Intellectual and adaptive educational systems of adults

Анотація

Introduction. In the conditions of growth of role of education in life of the society, and also intensification of processes of economic and cultural globalization, transition to informative society, modernization of adult education appeared appropriate, as geographical and social-economic transformations brought citizens over to the increase of mobility.

At the same time scale public changes and modernization of education predetermine new requirements to the quality of training and professionalism of specialists. Functional basis of such open educational system are the intellectual adaptive educational systems, the purpose of which is to create an adaptive educational environment of grown man, which is able to enable adult education.

Purpose. To analyze the main ideas of the development of the adaptive system of adult education as a modern global trend in foreign country for forecasting the possibility to use such experience in domestic systems of adult education.

Methods. Comparative method is used.

Results. Adaptive systems of adult education are highlighted in the paper. It is noted that the purpose of adaptive education is to create adaptive environment of teaching an adult which can provide opportunities for anticipatory adult education, development of mobile competent, creative person, who is able to adequately respond to dynamic life situations, to effectively solve problems and achieve a certain result. The content of education is defined as pedagogically adapted social experience. It is emphasized that education helps «to enter into life» and to adapt a person in it. But to be a specific adapter, education should be adapted to the realities of life, its needs, which is especially important in adult education. It is theoretically proved that while incorporation into educational processes for different categories of adults the necessity of adaptation arises: psychological (motivational), organizational-and-purposeful, content, technological, control-and-evolutional. It is investigated that the necessity of multilateral adaptation brought to life the concepts of «adaptive school» and «adaptive education». Basic functions, principles, technologies and factors of activization of educational-and-subjective activity of an adult are represented. It is emphasized that adaptive education allows not only to adapt the learning process to the student, but also to ensure active involvement of the subject of study to designing of adaptive educational environment, to develop individual educational route.

Originality. Specific features of adaptive education of the grown man as a subject of educational process there is an awareness of itself as independent personality. With the help of education the grown man must learn to work out the vitally important problems and arrive at concrete aims; aspiring to the self-education, self-government, directed education is a style of modern life.

Conclusion. On the basis of realizable analysis can assert that systems on the basis of which lies the principle of adaptive education are directed on the construction of individual educational strategies, provide the psychological correction of stereotype of action of personality, its thought, and mechanism of self-realization.

Functioning of the adaptive systems of adult education is foreseen by the use of ontological approach which requires presentation of information in a suitable for the automatic working form. On the basis of intellectual adaptive educational systems laid recommendation approach which foresees the successful choice of educational strategy on the basis of phase of designing and phase of recommendations.