Sustainable Development of the National Education System of Russia

on the Basis of Acmeological Laws of Fundamental Education

Nina V. Kuzmina

, Lyudmila E. Pautova

and Evgeniya N. Zharinova

Kabardino-Balkar State University named after H. M. Berbekov, Nalchik, Russia

Federal State Research Institution All-Russia Scientific and Research Institute for Irrigation and Farming Water Supply

Systems «Raduga», Kolomna, Russia

Saint-Petersburg State University of Veterinary Medicine, Saint-Petersburg, Russia

Keywords: Development Strategy, National Education System, Acmeological Laws, Productivity, Education

Sustainability.

Abstract: The purpose of the study is to determine the acmeological laws of productivity and substantiate the need for

their implementation in the national education system. In this study, a theoretical-historical, methodological

and system-logical analysis of acmeological research on the problems of productivity of specialists from

different education systems, the accumulated experience of teachers-acmeologists from different regions of

the Russian Federation is carried out. In particular, the results of the study and substantiation of acmeological

laws in the formation of a productive national education system are presented in detail. Their characteristics

and the main contradictions in their implementation at different levels of education, including in different

author systems of the activities of education specialists, are revealed. The results of the presented research

can be applied 1) in the system of higher, secondary, and additional vocational education in teaching the peaks

of productivity and professionalism of all types of creative activity; 2) in the formation of a system of social

and economic, psychological, acmeological knowledge aimed at the formation of professional competencies

and the achievement of highly productive results in educational activities; 3) in the development of national

programs for the development of education in the Russian Federation at different levels of government.

1 INTRODUCTION

The need to achieve sustainability and a given level

of quality of the national education system is

determined in strategic regulations at the federal

level:

 The concept for the development of continuing

education for adults in the Russian Federation

for the period up to 2025.

 Decree of the President of the Russian

Federation of May 7, 2012, No. 597 "On

measures for the implementation of state social

policy".

 Decree of the President of the Russian

Federation of May 7, 2012, No. 599 "On

measures to implement state policy in the area

of education and science".

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Based on the selected provisions, a significant role

in the formation of a productive national education

system (hereinafter referred to as NES) in Russia is

played not only by the theoretical provisions of

acmeology, but also developed on its basis practical

methods of acmeological research of personal and

professional aspects of education specialists and

others. Knowledge, understanding, and

implementation of such methods in the education

system at different levels expands the horizons of

individual self-awareness of its main subjects,

ensures the progressive development of a specialist in

a specific field of activity.

638

Kuzmina, N., Pautova, L. and Zharinova, E.

Sustainable Development of the National Education System of Russia on the Basis of Acmeological Laws of Fundamental Education.

DOI: 10.5220/0010595206380643

In Proceedings of the International Scientiﬁc and Practical Conference on Sustainable Development of Regional Infrastructure (ISSDRI 2021), pages 638-643

ISBN: 978-989-758-519-7

2 RESEARCH METHODOLOGY

The highly productive solution of vocational and

educational problems in various education systems is

made possible by the introduction of the results of the

psychological and acmeological scientific school of

Ananiev, B.G. (Ananiev, 1980); acmeology of

Kuzmina, N.V., Gladkova, V.N., Pozharsky, S.D.

(Kuzmina, Gladkova and Pozharsky, 2007); theory of

functional systems Anokhin, P.K. (Anokhin, 1978);

implementation of the acme-synergetic concept of the

development of personality, society, and the nation as

a whole Bransky, V.P. (Bransky, 2000) and

Pozharsky, S.D. (Pozharsky, 2012); acmeological

theory of fundamental education Kuzmina, N.V.

(Kuzmina, 2012) and the accumulated experience of

teachers-acmeologists from different regions of the

Russian Federation - representatives of various areas

of practical acmeology (Zharinova, 2015, 2019),

(Pautova, 2019, 2020).

Acmeological theory of NES functioning in a

competitive world, according to Kuzmina, N.V., was

created as a result of going beyond the boundaries of

the disciplines of pedagogy, psychology, private

methods, and an alliance with philosophy, social

synergetics, and globalization. Fundamental

education provides the creation of spiritual products

in the properties of the subjects of education. The

NES functions through the efforts of specialists -

representatives of three strata: 1) basic, 2)

management, and 3) research specialists.

