Vectors of the Development of Education as a Socio-Cultural Phenomenon and a Factor of Influence on the Formation of Personality in a new Historical Dimension
Bibliographic record
Abstract
The socio-economic and political features of the development of Ukrainian society necessitated the revision of educational guidelines and their value-target orientation. The article analyzes the main vectors of the development of the theoretical and practical foundations of the theory of education. In retrospect, the goals of education are analyzed, the analysis of their dynamics in the works of foreign and domestic teachers is presented. The authors attribute to the main vectors of the development of education: awareness of the purpose of education, interaction of various social institutions, updating the content, methods and technologies of education, raising the level of the teacher's professional and pedagogical culture. It is emphasized the need to match the new strategy of educational work with the objective challenges of the time, current socio-cultural problems. The priority significance of setting the subjectivity of the educational process as its main creative force, capable of turning education into a truly creative process, transferring it into a mode of self-education, providing conditions for the full-fledged formation of a personality, revealing its individual resources while relying on motivational, need-based and cognitive spheres, is being updated , the realization of the individual's right to master the highest values of human existence, the right to achieve peaks in personal and professional development. With this approach, a person is considered as an active, self-organizing subject who independently sets tasks and determines the ways of his forward movement. The opinion is asserted that the key vector of the development of the modern theory of education is the development of Ukrainian statehood as a consolidating factor in the development of Ukrainian society, which is the basis of the system of national-patriotic education. The most important priority of national-patriotic education is the formation of a valuable attitude of the individual towards the Ukrainian people, the Motherland, the state and the nation.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".