RELATED WORK AS A COMPONENT OF THE EDUCATIONAL POLICY OF THE INFORMATION SOCIETY

Abstract

The article is devoted to the implementation of the educational ideas of the Ukrainian philosopher Н. S. Skovoroda in the information society. The author focuses attention on one of the leading educational ideas of the philosopher, in particular, “related work”, which in the latest technologies, reveals promising areas for educational development. The challenges of the information society in the field of education, which are associated with a significant increase in the flow of information, have led to fundamental changes in both the work of teachers and children's education.
The technology integration into mental activity, opening new ways for innovative creative thinking, expanding opportunities for independent search and learning, at the same time caused an increase in demand for quality educational services, which affected the need to rethink the training of teachers.
It is important to consider education as a special field, both for the development of the country and for personal development. Based on this, the “related work” should be considered at the stage of training future teachers, and through them, as carriers of quality education, to implement “related work” into the process of direct cooperation with the child.
Related work is considered not only as an opportunity to solve the problem of improving the quality of educational staff but also as a basis for forming the creative personality of the teacher. The article emphasizes the need for careful development of teacher's involvement in pedagogical-related activities, through a more effective combination of theoretical and practical training, through a system of professionally oriented pedagogical practices, so that the first-year students can feel engaged in “related work”.

The article raises the issue of finding the talents of each child and creating conditions for their further development, which is a significant difference from those approaches that were considered in previous stages of the educational system.
The study used theoretical methods of analysis, synthesis, and analogy, as well as empirical methods of observation and study of products of activity. The results indicate the need for more careful consideration of the problem