DOI: 
http://dx.doi.org/10.15293/1813-4718.2203.06
UDC: 
372.881.1
Ivanov Maxim V.
postgraduate student of the Department of Education Methodology, Saratov National Research State University named after N. G. Chernyshevsky, maxiva@bk.ru, Saratov

Retrospective Analysis of the Process of Education at the University

Abstract: 
The purpose of the article is to conduct a comparative analysis of the opinions of teachers on the process of educating a student, his objectivity and specificity. In the article is shown that the situation in domestic education, which developed in the 90s of the XX century, the educational component of higher education in Russia was almost completely destroyed, and there was a significant narrowing of the target orientation of higher education to the tasks of professional and activity formation of a specialist, instead of a comprehensive development of the student’s personality. The article provides a comparative analysis of the opinions of the most prominent teachers of the current and earlier period of domestic pedagogy on the process of educating a student. Since educational interaction with students did not stop in some schools, some practices of educational interaction that are successfully used in schools are proposed for consideration for transferring to university realities. Some possibilities of educational potential in the university are noted, including the effectiveness of education through work with leadership qualities, the use of the team as an educational environment, etc. The concept of “university identity” is derived as an important criterion for the upbringing of the student, as well as the result of pedagogical interaction with the student. In conclusion, it is concluded that despite the introduction of an exemplary upbringing program in an educational organization of higher education, upbringing remains a secondary appendage of the educational process. To solve the identified problem, the need to work with the teaching staff was noted.
Keywords: 
university identity, student upbringing, upbringing criteria, pedagogical interaction, educational environment
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References: 

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