Dynamics of Enlightenment Trends in CIS Countries

The relevance of the study of the phenomenon of “enlightenment,” its contemporary understanding and directions of development in the CIS is determined by the fact that enlightenment was for centuries a solid basis for the formation of close cultural and educational ties, and positive relations between peoples and states. The characteristics of the directions of development and transformation of traditional forms of enlightenment are considered. The list of experts, who are considered to be relate to the field of education (teachers, other employees of educational institutions, cultural institutions, primarily museums, officials of education funds, editors of educational media, heads of educational organizations, movements, communities, coaches, other personnel). The modern educational paradigm is characterized. It is shown that modern education is aimed at creating conditions for the manifestation of individuality, uniqueness of each individual. It allows to create practices for different social strata, groups, professional and interest groups, different individuals. Systemically-active, axiological and event approaches are leading in the study. The analysis showed that the change in the socio-cultural situation in the countries of the Commonwealth led to changes in approaches to the creation and implementation of educational practices, to the emergence of new areas of educational activities, recognition in the sphere of enlightenment the principle of creativity as a way of perceiving reality, the spread of new information technologies. This has led to new social needs, the dynamics of the quality of subjects of educational activities, changing its mission and aims (museums, theaters and other cultural and educational institutions, libraries, parks of culture and recreation, film studios, publishing houses, media, etc.), the emergence of new actors with the use of information technologies (cable and satellite TV, video and audio production, advertising, show business, educational tourism, including virtual, etc.). The study materials are recommended for analysis and projecting of joint educational activities of representatives of CIS countries.

enlightenment, education, educational activities, forms of education, participating states of the CIS

1. Брызгалина Е. В. Компетентностный подход в системе образования [Электронный ресурс] / Е. В. Брызгалина // Постнаука. - 01.02.2015. - Режим доступа : http://postnauka.ru/video/40278.

2. Вандалковская М. Г. Некоторые аспекты адаптации научной и политической эмиграции (1920-1930 гг.) / М. Г. Вандалковская // История российского зарубежья. Проблемы адаптации мигрантов в ХIХ-ХХ вв. : сборник статей ИРИ РАН. - Москва, 1996. - С. 122-130.

3. Козик П. П. СНГ: реалии и перспективы / П. П. Козик, П. А. Кохно. - Москва : ИД Юридический мир ВК, 2001. - 303 с.

4. Нагапетьянц Н. Маркетинг индустрии отдыха и развлечений / Н. Нагапетьянц, О. Сабетова // Маркетинг. - 2003. - №3. - С. 66-78.

5. Пивовар Е. И. Российское зарубежье. Социально-исторический феномен, роль и место в культурно-историческом наследии / Е. И. Пивовар. - Москва : РГГУ, 2008. - 545 c.

6. Сабирова Е. Г. «Педагогическая гостиная» как одна из форм воспитательной работы, направленная на развитие социально-культурной компетентности студентов / Е. Г. Сабирова. - Режим доступа : http://kpfu.ru/staff_files/F2001788300/Pedagogicheskaya.gostinaya.pdf.

7. Benedict R. The Сhrysanthemum and the Sworm / R. Benedict. - Вoston, 1946. - p. 287-304.

8. Blyth W. A. L. Non-verbal elements in education: some new perspectives / W. A. L. Blyth // British Journal of Educational Studies. - 1976. - Vol. ХХIV. - P. 109-126.

9. Eisenstadt S. N. Tradition, Change and Modernity / S. N. Eisenstadt. - New York : John Wiley & Sons, 1973. - P. 151-253.

10. Freire P. Learning to question: a pedagogy of liberation / P. Freire, A. Faundez. - New York : Continuum, 1989. - 142 p.

11. Gagné R. M. The conditions of learning / R. M. Gagné. - New York : Holt, Rinehart and Winston, 1977. - 339 p.

12. Hofstede G. H. Cultures and Organizations: Software of the Mind / G. H. Hofstede. - New York : McGraw-Hill, 1997. - 576 p.

13. Jarvis P. Adult and Continuing Education: Theory and Practice / P. Jarvis. - London; New York : RoutledgeFalmer, 1995. - 302 p.

14. Jarvis P. Adult education and lifelong learning: theory and practice / P. Jarvis. - London; New York : RoutledgeFalmer, 2004. - 374 p.

15. Knowles M. S. The Adult Learner: A Neglected Species / M. S. Knowles. - Houston : Gulf Publishing Co., 1978. - 244 p.

16. Knowles M. S. Andragogy in Action: Applying Modern Principles of Adult Learning / M. S. Knowles. - San Francisco : Jossey-Bass, 1984. - 328 p.

17. Knowles M. S. The Making of an Adult Educator: An Autobiographical Journey / M. S. Knowles. - San Francisco : Jossey Bass, 1989. - 211 p.

18. Knowles M. S. The Modern Practice of Adult Education: From pedagogy to andragogy / M. S. Knowles. - Chicago : Association Press, 1980. - 400 p.

19. Leonard G. Education and Easy Easy / G. Leonard. - New York : Dell, 1988. - 328 p.

20. Mackie K. The application of Learning Theory to Adult Teaching / K. Mackie. - Nottingham : University of Nottingham, 1981. - 18 p.

21. Stavenhagen R. Ethnodevelopment: a neglected dimension in development thinking / R. Stavenhagen // Development studies: critique and renewal. - Leiden : Brill, 1986. - 135 p.

22. Triandis H. C. Factors effecting employee selection in two cultures / H. C. Triandis // Journal of Applied Psychology. - 1963. - Vol. 47. - P. 89-96.