Acme-Noospheric Trends of Sustainable Education and Their Role in

the Search for the Meaning of Life in the Subjects of the Educational

Process

Elena M. Lysenko

and Evgeniya N. Zharinova

Baltic State Technical University VOENMEH named after D.F. Ustinov, St. Petersburg, Russia

St. Petersburg State University of Veterinary Medicine, St. Petersburg, Russia

Keywords: Sustainability, Sustainable Education, Acmeology, Noosphere, Improvement, Life Creativity.

Abstract: The article analyses the modern acme-noospheric tendencies of sustainable development of education in the

context of the search for the meaning of life of the subjects of the educational process. The concepts of

sustainability and dynamics of education, creative life, life activity and self-improvement of society in the

changing modern world have been defined. New concepts have been formulated and bold discoveries have

been made, where the horizons of scientific areas of knowledge of the world are expanding, in which there is

a modern sustainable education and culture of modern mankind. The acme-noospheric tendencies of

sustainable education are designed to increase the need of the younger generations for creativity, in reaching

the peaks of creative activity, in the reflexive self-education of spiritual products that provide self-

development, self-determination, the actualization of resource opportunities and creative potentials of the

subjects of the educational process. The authors reasonably argue that acme- and noosphere-oriented

sustainable education is built taking into account the peculiarities of the formation of an individual responsible

for his own destiny and for the preservation and multiplication of life on Earth. Awareness by trainees of the

most important life priorities in acme- and noosphere-oriented education, as can be seen from their statements,

largely contributes to the acquisition of the optimal meaning of life by trainees in creative activities.

1 INTRODUCTION

The psychological and pedagogical perspective of

considering the prospects for the development and

preservation of the sustainability of modern

education, according to our assessment, cannot be

advisable without taking into account two

dialectically related processes: first, the process of

acmeologization, or "the way a person reaches the

peaks of their development" (Kuzmina, N.V.,

Derkach, A.A., Pozharsky, S.D.) and, secondly,

without understanding the meaning of the noospheric

imperative as a transition to “controlled social and

natural evolution based on public intelligence and

educational society” (Subetto, A.I.).

At all times, the school has been a stronghold of

stability, constancy, but in the last decades of rapid

changes in all areas of society's life and in connection

with the progress of scientific knowledge, they

increasingly began to turn to innovations,

transforming the educational process taking into

account the demands of modern times. Acmeological

and noospheric approach to education can be

attributed to such innovative needs, which are in

demand by society.

The noospheric aspects of education, acquiring

exceptional significance in the XXI century, serve as

imperatives of ecological survival in the transition of

mankind to the "noospheric development strategy in

the form of controlled social and natural evolution as

the only model of sustainable development of

mankind on Earth". The noospheric component of

education was very clearly and succinctly described

by Subetto, A.I. noting that today science and

education act as the most important social institutions

in the development of the state and society and

represent the civilizational mechanisms of human

development.

Acmeologists, in turn, emphasize that the

acmeological approach considers reality not only

“within the framework of the subject of psychology,

which studies the patterns of human reflection of

objective reality, but also within the framework of

Lysenko, E. and Zharinova, E.

Acme-noospheric Trends of Sustainable Education and Their Role in the Search for the Meaning of Life in the Subjects of the Educational Process.

DOI: 10.5220/0010594806130619

In Proceedings of the International Scientiﬁc and Practical Conference on Sustainable Development of Regional Infrastructure (ISSDRI 2021), pages 613-619

ISBN: 978-989-758-519-7

613

improving the creative activity of specialists.

Synergetic acmeology examines the principles of

personality development based on self-organization.

Sustainable education creates the necessary

prerequisites for the acmeologization of students

(their achievement of peak development) by means of

academic disciplines.

The noospheric and acmeological approaches

contribute to an increase in social and cultural

maturity and the formation of life-meaning

orientations in the younger generation.