Teaching the peaks of mastery of the

representatives of the three strata, creating spiritual

products in the properties of subjects, is the prospect

of the development of education and the acmeology

of fundamental education. According to this, the

multilevel nature of productive interaction is

manifested in activities of:

basic specialists - directly interact with students,

creating spiritual products in their properties,

providing them with the creation of spiritually

materialized and material products, by the quality of

which their spiritual products are judged;

management specialists - indirectly interact with

students, equipping them with basic knowledge of the

merits and demerits of their activities, as well as

strategies for self-improvement, self-correction, and

self-reorganization. The main contribution of

management specialists to the NES is to familiarize

basic specialists with the data of interdisciplinary

cyclic monitoring (hereinafter referred to as the

ICM), and to promote their self-awareness of their

own productivity against the background of others;

specialists in the study of the quality of education

- directly and indirectly, interact with the basic,

management for the given goals of professional

activity. Researchers of the quality of education equip

representatives of the three strata with theories,

technologies, and measurements - in accordance with

the criterion - labor productivity and competitiveness

of material and spiritual products created by NES

graduates.

Research methods: theoretical-historical,

methodological and system-logical analysis, content

analysis of the results of the activities of teachers-

researchers-acmeologists.

3 RESEARCH RESULTS AND

THEIR DISCUSSION

In the acmeological theory of fundamental education,

N.V. Kuzmina defined the laws of productive

education (Kuzmina, 2012):

1. Acmeological laws: global, general and

particular.

2. Acme-synergetic laws.

3. Acme-topological laws.

Acmeological laws are achieved by true creators

and heroes, creators of invisible products in people

themselves, by means of education. Making informed

decisions - whose experience should be modeled and

developed - during the next modernization, - and who

and how to help to improve, is important because no

one wants to be unsuccessful, on purpose.

1. Acmeological laws: global, general, private

Acme-laws are persistent, repetitive, testable links

and dependencies:

 Between the levels of self-realization of natural

potentials in spiritual products and the acme

core of educational subjects and factors -

subjective, objective, subjective-objective,

facilitating and preventing self-realization in

achieving the heights of productivity in solving

the upcoming tasks, at the entrance to a new

environment;

 Between the levels of productivity of basic

subject specialists and factors - subjective,

objective, subjective-objective - that promote

and hinder self-development;

 The universal acmeological law of self-

realization of the natural potentials of the basic

subjects of education in the acme core of

spiritual products, transforming it from natural

into creative, - perceived to varying degrees, -

providing creative self-development.

Sustainable Development of the National Education System of Russia on the Basis of Acmeological Laws of Fundamental Education

639

In the acmeological theory of fundamental

education, Kuzmina, N.V. identified two general

acmeological laws (Kuzmina, 2012):

 the general acmeological law of a productive

image-result - self-realization of the natural

potentials of the subjects of education in the

acme core of spiritual products, transforming

natural potentials into creative ones;

 general acmeological law of development of

productive competence.

Universal acmeological laws apply to all subjects

of national education systems.

The theory of functional systems Anokhin, P.K.

(Anokhin, 1978) makes it possible to explain the

conditions for the competence growth of education

specialists. Only personal participation in tactical,

operational, strategic feedback of representatives of

the three strata develops their productive competence.

The implementation of the General acmeological

law of a productive image-result in a teacher's activity

is determined by solving five classes of acmeological

tasks - three constructive and two control ones, which

are solved in each vocational and educational route,

taking into account the age, level of education, the

requirements of the subsequent route as readiness for

productive entry and self-development in it. The

peculiarities of the relationship between acme-tasks

and postulates of productivity in the teacher's

activities are clearly shown in Figure 1.

General acmeological laws of self-realization of

natural potentials in the acme core of productive

competence of basic subjects of education, the

conditions for resolving the Basic Contradiction of

Education (BCE), - between the growth of scientific

and educational information and the reduction of time

for its selection, didactic processing, assimilation,

application in practice and extraction from it, new

competencies.

The general acmeological law of the creation of

spiritual products - productive competence and

competencies (skill) is - stable, repetitive, testable

connections and dependencies between the levels of

creation of spiritual products, - productive

competence and competencies - by means of UD in

the properties of all or the overwhelming majority of

graduates, for the allotted or reduced time, - in the

conditions of the main contradiction of education,

constantly aggravating under the influence of

scientific and technological progress, - causing the

concepts of chaos, - requiring cyclical resolution by

means of replacing it with a new conceptual order, -

born in chaos (Bransky, 2000; Pozharsky, 2012).

The talented and capable are the first to catch it,

find ways to resolve it in programs, ASD, teaching

guides, and textbooks.

The general acmeological law of resolving the

main contradiction of education by means of the

productive design of the academic discipline, - stable,

repetitive, verifiable connections and dependencies -

between the levels of development of productive

competence in all or the overwhelming majority of

subjects, - that studied this academic discipline, is that

the concepts are difficult for assimilation by students,

these are, as a rule, concepts that:

 Do not affect the integrity of the course;

 They are not used when solving production

problems in production practice;

 They are not used when establishing intra -

subject links;

 They are not used when establishing

interdisciplinary connections, i.e. concepts, as

a rule, remain in the programs by tradition.

