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EDUCATIONAL MOBILITY IN THE PROBLEMATIC FIELD OF ACMEOLOGY

The article deals with the pedagogical possibilities of educational mobility in the context of continuing education for improvement and self-improvement, development and self-development of a person, expansion and improvement of his/her competencies both during the period of study and throughout life, formation and expansion of the boundaries of world perception, critical thinking and initiative, development of human potential and promotion of career growth through the prism of acmeology.
Keywords: educational mobility, professional mobility, continuing education, professional development, acmeological approach.

Shvydun L. T.
PhD student of the third (educational and scientific) level of higher education,
H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine

10.34142//2708-4809.SIUTY.2022.185

Rapid changes, transformations, and scientific discoveries occur so frequently in public life that they have become habitual companions of the 21st century person, creating a situation where people need to continue learning after graduation. According to psychologists, another reason for continuous learning is a person’s desire for self-improvement and self-development. The number of people in the world who are constantly learning is growing every year.

The purpose of this article is to theoretically define the potential of educational mobility as a means of self-improvement and self-development.

Until recently, the educational chain was seen as: preschool – primary education – basic general secondary education – specialized general secondary education – vocational/higher education – advanced training.

Now we are talking about education “from the cradle to the last breath”, lifelong education. In the process of philosophically analyzing lifelong learning, we understand the importance of dividing educational work into groups: the first group includes formal educational institutions created for learning. The second group is non-formal education, which is also an important part of modern knowledge acquisition.

The global and European tendency to expand the functions and, accordingly, the scope of adult education creates socio-cultural preconditions for the development of a person and his or her professional field.

Today we face the risk of transforming lifelong learning into lifelong professional education. A person, being a specialist in a certain field, spends a lot of time polishing professional knowledge and competencies, which leads to a slowdown in their overall development and self-development.

Therefore, there is a need to create a new paradigm of lifelong learning, which should resolve these contradictions and find ways to combine general cultural development with general professional training and professional development as a specialist. One of the ways to solve the problem may be to use an original methodology, which is formed within the philosophy of education using andragogy and acmeology.

At the present stage, lifelong learning widely uses the possibilities of the phenomenon of educational mobility. We can find the interpretation of educational mobility as a trend among young people or as an opportunity only to study or work abroad or in another domestic educational institution. In our opinion, this understanding of the phenomenon is simplistic and limited.

Mobility expands opportunities for self-improvement and self-development, allows to deepen and improve competencies both during the period of study and throughout life, forms and improves the boundaries of world perception, critical thinking, initiative, develops human potential, promotes career growth of an employee, his/her professional development and self-development. Therefore, the phenomenon of educational mobility should be viewed through the prism of acmeology, which allows us to define it as “…a leading determinant of modern social dynamics, through which the ontology of the modern existence of people, information, things, capital, etc. is determined, and the scale of this phenomenon is becoming increasingly large” [1, p. 4]. But for this purpose, all available educational and upbringing sources and resources of society should be involved.

We consider educational mobility as an organized interaction of continuous learning with a democratic and transparent social and educational environment. Thus, we can assume that the phenomenon of educational mobility outlines current trends in the innovative development of lifelong learning, becomes a tool for the formation and improvement of not only a specialist in a particular field, but also has a significant impact on the formation of a personality, broadening the person’s horizons, and helps to build an individual educational and life trajectory. In this context, acmeology plays a crucial role, the subject of which is the development and improvement of the individual, his or her professional activity, which leads to high professionalism, competence, self-realization and self-sufficiency. We consider the acmeological approach as “a constant movement… through the correlation of the real characteristics of human development with the optimal model of self-development” [3, p. 103]. The development and dissemination of the ideas of educational mobility in the field of acmeology opens up new opportunities in its applied aspect, in particular, in the field of education.

The combination of different types and forms of mobility expands its horizons and opens up broad prospects. “The global learning project will allow to humanize real multiculturalism through the involvement of pupils, students and teachers in new practices of self-development and self-realization, using the potential of the Other” [6, p. 366]. We support not only the phenomenon of external educational mobility, but also “…the development of internal educational mobility, which increases the chances of a person for self-realization, improves the quality of labor resources of the national economy…” [2, p. 52], we assume that at the micro level “mobility as a human feature is a necessary condition for its harmonious fit into the modern world and an important quality for solving everyday and fundamental problems of its existence, a means of finding its place in society” [2, p. 52].

Given the current situation in the system of lifelong learning, we agree with the opinions of those scholars who consider it necessary to separate the phenomena of “educational mobility” and “professional mobility”. By the concept of “educational mobility” we mean the diverse, general educational development of a person. Educational mobility can be viewed as an opportunity for a person to use a variety of forms and methods to obtain education. It can be both international and national educational mobility, including different types of education. “The concept of “professional mobility” is the need to achieve success and unleash creative potential in the professional field. Professional mobility of a person is manifested in his/her activity, creates conditions for self-realization on the basis of professional competencies and professional development” [5, p. 248]. Thus, professional mobility is a person’s desire to achieve recognition and self-realization through activities in a profession that brings moral and psychological satisfaction along with high material income, as well as readiness for re-profiling and obtaining new education.

We can conclude that there is a certain regularity between educational mobility, lifelong learning and a person, which allows us to consider educational mobility on the basis of acmeology as a consistent process of forming the acmeological competence of a specialist, which ensures his/her professional formation and development, the formation of the ability to learn, self-development, and self-improvement throughout life in order to achieve a high level of personal and professional development.

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