Long-term goals and strategies of social

development, the state of the economy and features of

social policy, the demand by society for a highly

educated, cultured, professionally-savvy person,

adapted to the realities of today, contribute to the

universalization and fundamentalization of

knowledge, the development of the younger

generation's need for understanding the meaning of

life, continuous growth and self-improvement, as

well as "in the creation of spiritual products in the

properties of subjects of education by means of

academic disciplines" ( Kuzmina, N.V.). Melik-

Pashayev, A.A. noted that the difficulty in studying

psychological problems in the spiritual and practical

sphere is due to the fact that researchers are trying to

solve it in the horizontal plane of spatio-temporal

relations, but it is necessary to make a vertical

measurement, outside of which the problem cannot

remain complete. As you know, A. Maslow attributed

the desire to find the meaning of life to the highest

needs of the individual, K. Obukhovsky compared it

with the need for a bird to fly, while S. Frankl argued

that the desire to search for life is not a theoretical

question and not an object of mental play, but a

question of life itself. The meaning of life, according

to Chudnovsky, V.E.,- not just a specific goal, idea,

but a special mental education that has its own content

and structure, actualizing "realism" - compliance with

the existing, objective conditions and individual

capabilities of a person, and "constructiveness" - the

degree of its influence on the process of personality

formation and creative life success. The creativity of

the subjects of the educational process is associated

with the manifestations of creativity in the realization

of the meaning of life, outside of which there is an

"existential vacuum" (V. Frankl). The energetic,

informational basis of these processes is seen in the

triad opposition "chaos - creativity - order" and

explains the creative beginning of life by a person's

need to overcome the chaotic flow of life reflected in

the stream of events and acquire some stability,

orderliness, which is so necessary for him to

comprehend reality.

2 RESEARCH METHODOLOGY

The noospheric and acmeological aspects of

sustainable education accumulate the most important

methodological foundations of the educational policy

of modern times through a reflexive analysis of

educational trends. Outstanding Russian psychologist

Ananyev, B.G. argued: "... acmeology turns out to be

an integrative science, the borderline between

psychology, sociology, cultural studies, and even

philosophy...". Today, acmeology as an

interdisciplinary science has numerous scientific

developments in the field of educational policy:

 Acmeological theory of fundamental education

( Kuzmina, N.V.);

 History and prehistory of acmeology and

katabology (Pozharsky, S.D.);

 Ethnoacmeology ( M.A., Manoilov);

 Synergetic Acmeology (Bransky, V.P.,

Pozharsky, S.D.);

 Theoretical resource acmeology (Ponukalin,

A.A., Ragimova, O.A.);

 Psychology of acme development in

educational practices ( Molodichenko, T.A.);

 The theory of acmeological culture (A.A.,

Selezneva, E.V.);

 Acmeology of professional activity ( Bodalev,

A.A., Burdakova, O.P., Derkach, A.A., Gagin,

Yu.A.);

 Pedagogical acmeology (Kuzmina, N.V.,

Maksimova, V.N., Markova, A. K., Stepanova,

E.I.);

 Applied and practical acmeology and

technology of acmeological trainings

(Zharinova, E.N.);

 Theories and practices of akmesosociocultural

maturity of subjects of life culture (Lysenko,

E.M., Brigadirenko, N.V.).

"Noosphere education" is a concept that appeared

in the 90s under the influence of the surge of

scientific, philosophical, and cultural interest in the

doctrine of the noosphere by Vernadsky, V. I.

The main goal of the noospheric education of

young people is seen in the formation of a noospheric

person with a noospheric consciousness, behavior,

and culture based on spiritual and moral guidelines

(Subetto, A.I., Gorbunov, A.A., Chumakov, V.A.).

Research methods: phenomenological,

hermeneutic, conceptual analysis method, analysis of

activity products.

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3 RESULTS OF RESEARCH

Based on the conceptual analysis of research in the

field of psychology and pedagogy of education, the

phenomenological analysis of the concept of

"sustainability", it can be stated that today education

appears as the most important part of sustainable

development in Russia. Modern education is designed

to integrate development, training and education and

be an integral part of the sustainable transformation

of society. Stability implies the ability of the system

to maintain its current state under the influence of

external influences.