Their exclusion facilitates the course, frees up

time for the introduction of new concepts, and serves

to resolve the basic contradiction of education.

Thus, in the search for laws to resolve the basic

contradiction of education, the main reason leading to

chaos in the system of concepts, which complicates

the educational and cognitive activity of students, has

been discovered. This reason in the "settling" system

of concepts that are no longer used in modern

practice. Old concepts that have served their time -

must be removed, to free up space and time for new

ones.

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640

Figure 1: The relationship between acme-tasks and

postulates of productivity in the activities of the teacher.

Source: Developed by the authors.

Note to Figure 1: *AMSRSM: A - abilities; M -

positive emotional motivation; S - focus on self-

realization of natural potentials in the created socially

valuable products; R - responsibility to others and to

one's own destiny; S - striving for productive

competence and competencies; M - creative mastery;

** competences G(R)PDCCO: G(R) - gnostic or

research; P - prognostic; D - design; C - constructive;

C - communicative; О - organizational

Private acmeological laws of productive problem

solving by the basic subjects of education and the

students they teach, based on stable, repetitive,

testable connections and dependencies between the

levels of productive problem solving, and armed with

the knowledge of signs by which one can predict

which solution will ensure success.

A particular acmeological law of self-realization

of the natural potentials of the subjects of education

in the acme core of spiritual products that provide

anticipation, integration, differentiation, - providing

anticipation of the consequences in the future, from

the decisions made in the present.

The main means of creating spiritual products are

the main types of activities of subjects of education -

communication, cognition, labor, - the results of

which are in socially valuable products: spiritual,

spiritually materialized, material. Means for creating

cognitive interests and competencies are academic

disciplines in which all officially recognized sciences

are represented.

Private acmeological laws of the development of

productive self-organization as an indicator of the

competence of future bachelors, masters, specialists

are stable, repetitive, testable connections and

dependencies between the ability to make random

decisions "blindly" and research that reveals regular

connections that provide a forecast.

The discovery of private laws makes it possible to

build new strategies for working with students as

adults responsible for professional destiny:

competence in the productive solution of upcoming

special and professional tasks.

2. Acme-synergetic laws.

Acme-synergistic laws - stable, repetitive, testable

connections and dependencies:

 Between the levels of productivity of mega-,

macro-, microsystems, national education

systems (NES) and factors - subjective,

objective, subjective-objective, - promoting

and preventing the self-realization of the

natural potentials of the subjects of education

into creative neologisms, - spiritual products in

their properties, - providing them with creative

General acme-law of teacher

roductivit

1 AT: possession of the

acme-core of spiritual

products at a sufficient

level, ensuring the

creative self-

development of similar

properties in students.

Five classes of

acme-tasks (AT)

1 PP: only

AMSRSM* makes

a person truly

successful in further

self-development.

2 AT: creation by a

specialist of conditions

for ensuring the

development of the

desired neologisms in

the properties of

subjects, themselves,

and a student - a future

3 AT: Acme-target

strategies of

productive

management and self-

management of the

processes of self-

realization of natural

potentials.

2 PP: ASD of a

productive

specialist includes

productive

conditions and

structural invariant

elements of

educational systems

in the acme core.

3 PP: self-

realization of

natural potentials in

spiritual products

contributes to the

formation of

competencies in the

acme core:

G(R)PDCCO**.

4 AT: Acme-target

strategies for

productive feedback -

strategic, tactical,

operational.

4 PP: Acme-

targeted

engagement

strategies ensure

the productivity of

the intermediate

and final results.

5 AT: Acme-target

strategies for

diagnosing factors in

achieving the peaks

of productivity in

their area of

responsibility

5 PP: Acmediology

of productivity

factors provides

neologisms in the

properties of the

main subjects of

activity

Productivity

Postulates (PP)

Sustainable Development of the National Education System of Russia on the Basis of Acmeological Laws of Fundamental Education

641

self-development and self-progress towards

achieving the peaks of productivity, - by all or

by the suppressed majority of graduates, - fixed

at the entrance to a new environment,

educational, social, professional;

 Between the levels of productivity of the main

subsystems of the NES and the factors that

ensure their productivity.

 Acme-synergistic processes occur in various

systems and levels:

 In macro educational institutions,

 Municipalities,

 Regions requiring different technologies of

organization and impact.

