Economies of Education - 10 journal articles review summary
Procedia - Social and Behavioral Sciences 191 ( 2015 ) 2565 – 2567
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1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Selection and peer-review under responsibility of the Organizing Committee of WCES 2014 doi: 10.1016/j.sbspro.2015.04.690
WCES 2014
The Role And Importance Of The Study Of Economic Subjects In The Implementation Of The Educational Potential Of Education
Tina Vakhitovaa, Landysh Gadelshinaa*
aThe Kazan (Volga Region) Federal University, 420008, Kazan, Russia Federation
Abstract
Education is considered as the factor of preservation of ethnographic identity and cultural originality of every nation, patriotic, spiritual and moral standards of new generations. Besides it prevents interethnic conflicts and helps to develop cultural diverse. The transition to the information society, to the economics, which is based on knowledge, demands new abilities from workers. Therefore it sets tasks in the educational sphere and employment. New peculiar requirements to the standard of knowledge and skills are formed at the expense of the educational component. © 2014 The Authors. Published by Elsevier Ltd. Selection and peer-review under responsibility of the Organizing Committee of WCES 2014.
Keywords: ethno-cultural education, multicultural education, economic science, political economy, globalization of socio-economic life;
1. Introduction
The relevance of the research contains of different aspects of ethno-cultural education, including mono-cultural and multicultural components. It is caused by actual needs of modern Russian society. In general, the global community has the same needs – to preserve and develop the cultural heritage of humanity and consolidate international co-operation. The multicultural education has occurred and developed on the background of various problems. There are economic and social inequalities, national and religious conflicts, destruction of humanistic system and social cynicism. This is the result of destructive actions of government, authority of wealth, egocentrism and total indifference to citizens. On the one hand, multicultural education is intended to promote ethnic identification and form national self-consciousness of students. On the other hand, it aims at building skills of global communication, socialization and adaptation to the conditions of life in multiethnic society of Russia and other
* Landysh Gadelshina. Tel.: +7 927 403 74 21.
E-mail address: lgadelshina@yandex.ru
© 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Selection and peer-review under responsibility of the Organizing Committee of WCES 2014
2566 Tina Vakhitova and Landysh Gadelshina / Procedia - Social and Behavioral Sciences 191 ( 2015 ) 2565 – 2567
countries. The modern classical educational aspects are defined in the Great Charter of universities, which was created in 1988. That international document emphasizes on «the creation of careful attitude to the great harmony with the environment and life»; any university is considered as the «cultural center», «keeper of the traditions of European humanism». The world Declaration of higher education for the 21st century (was published in 1998) invokes the society to save the ideals of world culture, to bring up generations, drawing their attention to democratic citizenship. The development of multicultural education has various factors. There is intensive development of integration processes, globalization of the world economy. They have influence on the development of modern world. Also the intention of Russia and other countries to become a part of the European and world community plays an important role. Besides it is necessary to preserve the national identity. The Convention on the Rights of the Child (UN) mentions that education should nurture and develop the feelings associated with respect for his culture and national values. Also it is important to respect other cultures. This kind of education allows keeping ethnic identity and cultural variety. Moreover it prevents from interethnic conflicts and helps to improve culture.