In education, sustainability can mean a long-term

balance between the purposeful transfer of the social

and historical experience of mankind, the

development of the student's personality and the

formation of their life-meaning orientations. At the

same time, the property of the educational system is

manifested to preserve, under the influence of

changing external factors, the motivational and

creative activity of educational subjects, the content

parameters of the educational process, the operational

and activity characteristics of the educational system,

criterion-evaluative factors within the limits set by the

Federal State Educational Standard. At the same time,

sustainable education resists the counteracting

destructive factors of disorganization, which have a

danger of reducing motivation, distorting the content

of the studied material, introducing destructive

moments into the methodological and instrumental

processes, devaluing the importance and value of

education and scholarship, introducing dubious

criteria in assessing the level of training, upbringing

and development of students. Stability in education

can be characterized by the ability of students to

engage in self-education independently without the

guidance of a teacher, maintaining a given pace and

rhythm in accordance with an individual educational

trajectory.

The sustainable functioning of education is

determined by the personality of the teacher, their

professional skill, the chosen teaching methodology

and technology, as well as a professional credo that

enhances the students' interest in comprehending the

content aspects of the discipline being studied.

For sustainable development, education is

designed to help identify constructive and creative

solutions to current and future global challenges and

to increase the vitality of society.

Sustainable education allows you to develop the

skills of living together in a multicultural space of

being, make responsible decisions, apply critical

thinking and qualities that allow you to predict the

course of events in the future. This requires new

approaches to teaching - acmeological and

noospheric.

For a long time, education was of a reproductive

nature and its stability was supported by the

unconditional primacy of the "past", which in a

monologue form broadcast about its achievements,

subjugating the present and the future. Education

acted as a process of transferring the social and

historical experience of previous generations, was

carried out within the framework of one social and

cultural wave and assumed, according to M. Mead,

the creation of conditions when “the grandfather sees

himself in the image of his grandson in childhood and

youth”, and the grandson tries to be like grandfather

and sees "himself in him in the future". The teacher

acted as a mentor and supported the function of an

intermediary for the transfer of scientific

achievements, traditions, customs accumulated in the

historical experience of mankind, which should be

accepted as a role model, as a kind of canon that must

be strictly followed. From this perspective,

knowledge seemed static, unchanging, not motivating

students to grow and be creative. Education relied on

memory functions since the main thing for the student

was memorizing factual material, and it was the

amount of stored information that was assessed as the

level of mental development. The saved material was

not always used in practice, did not serve as the basis

for a creative vision of reality, did not contribute to

predictive thinking as a person-creator's view of the

future, unthinkable without the creative activity of the

individual and respect for natural and human

resources in all areas of life. In this regard, for many

decades, active transformative human activity has not

been stimulated in society. The tendencies of

totalitarianism also existed in education, producing a

mechanistic strategy and shaping the passive-

adaptive behavior of a person with the psychology of

a conformist, whose meaning of life was conformity

to the image set by society and the education system.

Such stability does not give rise to the subjects of

"creative life".

The modern globalizing world is gradually

blurring boundaries, becoming open and very

unstable. Human life becomes more complicated,

information flows multiply, habitual stereotypes

abruptly change, the phenomenon of clip thinking

arises with the hope of gadgets. Kagan, M.S.called

these processes a grandiose cultural revolution,

which, in his opinion, can be compared with the birth

of mankind.

Acme-noospheric Trends of Sustainable Education and Their Role in the Search for the Meaning of Life in the Subjects of the Educational

Process

615

Bober, Zh.P. rightly declares that the development

of educational systems needs a new philosophical

theory of sustainable development of society, which

would provide the processes of identifying oneself

with a renewed image of "I" and integrating the

individual with new norms and values. The subject of

education, according to Rubinstein, S.L., as a

"character", "initiates his life, solves problems that

arise in the space of the life of an individual".

Today one can hear more and more often that

“peak psychology” (Vygotsky, L.S.), “psychology of

meanings” and “acmeology” are interrelated. Peak

psychology is considered as a methodology of

acmeology and psychology of meaning, and its

foundations are laid in the psyche in the form of the

archetype of meaning (Fedorkina, A.P.).

