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Title Возможности сетевого образования
Other Titles Network education opportunities
Authors Kozyntseva, Tetiana Oleksandrivna
Keywords сеть
сетевое образование
университет совершенства
университет проектов
селфпроектная деятельность
networked education
university of excellence
university of projects
self-project activity
Type Article
Date of Issue 2018
Publisher Сумский государственный университет
License In Copyright
Citation Козинцева Т. А. Возможности сетевого образования // Світогляд-Філософія-Релігія. 2018. Вип. 13. С. 101-107.
Abstract В статье осуществляется анализ состояния современной высшей школы и возможности не столько ее адаптации к меняющимся условиям, сколько кардинальной переорганизации. Университет должен мыслиться как университет не совершенства, но проектов, построенный по сетевому принципу, космополитичный по своей форме и ориентированный на функционирование коммуникационных потоков отдельных “Я” по своему содержанию.
The article deals with the formation of a new learning strategy, the formation of networked education. Modern production is reoriented to self-programmed work (M. Castells), which assumes a creative component and a set of specific competences. Higher education should be oriented towards the preparation and practical testing of specialists in self-programmed work. It is necessary to radically change the approach to the organization of higher education, which is seen through its organization in the form of a network structure, an open space of interdisciplinary research aimed at the practical development and testing of intellectual projects. The network principle allows to solve the problem of antagonism between authoritative narratives of large institutions and the logic of self-affirmation of a set of local “I” through building horizontal links. The network approach enables the creation of discretely functioning communication nodes, and the project university can be viewed as a space where many local “I” intersect at communication nodes in the form of students, teachers, organizations, etc. Thus, the university ceases to be a custodian, a repeater and a collector of information (a function that the Internet takes on itself, distance learning, online courses), but becomes a “crossroad” for communications, by some institutionalized social manager. It would be advisable to regard the university as a space for the production of meanings through the testing of various thought practices. At the same time, this space must remain open, mobile, cosmopolitan, unbiased external to it.
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