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Main page / "Knowledge. Understanding. Skill" Journal / Contents / 2014 / No. 1

Ilinskiy I. M. Knowledge Understanding Skill as a Formula for a Long-Range Science and Education Policy

(Moscow University for the Humanities)

Abstract ◊ The article is written by the rector of Moscow University for the Humanities, the editor-in-chief of “Knowledge. Understanding. Skill” journal (“Znanie. Ponimanie. Umenie”). It conceptualizes the decade-long activity of the publication that was established upon his initiative: in 2004–2013 1,679 articles by more than 1,000 authors were published in the periodical. Among them there are leading Russian and foreign scientists, public figures of education and culture. The author analyzes the content of the journal publications from a perspective for the implementation of some conceptual statements in reference to the alteration of the role of every component indicated in title of the journal in the modern system of higher education. It is asserted that in the modern context the formula “knowledge — understanding — skill” fixes the strategy for education activity more precisely than the formula “knowledge — skills — attainments” (KSA) that is widely used in Russian academic literature and pedagogical practice. Nowadays the aim to ensure the person’s understanding of the current events as well as his/her ability to overcome the excessiveness and inconsistency of information coming from various channels is becoming the foremost one in education policy. This new role of understanding is not reflected in the KSA formula. Consequently, the category of understanding appears to be a nonsignificant characteristic in education and the formulation of competencies, which students should acquire as a result of education and upbringing. In author’s view, this is inadmissible. The author considers the problem of understanding in the context of globalization and makes it more specific with respect to the sphere of education. In this field the integrative processes in national educational systems (the Bologna process) are actively developing, but they are being implemented mainly at the level of the approval of formal indicators that serve to enhance academic mobility. The subject-matter of knowledge and skills obtained by students and most of all the understanding of what this knowledge and skills imply for society and the world’s economic, political, and cultural development appear to be at the periphery of the integration of educational systems. The monitoring of the humanities plays a certain role at the overcoming of this situation. It allows to reveal the main trends for intellectual development. The foundation of this monitoring is the publication of monographs, research papers, and other results of scientific activity that become available for the academic and educational community. Nevertheless, it is necessary to take new steps to pass from the recording of present conditions to the projection of strategic directions for the development of the whole complex of human and social sciences. This challenge is also offered to the academic journal entitled “Knowledge. Understanding. Skill”.

Keywords: knowledge, understanding, skill, education, human sciences, education policy.


Ilinskiy Igor Mikhailovich, Doctor of Science (philosophy), professor, the rector of Moscow University for the Humanities, the president of the National Union of Nongovernmental Institutions of Higher Education, the president of the Union of the Nongovernmental Higher Education Institutions of Moscow and Moscow Region. Postal address: 5Yunosti St., Moscow, Russian Federation, 111395. Tel.: +7 (499) 374-78-78. E-mail: iilinskiy@mosgu.ru

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Citation: Ilinskiy, I. M. (2014) «Znanie — ponimanie — umenie» kak formula perspektivnoi nauchnoi i obrazovatel'noi politiki [“Knowledge — Understanding — Skill” as a Formula for a Long-Range Science and Education Policy]. Znanie. Ponimanie. Umenie, no. 1, pp. 5–17. (In Russ.) .

Submission date: 10.12.2013.

RUSSIAN VERSION


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"Knowledge. Understanding. Skill" No. 4 2017
 The No. 4 2017 of the
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Understanding. Skill"
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What kind of higher education will be at the end of the XXI century?
 global and unified for the whole world
 local with the revival of traditions of national educational models
 something else
 there will be no necessity for it in general
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