Acmeology involves the study of various ways to

achieve acme - "the peaks of human quality in a

person" (Gagin, Yu.A.), “peaks of perfection and

power” (Bransky, V.P.). Supporters of acmeological

education understood that the boundary between two

millennia is a period of radical change in the

understanding of the key methodological problems of

science, this is the result of a rethinking of scientific

knowledge accumulated by mankind throughout the

history of its development. Acmeological trends in

education are associated with updating the

organization of the educational process in accordance

with the new strategic objectives of education, the

design of new academic disciplines that allow the

individual to achieve perfection. People who are

accustomed to being limited in life to the "everyday

I", in the overwhelming majority of cases do not

reveal the "psychological potential of their own

individuality" ( Bodalev, A.A.) and do not realize the

meaning of their life. The stability of their existence

is associated with the formula "I am the same as I was

yesterday and what I will be tomorrow." From the

point of view of E. Bern, learners with closed points

of growth embody the life scenarios of an “embittered

pessimist”, “loser”, “burdened with an inferiority

complex”. In all areas of life: interpersonal relations,

issues of financial well-being, preservation of health,

the "life scenario" leads a person along its own path.

Forms of behavior, ways of reacting and making

decisions, avoiding the consequences of actions and

responsibility for them, are “written in the

unconscious of a person” by his parents, teachers, and

mentors. If a "winner's scenario" is formed, a person

constantly strives for personal growth and

achievement of acme, if the scenario is negative, then

low points of life are constantly outlined on their way

- "cate", leading to catabolic processes - "catabole"

(from the Greek "sliding down"), reducing the

efficiency of its functioning and increasing

dependence on circumstances and people around.

Often, such scenarios lead to a preference for an

asocial lifestyle, manifestations of painful narcissism

and all kinds of behavioral deviations.

Such problems can be solved within the

framework of continuous acmeological education,

since it has the potential to search for the optimal

meaning of life "through a through-line", to assess

resource and reserve opportunities that allow us to

revise destructive tendencies in the manifestation of

life-meaning orientations, to find the reasons for the

loss of life prospects. Pozharsky, S.D. proposed to

draw up a map of an individual acme and an example

of constructing a trajectory of movement to individual

success in the educational process, to plan the stages

of the implementation of an individual life program,

to comprehend catabolic phenomena on the path of

life and the mechanisms for overcoming them.

In acme-oriented education, according to

Kuzmina, N.V., the reflective level of pedagogical

abilities is fully manifested, including three types of

sensitivity: "sense of the object" associated with

empathy and penetration into the psychological world

of the student; “A sense of proportion and tact” as

sensitivity to changes in trainees under the influence

of various means of educational influence, and a

“sense of involvement” in the merits and demerits of

one's own activity and personality, manifested in

relationships. Zharinova, E.N. has developed

acmeological trainings aimed at achieving personal

acme. Within the framework of these trainings, the

life scenarios of the loser are comprehended, the skills

for implementing the winner's scenario are formed,

the life-meaning orientations are revised and the

optimal meaning of the individual's life is actualized.

The optimal meaning of life in an acme-oriented

educational environment is a general line of life that

sets a high bar for active life, and the maximum use

of life reserves on the path of transforming

circumstances and rethinking one's own personality.

4 RESULTS AND DISCUSSION

The indicated tendencies of acmeological education

are designed to help students to define an individual

acme as the realization of the ideal and the search for

the meaning of life. Through the “top” acme, a person

receives a new qualitative characteristic of reaching

the peak levels of his life activity and creative life,

and an additional characteristic - social maturity as

the highest stage of social development.

