Open AccessEnvironmental friendliness of educational innovations and agency of consumption of educational services
Author(s) -
O. S. Posypanova,
P. V. Menshikov,
Anastasia Demchuk,
Albina R. Sibagatullina,
Ekaterina Kraynova,
Aleksandr Kosov,
М. R. Arpentieva
Publication year - 2021
Publication title -
e3s web of conferences
Language(s) - English
Resource type - Journals
eISSN - 2555-0403
pISSN - 2267-1242
DOI - 10.1051/e3sconf/202128409004
Subject(s) - subjectivity , context (archaeology) , agency (philosophy) , process (computing) , consumption (sociology) , object (grammar) , sociology , phenomenology (philosophy) , state (computer science) , engineering ethics , process management , epistemology , computer science , business , social science , engineering , geography , artificial intelligence , philosophy , archaeology , algorithm , operating system
The environmental imperative is one of the leading imperatives of our time. Its understanding varies widely in different contexts. One such object is educational innovation. The theoretical basis of variations is two main groups of ideas: 1) the idea of development as a process and a result of gradual, “stable”, often “planned” / projected quantitative “accumulations”, and 2) the idea of development as a crisis, coupled with periods of abrupt / revolutionary, “emergent integrative and qualitative transformations, the exit of the system from the state of homeostasis to a new state, transparent for its members. The purpose of the study is to analyze the problems of environmental friendliness of educational innovations in the context of ensuring the subjectivity of the consumption of educational services. The research method is a phenomenological theoretical analysis of the problems of educational innovations within the framework of traditional and modern concepts of the development of society. The concept of the development of society, reflecting the general ideas about its functioning and improvement, as well as the formation and development of its members, acts as the basis for education reforms. Each of the concepts provides its own view of the forms and goals of education as a process of formation and improvement of subjectivity.