Healthy Conservative Education of Youth Student as Spiritual and Moral Imperative of Postindustrial Society
The purpose of a policy of quality of education in the XXI-st century is the training and education of young people with a high educational level and professionalism, strong physical health and the high moral principles, capable to incur responsibility and to confirm ideas of the social justice, rea...
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| Published in: | Journal of pharmaceutical sciences and research Vol. 11; no. 1; pp. 221 - 225 |
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| Main Authors: | , , , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
Cuddalore
Journal of Pharmaceutical Sciences and Research
01-01-2019
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| Subjects: | |
| Online Access: | Get full text |
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| Summary: | The purpose of a policy of quality of education in the XXI-st century is the training and education of young people with a high educational level and professionalism, strong physical health and the high moral principles, capable to incur responsibility and to confirm ideas of the social justice, ready to defend economic, political both cultural interests and values of their country, making thrifty use of the nature, possessing peaceful consciousness and respect related to the values of other cultures. [...]in the XXI-st century there is an imperative of a spiritually-moral and intellectual elevation of the person as a part of action of the law of advancing development of the person's quality, quality of public's intelligence and quality of formation that is a base condition of a sustainable development in the form of operated socio natural evolutions. According to V.N. Sagatovskiy, the main aim of Common Cause and an embodiment of Russian idea in the XXI-st century consists in noosphere creation where people meaningly pass from ideology of a maximum (to a society more to take from nature, persons - from a society) to ideology of an optimum is a harmonious joint development, co-creation of the person, society and nature. According to S.I. Giessen, carrying out a socially set activity the teacher as the complete person expands a range of interrelations with social life, traditions and cultural norms, and not only with national, but also with the diverse world of culture of mankind [2]. In an explanation of essence of model of universe the main postulates of the metahistorical approach are: 1) the Absolute statement, or the Higher - (not) personified - Reason, as a fundamental principle of all real; 2) ascertaining of multidimensionality of each of the extrahuman worlds (including - ?Divine?), and also their parallelism, added with a recognition of their ability - means (not) motivated activity of their inhabitants - significantly influence on a material world occupied by people; 3) providential belief in optimistic historical prospect of ?the lowest mankind?, designed almost unlimitedly to improve in the field of individual and planetary energy, morality and intelligence; 4) refusal from ?linearly-progressists? model of human history, its replacement of Idea of consecutive change of ?radical races? (usually - seven), a world history based on the scheme, essentially deprived of any starting and final chronological restrictions; 5) a recognition of an attributive allotment of people's metastories with the base sense, consisting in the boundless sincerely -spiritual (self) perfection of mankind. [...]metahistory as an ideological paradigm is based on the thesis about the global interdependence of all elements of the universe (?macrocosm?) immanently intended for unrestricted disclosure of the potential of the ?microcosm?. |
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| ISSN: | 0975-1459 |