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Today, acmeologists are developing the theory of

acmeradevelopment and acmeological models of the

peak and crisis (cate) development of individual and

society; there is a rethinking of the ways and

prospects for the further development of education in

the context of the formation of new concepts; the

search for ways and methods of organizing highly

productive activities is carried out, the main subject

of which is a new modern individual with an optimal

meaning of life and a winner's scenario. Since

acmeology outlines the conditions under which a

person achieves the maximum development of

spiritual, intellectual and physical capabilities and

acquires the meaning of life, the subject of its

research covers the entire totality of the humanities

and social sciences, integrating knowledge from the

field of various areas of psychology, sociology, and

cultural studies. Acmeologists of education have

taken the liberty of realizing the age-old dream of

humanity about improvement, harmony and

prosperity, considering these dreams in scientific

discourse.

Trainees together with the teacher:

 Identify the peak levels of ethical development

as an ideal achieved in the course of training a

specialist at the level of modern scientific

knowledge, taking into account universal and

general professional competencies;

 They comprehend the logic of professional and

personal achievements that ensure the stability

of the education system with the internal

dynamics of the transition by the subject of

education from one peak to another;

 Models of professional and moral

improvement are predicted, taking into account

the patterns of life described in acmeology of

scientists, politicians and other acme-

personalities;

 They master the dialectics of "harmony" and

"chaos", the synthesis of which becomes

creativity as a component of life;

 They develop the ability of trainees to set the

ultimate goals of their development, comparing

them with the resource capabilities of their

personality, and, building strategies for

professional and personal development.

The realities of today cannot be imagined without

the noospheric mission of education. This determines

the deep ontological, axiological and epistemological

foundations of the noospheric paradigm of the

modernization of the Russian school (Subetto, A.I.).

According to representatives of his scientific school,

one of the main prerequisites for the purposeful

formation of the noosphere is the introduction of a

scientifically grounded and value-oriented noosphere

education as a mechanism for the transition from

ideal to reality in order to harmonize social and

natural interactions, society's transition to a

sustainable development model. The subjects of the

noospheric society need to form a noospheric

worldview, the realization that the further fate of

nature, society, humanity, and the Earth depends on

their actions.

In the process of designing the educational

environment, one should take into account the

cultural norms and values of generations with their

life-affirming noospheric resource. The youth

community learns to live in dynamic chaos,

comprehending the laws of self-development.

It is important to develop a noospheric culture in

trainees that accumulates the leading ideas of the

philosophy of Russian cosmism and noospheric

ethics, which regulate relations in the social and

natural environment;

 Encourage self-actualization of the individual;

 Integration of the individual into national and

world culture, into the system of traditional and

universal values;

 Encourage the aesthetic development of the

individual;

 Form a culture of a healthy lifestyle;

 Maintain the spark of creativity and the need

for creation.

Sustainable education, according to the authors,

acts as an interconnected subject and object process

of broadcasting and appropriating pancultural values

of mankind and generations of the people in the

informational, communicative, moral, and activity

aspects based on a purposeful and holistic system of

education and upbringing. As part of sustainable

education, it is time to finally abandon the "subject

and object" approach with its monologue and struggle

for discipline. It is necessary to transfer students to

the mode of self-discipline due to the achievement of

harmony in the system triangle "I want - I can - I

must" for the development of cognitive interest,

which is facilitated by the teacher's ability to answer

not only the question "what?", but also the questions:

"how?", "with what purpose?", "why so?", "what does

it give?". This greatly expands the noospheric

worldview (noospheric aspect), the attitude towards

reaching the peaks in personal and professional

development (acmeological aspect), encourages the

emergence of a new vision of the world,

understanding of personal responsibility for its fate,

which becomes an indispensable condition for the

survival of Mankind and each individual and helps to

realize the optimal meaning of life.

Acme-noospheric Trends of Sustainable Education and Their Role in the Search for the Meaning of Life in the Subjects of the Educational

Process

617

And undoubtedly, an invaluable role in this is

played by the noospheric and acmeological education

of young people and the support of students at all

stages of their education and upbringing, as well as

the formation of noospheric culture, universal and

general professional competencies.

The experience of the formation of the

noospheric culture of students and their acme-

personal development in various areas of training

within the framework of the disciplines of the

humanitarian cycle at the Eastern European Institute

of Psychoanalysis, St. Petersburg Medical and Social

Institute, FSBEI BSTU VOENMEKH named after.

