От бихевиоризма к неоконструктивизму: обзор образовательных теорий для задач развития самостоятельности в условиях неоструктурации
Аннотация
В современном мире ранее стабильные системы общественных отношений становятся неустойчивыми, не только порождая риски, но и предоставляя людям возможности для проявления инициативы в создании новых сообществ и способов действия. Возрастает запрос на агентность как способность самостоятельно совершенствовать окружающую среду. Для того чтобы определить, насколько адекватно на этот запрос отвечает сегодня и может отвечать в перспективе основной институт развития человека — система формального образования, важно проанализировать ключевые теории, определяющие логику развития инициатив в сфере образования.
В статье представлен обзор и критический анализ доминирующих и признанных классическими образовательных теорий бихевиоризма, когнитивизма и конструктивизма на предмет их потенциала для задач развития способности к самостоятельному созидательному действию (агентности). Показано, что наиболее релевантной для развития агентности является конструктивистская теория, в которой обучающемуся отводится активная роль в достижении образовательных результатов. Но и эта теория имеет существенные ограничения, поскольку в центре внимания находится формирование у обучающихся когнитивных способностей — знаний и смыслов, воспроизводящих заданную извне социальную структуру, а не умение осуществлять самостоятельное созидательное действие, поддерживающее и совершенствующее социальный мир (включая создание сообществ или институтов). Авторами предпринята попытка сформулировать возможные основания неоконструктивизма — новой образовательной теории, акцентирующей внимание на способности к самостоятельному созидательному действию как ключевом образовательном результате, а также учитывающей ряд достижений когнитивизма и бихевиоризма, которые игнорируются в доминирующих интерпретациях конструктивизма.
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