2. The subject certainty and the structure of economic theory
In general, national and world economics are the subjects of study of the economic system, in which the economic theory is fundamental. Historically, the political economy was the first which gave rise to the economic theory. Moreover, nowadays the political economy is still the basis of the economic studies and it is characterized by a huge number of different opinions about economic problems. Currently the economic theory is presented by various schools, which reflect diverse historical process of development of the economics. In contrast to the economics of Xenophon and Aristotle the political economics started to exist as the science when the scientists began to think about the state and economics. The famous Russian writer and poet Pushkin asked: «How does the state get rich?» Therefore we can see a difference between the economics of the Ancient world, Middle Ages, medieval Arab scholars (for example, Ibn Khaldūn) - the followers of Aristotle. An innovation, one of the scientists of the Early modern period, Antoine de Montchrestien, showed that the political economics helps to understand the role of the state (in the era of mercantilism domination). At present time another similar terms are used: «social political economics», «moral economics», «fair economics» and «humanistic economics». They are based on two fundamental categories – socialization and humanization, continuing the tradition of classical political economics. In the modern world almost all the countries took market principles of economic development; for that reason the market economics as the objective reality is the most important object of the economic analysis. At the same time a huge historical experience is accumulated in the application of other principles of the organization of economy. In that regard the economic theory studies various types of economic development, finds the continuity of economic schools and methodological approaches. In contrast to particular (special, peculiar) economics the political economics must reflect the economic structure of the modern world, which is influenced by environment, political, legal, social and religious factors. According to other authors the structure of modern methodology of economic science is represented in the form of a certain unity of the «three main currents»: «the theory of rational use of limited resources», «theory of socio-economic analysis», «institutional theory». The point of that method is in trying to make parallel description from the different conceptual positions of one and the same subject.
Owning to the fact that at this stage it is clear that society is becoming more informational, the intelligent creative skilled worker is going to be the foundation of that system. All this techniques allow working effectively with complicated and wide range information.
There are three main branches in the modernization in the global community: • The openness of the educational space, suggesting a new approach to the setting of educational purposes
and results. • Enhancement prognostic direction of education, combining educational and research activities during all
the steps of education. • Strengthening the educational aspect; finding proves that society can live in harmony, can reach the
ecological-economic balance.
3. Actual problems of methodology of economic science and methods of teaching economic theory
A new stage of the internationalization of economic life is reflected in the global changes in the worldwide economics. And it puts the task of studying the condition and prospects of development of national and global
2567 Tina Vakhitova and Landysh Gadelshina / Procedia - Social and Behavioral Sciences 191 ( 2015 ) 2565 – 2567
economics. The market economics in our country demanded to remove ideological canons, to change the method of teaching the economic theory. The Western «economics» has replaced the former monopoly.
In Russian society two question request the answers: 1. What kind of society are we living in? 2. What are the directions of further development? It happens because the world is changing every minute. And we must know what we should do. The economic theory includes general professional disciplines, which make a directional core. That disciplines
form the base of education. The further preparation and work in the specialty are impossible without them. The peculiarity of the economic course is its foundation on the economics and world civilization achievements.
The importance is given to the study of categories, laws, forms and methods of representing human values, among them there is the problem of the market and the market mechanism takes the first place.
The teaching of economic theory is based on the principles of non-standard approach to the presentation of its main provisions. Originality lies not only in the methods of teaching the course (interview, lecture, role play, discussion), but also in the principles of building the modular training. There is a principle of the target destination of information material, the idea of combining different purposes. 4. Conclusion
The economic theory is developing in the conditions of various countries despite all the facts the science has the
international character. Every country has own economic peculiarities, historical experience, and economic model. In this regard, in the research and in the teaching economic theory, on our opinion, it is important to strengthen attention to the forms of the theoretical reflection of the national identity of Russia. There is a necessity to consider all the peculiarities of all Russians regions. Systematic approach to build a purpose, objectives, structure, content and forms of organization of educational potential is a necessary condition. The contextual approach to design the content of education and simulation productive educational environment can help to realize the high potential of economic disciplines. Also the motivational creative process develops future specialist and system knowledge. And this leads to the increase of students ' cognitive activity.
References
Browne M. Neil (1991). The Impact of Teachers in Economic Classrooms. Journal of Economics (MVEA), 165, 25-30. Zaichenko, A. A., Strelchenko E. A., Bezuglaya L. A. (2011). Methods of teaching economic disciplines (p. 125). Assistance - XXI century. Paul Solman (2004). Comments on Economic Education and Journalism. Journal of Economic Education, 140, 11. Tulyakov, U.T., Yakovlev, V.M. (2003). Methods of teaching Economics. Tutorial (p. 162).