D.F. Ustinov, ANO HE University at the IPA

EurAsEC showed that students reflect on the process

of formation of noospheric culture and peak

development in the process of sustainable education

as follows:

 “For me, noospheric education is, first of all, a

synthesis of intellect and morality, without

which the life path of a modern person is

impossible”;

 “I have learned that in the noospheric paradigm

the phenomenon of Teachership has a generic

function”;

 “Noospheric individual is a Harmonitor”;

 “The noosphere concept is inherent in the ideas

of a culture of joy and happiness that attracts

me as a culture of creativity”;

 “I have never thought about it before, but

noospheric culture brings a new quality of life

and corresponds to the principle of Kalos

kagathos”;

 “I believe that Noospheric individual and

noospheric education are a condition for saving

humanity from ecological destruction in the

XXI century, but it is difficult for me to

imagine that today every person can become

noospheric, for this, it is necessary to change

the education system!”;

 “I am sure that every person strives in his life

to rise to the peak of personal development and

professional growth! Through difficulties to

the stars!";

 “In life you have to conquer more than one

peak, but only when you reach it, you feel the

fullness and meaning of your life”;

 “I think that the Mission of noospheric

humanism is to lead humanity out of the trap of

the Global Ecological Catastrophe! And today

man is the crown of the Universe and he can do

everything! This is the meaning of the life of

my generation".

All students in the essay recognize the need for the

formation of noospheric culture and the

acmeologization of the personality.

Modern researchers bring their own special

personal meaning, their understanding and feeling to

the understanding of the noosphere, which allows

them to take a fresh look at the problem of sustainable

education and life-meaning orientations.

The fate of the subjects of sustainable education is

realized as integral self-realization of the creative

uniqueness of the trainees by their own efforts -

reflexive and creative. These dynamic characteristics

of fate, refracting through acme- and noosphere-

oriented education, create the inner tone of life and

actualize the cultural potential of the subject.

Reflexive efforts are aimed at ensuring that behind

the external "texture of life" with its eventfulness, a

person develops an internal culture through

awareness of experiences and their meanings in

relation to their mission in life. Creative efforts in the

author's interpretation, and there are ways to

transform life in the process of creative life, as they

are aimed at realizing the fateful "mission" first in

educational practices, and then in real-life events;

focused on the creative embodiment of their unique

essence, not only for themselves but also in the name

of social immortality.

5 CONCLUSIONS

In general, sustainable education is designed to

increase the need of the younger generation for the

so-called “creative life”. By creative life in the triad

"individual-generation-mankind" we mean the desire

of the individual in the process of life to show

supernormal activity, "suprasociality",

"oversituationality", transforming the reality around a

person and transforming his own being due to the

actualization of resource capabilities and the creative

potential of the individual.

A person, presenting themselves as a “subject of a

way of life”, strives, in their opinion, to preserve the

main “life task” in the system of motivation and

advance towards the final goal, filling it with

meanings. The so-called optimal meaning of life

appears as the level of formation of life-meaning

orientations, at which a person acquires the ability to

take into account the realities of today during the

implementation of the “main line of life” and life

scenario, and at the same time - to rise above the

situation in personal peaks, transform their own

behavior and circumstances (Figure 1).

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Figure 1: Meaning-life orientations and achievements of

trainees in acme-and noosphere-oriented sustainable

education.

The creative life of the subjects of education is

associated with acme- and noosphere-oriented

messages in the realization of the meaning of life. The

meaning of life motivates a creative person,

encourages them to self-development, or self-

movement, awakens the desire to transform cultural

values in order to preserve and multiply the values of

generations, to leave behind their own creations, to

preserve life on the planet. The creative essence of

any undertakings of the “subject of life culture”

(Lysenko, E.M.) is manifested in the desire to

personally designate and prolong their cultural

existence in the memory of descendants throughout

the life path.

Thus, being a noospheric and acme-oriented

person of the XXI century, a creatively thinking

individuality acquires the meaning of life, ensuring

the actualization of the creative resource of a creative

person as a subject of creative life.

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