Educational space

Since the 90s of the XX century, the term “educational space” has been increasingly used in humanitarian research. Its application was not limited exclusively to pedagogical science, the concept of educational space was used in philosophical, sociological, psychological studies. A large number of scientific works were devoted to the study of an element, factor or process in educational spaces of different levels (individual, group, educational level of an educational institution, a single educational space of Russia, the global educational space, etc.).

To date, rich experience has been gained in using the concept of educational space. If you do not attach special scientific importance to the interpretations where the “educational space” was used as a metaphor, two main directions of interpretation of the concept under consideration are most clearly manifested. In the framework of the first, the "educational space" is presented as a space of education . The spaces of the process itself. In the framework of the second, the “educational space” is considered as a space for education , that is, a space specially created for the educational process.

In scientific discussions, the educational space is often interpreted both as a system, and as an environment, and as a network of educational institutions. From the point of view of logic, the classical definition of a concept is carried out through gender and species difference, which means that educational space is, first of all, space! And if for the solution of particular problems its identification, for example, with a system or environment is permissible, then these concepts and well-developed approaches should be used!

The use of the concept of space, a spatial approach to education allows you to cover the most diverse objects and processes inherent in education as such. This is the external influence of the environment, and the internal mental processes, systemic and fundamentally not systematized, conscious and spontaneous, active and inactive ...

The educational space extends and encompasses all those objects and processes that are included in the educational process, leading to the educational result - the increment of the individual culture of a person (assimilation of values, mastery of various ways of thinking, activity and behavior). The educational space, on the one hand, “captures” a certain part of the environment, highlighting what we call the educational environment, on the other hand, a person, where he, as a participant in the educational process, acts as an emerging person.

Educational space is a type of space, a place that encompasses a person and the environment in the process of their interaction, the result of which is the increment of the individual culture of the emerging ^[1] .

Dividing the educational space according to the essential feature characterizing the interaction of the nascent with the educational environment, first into conscious and unconscious, and then into interaction organized from the outside and unorganized from the outside, R. Ponomarev identifies four classes of educational spaces:

A natural educational space is a type of educational space characterized by an unconscious and specially unorganized externally interaction formed with the educational environment.

Manipulative educational space is a type of educational space, which implies unconscious for the nascent, but specially organized from the outside interaction of a person with the educational environment.

An authoritarian educational space is an educational space in which the interaction with the educational environment is recognized by the emerging, but at the same time it is organized externally in relation to this emerging.

Free educational space is a type of educational space that is characterized by conscious, and not organized from the outside, but created by the emerging interaction with the educational environment ^[1] .

The natural type of educational space cannot underlie pedagogical activity, however this circumstance does not exclude the natural influence of the teacher on the student and the students on each other. The subjective position of the teacher, the manner of speaking, gestures, facial expressions and much more that may not be specially recognized by him, is of no small importance for the educational process. Education researchers noted that the same methods of pedagogical activity reproduced in similar situations have not only not the same, but often opposite effects.

In a situation where the teacher determines the requirements for interaction with the student who is aware of this, we are dealing with an authoritarian type of educational space. Here, to a certain extent, communication between the teacher and the student about the goals, methods, content of education is allowed, however, only the teacher makes the decision.

The manipulative type of educational space presupposes the determining role of the teacher in establishing general requirements in the educational space. However, the student has the opportunity to choose, within the framework established by the teacher. In some circumstances, the student may not even realize that he is being manipulated, attributing the decision to himself.

  A meaningful and independent determination of the emerging requirements for educational space by the educator, involving a teacher in the implementation of this plan, speaks of a free educational space.  This type does not exclude dialogue about the planned situation, but the student is given priority in the decision.  Close in spirit to the free educational space are the ideas of support pedagogy and support pedagogy.

Characterizing the resulting three types, or three levels of educational spaces, are fixed:

- individual , where a separate person acts as the formed person (individual educational space, personal educational space);

- group , as the emerging are social groups and collectives (group, in some cases, collective educational space);

- global , where in the educational space there is an interaction with the educational environment of all mankind as a subject of the historical process.

Today, it is especially important to discuss the social educational space of the state, city, and also the educational space of individual organizations and institutions.

1. Borisenkov V.P. Multicultural educational space of Russia: history, theory, design basics: monograph / V.P. Borisenkov, O. V. Gukalenko, A. Ya. Danilyuk.- M .: Publishing house LLC Pedagogika, 2006 . - 464 p.
2. Borytko N. M. Teacher in the spaces of modern education / Scientific. ed. N.K. Sergeev. - Volgograd: Change, 2001 .-- 214 p.
3. Kodzhaspirova G. M. Pedagogy: a textbook for academic undergraduate / G. M. Kodzaspirova. - M.: Yurayt, 2015 .-- 719 p.
4. Ponomarev R. E. Educational space as a fundamental concept of the theory of education // Pedagogical education and science . - 2003. - No. 1. - S. 29-31.
5. Ponomarev R. E. Educational space: monograph. - M .: MAX Press, 2014 .-- 100 p.
6. Saprykina A. A. House as an educational space // Bulletin of PSTGU . Series IV: Pedagogy. Psychology, 2016. Vol. 2 (41). S. 76-94.
7. Frumin I.D., Elkonin B.D. Educational space as a space of development // Psychology Issues. - 1993. - No 1. - P. 24 - 32.