Середовище освітнього закладу як предмет гуманітарно-психологічної експертизи

Abstract

У статті проаналізовано сутність поняття «освітнє середовище»; дефініційовано поняття «предметнорозвивальне середовище», задля чого відокремлюється тлумачення понять «предметне середовище» з його змістовим наповненням предметними компонентами та «розвивальне середовище» з його розвивальним психолого-педагогічним потенціалом. The article actualised the task of educational institutions’ environment creation, which will develop and maintain personal resource potential of pupils/students. The author emphasised that there are differences between declared and actual values during the implementation of the educational process, the lack of a healthy conservatism and unjustified openness of modern school to innovations with their unobvious efficiency; inconsistency in requirements of the society to school graduates. Therefore, it is reasonable to conduct psychological expertise of the educational environment, as the development of human psychological resource, increasing “psychological contributions” to the educational community are no less important than the economic contributions. Carrying out expertise in education is complicated by a variety of approaches to the analysis of this activity, the absence of agreed methods of study and evaluation criteria of educational practice. Expert activities aimed at the study and evaluation of educational processes require definition and development of the theoretical principles and technology of their implementation. As the social environment generates a particular way of life of an individual, which is formed by a set of social relations and its specifics at a certain stage of their development and corresponding way of individual’s thinking and behaviour, attention is focused on the fact that while studying conventional boundaries, dynamism, intensity of interaction of the social environment with social objects, one should take into account the system of material elements included in individual’s environment, the proportion of direct and indirect communication, its intensity, breadth, focus, which is considered in their interrelation; the number of groups of people who interact with the person being studied; the scope and depth of personality’s socialisation. The author pointed out that under the current crisis socio-economic conditions, psychological expertise of the educational environment is updated from the standpoint of psychological safety of a personality, its protection from effects that are adverse for its development. The expertise of psychological safety of the educational environment provides an assessment of its current state according to the criteria of referentiality of the environment for the subjects of educational activity, the level of satisfaction with the environment and its protection from psychological violence, analysis of the reasons for a certain state of the environment, forecasting the effects of the influence of a certain state of the educational environment on personality development. Under these conditions, humanitarian and psychological expertise implements its developmental function, as participation in expert procedures serves as a powerful source for professional and personal development of all participants of the educational process, which can be considered as the prospect for further scientific research.