The search for acme-synergetic laws is associated

with the concepts: "synergism, synergy", from Greek

- "cooperation, commonwealth". In accordance with

the acmeological theory of fundamental education by

Kuzmina, N.V. these laws apply:

 In physiology - the joint action of any organs or

systems;

 In pharmacology, a variant of the body's

reaction to the combined effects of two or more

medicinal substances, characterized by the fact

that this action exceeds the action exerted by

each component separately;

 In the development of synergetics - a new

scientific direction that studies the connections

between structural elements (subsystems) that

are formed in open systems (biological,

physicochemical, etc.) due to the intensive flow

exchange of matter and energy with the

environment in nonequilibrium conditions. In

such systems, consistent behavior of

subsystems is observed, as a result of which the

degree of its ordering increases, i.e. entropy

decreases (the so-called self-organization).

The professional acme-synergetic task of

education quality management specialists in

educational organizations, municipalities, and the

region is:

 Allocation of high-, medium- and low-

productivity basic specialists (teachers),

 Diagnosis of the factors that caused them, the

reasons for the differences,

 Determination of acmestrategy and

acmetechnologies of educational activities of

the top ones against the background of

medium- and low-productivity, which should

be modeled to understand the reasons for

defending and providing assistance by means

of acmetechnologies.

Acmesynergetic laws of productivity of

specialists in quality management of education on the

scale of NES are stable, repetitive, testable

connections and dependencies between the levels of

productivity of wards, their basic education

specialists who study objects, processes, results of

their activities, their contribution to the results of their

educational institution, in which they work - and

factors - subjective, objective, subjective-objective, -

contributing to and hindering the achievement of the

peaks of productivity in solving acmesocial-

synergetic problems, in accordance with the objective

indicator: - the contribution of graduates of their

educational institution to increasing the productivity

and competitiveness of the products of school shops,

municipalities, region.

Thus, the acme-synergetic law of fundamental

education ensures the creation of the sought-after

spiritual products in accordance with the criterion and

factors that promote and hinder the attainment of

peaks:

 productive competence and competencies of all

or the overwhelming majority of graduates;

 copyright systems of productive activity of

basic specialists;

 productive competence of education quality

management specialists.

This is ensured by research specialists, creators of

economical and accurate measuring instruments.

3. Acme topological laws - stable, repetitive,

testable connections and dependencies:

 between the levels of productivity of

specialists-researchers of the quality of

education, - measuring, diagnosing the causes

of success and failure, development trends, -

according to the criterion of the time factor, -

collecting empirical information, processing,

issuing results, and making informed decisions

for public recognition of truly outstanding

results.

"Topological laws of compressed time" - at the

suggestion of Ananyev, B.G. the laws of public

recognition of productive innovations. Ananyev,

B.G. used the category of chrono-topology - the

science of time condensation by means of scientific

knowledge, as distinct from chronological, associated

with the measurement of time. Only after the

application of a proven system of measurements in

education and the creation on their basis of

fundamental theories that provide a forecast, it

becomes truly fundamental.

The search for acme-topological laws of the

development of the productive competence of

specialists - researchers of the quality of education

can be served by the introduction of Multilevel Cyclic

Monitoring (MCM) in the region. This is due to the

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642

fact that in comparative studies of the productive

interaction of representatives of the three strata,

productive technologies and measurements are

actualized, which can be adopted as conditional

standards for organizing new comparative studies in

the regions.

Acme-topological laws of fundamental education

are stable, repetitive, testable connections and

dependencies between the levels of productivity of

specialists-researchers of the quality of education, -

basic, management, research, - theories, technologies,

measurements, influencing the increase of their

productive competence and competencies, leading to

labor productivity and competitiveness of products

created by NES graduates.

Based on the results of the ICM and the

accounting of acme-laws, the leaders of the NES have

the opportunity to study and describe the systems of

activity and structures of the productive competence

of top specialists, basic, management, research to

create information support for new specialties:

 acmeologist-manager of basic subject

specialists;

 acmeologist-manager of education quality

management specialists of the municipality;

 acmeologist-manager of specialists -

researchers of the quality of education.

4 CONCLUSIONS

Thus, acmeological laws are fundamental, verified by

practice and provide a forecast. Their implementation

allows: to teach the peaks of skill in the creation of

information, communication and technological

support, based on the forecast, to justify promising

lines; criteria for assessing the moral actions of

students and the moral behavior of teachers

associated with self-correction of their activities and

behavior.

Learning the peak productive activity is the

inevitable future of all NESs without exception. The

creation of such a spiritual product as productive

competence, which integrates the acquired

knowledge with the skill of its application in practice,

is consistent with the natural and need of each person

for self-realization. This kind of learning makes

education truly fundamental. Mastering the peaks of

productivity is the need for all or the overwhelming

majority of subjects of education.

Acmeological laws of productivity of

fundamental education on the scale of the Russian

Federation are applicable in all types of educational

organizations when teaching the peaks of

productivity and professionalism of all types of

creative activity, including pedagogical,

acmeological, medical, engineering and others.

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