SPIRITUAL AND INTELLECTUAL UPBRINGING AND TEACHING IN THE FIELD OF KNOWLEDGE ECONOMY

SPIRITUAL AND INTELLECTUAL UPBRINGING AND TEACHING IN THE FIELD OF KNOWLEDGE ECONOMY

Today, education is not only a process that involves influencing a person through upbringing and training, and the result of a person’s acquisition of a certain system of knowledge, skills, abilities, and moral and ethical culture, but also the main source of transforming investments into human capital. The need for comprehensive development of the younger generation is caused by the bifurcation in society and the knowledge economy.
Keywords: knowledge economy, family education, home education

Akhnovska I. O.
PhD in Economics, Associate Professor, Associate Professor,
Vasyl’ Stus Donetsk National University, Vinnytsia, Ukraine

10.34142//2708-4809.SIUTY.2022.39

For two years in a row, the world has been living in such conditions that humanity barely has time to adapt: a pandemic, the war in Ukraine, which has affected all countries in one way or another, the growing number of IDPs and emigrants. The teaching community and parents of students are concerned about the quality of distance learning, and society is increasingly talking about a “new version of the lost generation.” Nevertheless, the formation of the “Internet society”, i.e. informatization, technoglobalization, virtualization, increased creative activity and intensification of intellectual interaction between subjects leads to the development of the knowledge economy. In these conditions, spiritual and intellectual education and training becomes especially relevant.

The issues of formation and development of the knowledge economy and its components are the subject of scientific works of foreign and domestic scientists, in particular, M. Azhazha, G. Androshchuk, V. Bilotserkivets, M. Boyarska, N. Bukalo, A. Gaponenko, V. Gayets, V. Glukhov, U. Huzar, P. Davenport, O. Doroshenko, O. Zakharov, V. Ivanova, M. Konovalenko, D. Lukyanenko, O. Lukyanenko, A. Lyashenko, T. Matusevych, L. Melnyk, B. Milner, N. Podluzhna, M. Polyakov, N. Rak, M. Rudenko, R. Sahaidak-Nikitiuk, V. Svitlychna, L. Semiv, R. Semiv, O. Starovoit, Y. Stepanov, T. Stewart, V. Usyk, L. Fedulova, R. Husainov, J. Shulga, A. Yanchenko and others [1].

The purpose of the study is to analyze the prospects of spiritual and intellectual education and training in the knowledge economy.

Knowledge economy, new economy, knowledge-based economy, knowledge-intensive industries, knowledge society, human capital economy, intellectual capital economy – an analysis of the scientific literature shows that today there is neither a single name nor a single point of view on the essence of the concept. For the most part, scholars understand the knowledge economy as a fundamentally new formation: one that should replace the economy of nature destruction; a stage of development of the post-industrial economy; a system of methods for creating conditions for the functioning and support of research activities; a special branch of general economic science and practice; a new type of development; a branch of intellectual production and functioning; quality economy; a new technological level of management, but the key element of all definitions is that knowledge in the knowledge economy becomes the main source of Despite the understanding of the significance of this new paradigm, insufficient attention is paid to the study of its components worldwide.

First, when studying the knowledge economy, calculations should include not only the knowledge economy index, which reflects the aggregate value of the country’s overall development in terms of economic, institutional, innovation, information development and the level of education of the population, but also the education index, which reflects the literacy rate of the adult population, which includes two-thirds of the value and the combined indicator of the total share of students, which represents one-third of the value. The problem is that annual data on these indices are not publicly available, so we can only study trends using the human capital development index. Another interesting indicator for studying the knowledge economy is the skills index, which is an integral indicator that measures the effectiveness of national skills systems and includes the development of skills, the level of their activation, and the relevance of skills to the labor market (Table 1).

According to the data analysis, the Czech Republic has the highest score (70 out of 100), and Italy has the lowest (15.1). The indices of some countries have significant fluctuations (e.g., Croatia), France’s indices have hardly changed in dynamics over this period, and the indices of such countries as Romania and Greece have a positive trend, while all other countries show a downward trend.

Table 1.
Dynamics of the skills index in some European countries [2]

Secondly, the knowledge economy is considered as a type, sector and stage of economic development, but insufficient attention is paid to the study of factors of human capital development in the knowledge economy.

Thirdly, insufficient attention is paid to the development of alternative, open, distance, dual, non-formal and informal education in the context of the knowledge economy.

Finally, the knowledge economy hardly considers the role of family (home) education, although it is in the family that personality formation takes place and spiritual and intellectual education and training have their origins.

According to Ukrainian legislation [3], family (home) education is a way of organizing the educational process of children independently by their parents to obtain formal (preschool, complete general secondary) and/or non-formal education. Parents are responsible for ensuring that their children receive education at a level not lower than the educational standards. Assessment of learning outcomes and awarding of educational qualifications are carried out in accordance with the law. In this form of education, parents can take into account the individual characteristics of the child as much as possible (for example, the child works at a slow pace or, on the contrary, is ahead of the development of his or her peers), parents together with the child can adjust the program (reduce the study of certain subjects, increase those that are of great interest to the child or, on the contrary, the child does not absorb information in a certain discipline; you can choose exactly the textbooks you like or even create your own, you can live through the study of historical epochs), parents can plan In addition, homeschoolers usually travel quite a bit with their families, often adapting to changes if the family often changes their place of residence. If a child is professionally involved in sports, homeschooling is also a good idea, because the family learning mode is adapted to travel to competitions, tournaments, and performances. In this way, the student studies the field of interest, which makes it easier to identify abilities and talents, as well as to maximize the child’s potential. Family education strengthens the bonds between family members, as children spend more time with their families, and not only take a sincere interest in their child’s affairs, but also experience emotions and impressions together with the child. In addition, parents have the opportunity to exercise their right to preserve family beliefs, views and family upbringing, as home education provides an individual approach to the child.

Thus, family education is a system of forming the basic life guidelines of a person, his or her thinking, personal preferences, views, beliefs and positions, in which the family is an active participant, determining the goals, objectives and content of the educational process, making decisions consciously, taking into account the child’s opinion, and parents have a strong connection with the child throughout the entire education process. We emphasize that gaining knowledge of the school curriculum in a family is productive only if the educational process is properly organized, the effectiveness of which depends on the responsibility, desire and conscientiousness of parents who must take on the role of educational managers, teachers, tutors, psychologists and organizers.

List of references

1. Akhnovska I. O. Theoretical foundations of the formation of the educational environment in the context of the knowledge economy. Economics and organization of management. 2018. № 4. C. 26-34.
2. European Skills Index. 2022. URL: https://www.cedefop.europa.eu/en/tools/european-skillsindex?y=2022 (accessed November 10, 2022).
3. On Education (Law of Ukraine). NO. 2145-VIII. 2017. URL: https://osvita.ua/legislation/law/2231/ (accessed: 10.11.2022).