Основні принципи гуманітарно-психологічної експертизи освіти: теоретичний аспект

Abstract

Статтю присвячено обґрунтуванню принципів гуманітарно-психологічної експертизи освіти, для якої ба-зовими є фундаментальні положення загальної психології та інших галузей психологічної науки. Автор звертається до висвітлення теоретичних аспектів наукового забезпечення гуманітарно-психологічної експер-тизи освіти, які визначають основні принципи її проведення. . The system of training psychologists at higher educational institutions responds effectively to the urgent needs of social practice concerning preparation for practical activity, understanding its contents, methods and forms of implementa-tion. At the same time, the existing sociocultural reality requires rethinking of domestic and foreign experience, research-ing strategies, models, theoretical and methodological, methodical and practical training of psychologists to carry out hu-manitarian and psychological expertise. The article deals with the principles of humanitarian and psychological expertise of education, which is based on the fundamental strategies of psychological science and practice. The justification of the principle of system approach is represented, the implementation of which is aimed at reviewing educative practice with the whole set of internal and external relations in which it exists as an integrated system. System approach to educational ex-pertise is considered as an integrated methodological set of tools, specification of dialectic principles and, fist of all, consis-tency principle at the level of special scientific cognition and social practice. The principle of level-by-level analysis allows to consider some separate sub-systems inside the system and to determine their place and role in it. It can be represented as a combination of methodological means of system approach implementation at a certain level of investigation or practical ac-tivity. The principle of interdisciplinarity, which is closely connected with general philosophical methodological principle of determinism and objectivity, is based on the idea of integrity of the essence of scientific knowledge as a whole and integrity of the essence of educational sphere as a humanitarian system in particular, thus, expert evaluation also acquires the character-istics of interdisciplinarity. The principle of practical orientation is conditioned by the importance and the need for closing the gap between theoretical knowledge and practice existing in both psychological and pedagogical sciences. A special purpose of expertise as a way of studying objective reality covering all the spheres of human existence (including educational one) in-volves implementation of expert’s professional attitude, which includes uniting science and practice, as long as attitude of an expert as a professional cannot prefer one to another. Thus, theoretical and experimental investigation of the expertise pro-vides ground for its integrated understanding as priority area for psychological theory and practice.