level of classical science of the late 19th century. That is, the core of knowledge is outdated and does not correspond to the real picture of the world. The content of education should also be changed because the value orientations of society are changing. value orientations in society are changing. The main issues of school reform have always been: - democratization of education (always wanted to create an all-accessible, humanized, child-centered school); - modernization of the school (updating the content of education and strengthening its links with science); - Strengthening the ties between school and practice, and life; - polytechnization, connection to labor (and the result was usually was the technocratization of the school); - creation of a Russian national school; - increasing the educational functions of the school. All this is very global, and none of the reforms proved capable of solving these problems. All of the reforms failed. Why? What are the lessons of the school reforms? RELATED RESOURCES: Why in the modern world so little time is devoted to cultural development and education. Pedagogical branch of knowledge The subject of pedagogical science, what is it? Cooperation In a democratic society and education Why does one become a better person just by going to school?
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