What is meant by educational space? What is the purpose of isolating it? How is it formed? How is it organized?

general information

Educational space is a concept that is used to describe a set of systems whose purpose is learning. It can be said in another way. By space is meant the entire educational sphere, as well as all the influence on it. When parsing the concept, it will not be superfluous to recall the principle of "Matryoshka" with a slight difference: for example, the share of each system, which refers to the generality, will not be the same. And the educational space is not just the largest integrated system that exists within a society or country. It also has a number of derivatives. Depending on how the organization of the educational process is carried out, it can be argued about the directions of movement and the qualitative development of social relations. In this case, multiple intersections occur, as a result of which an evaluation characteristic can be carried out, depending on the selected coordinate system from which the evaluation is carried out. The vision of G. N. Serikov will be used as a reference material.

Regulatory coordinate

Its task is to characterize the moral and legal foundations. The conditions under which the functioning process will be carried out will depend on them. And the way it turns out educational, on the one hand, makes it possible to regulate the relationship between the participants in the process. It also provides legal regulation of the education system and its structural constituent elements.

Perspective-orienting coordinate

Engaged in preparation in terms of obtaining a certain result. From her position, it is estimated which professions, skills, abilities, etc. will be needed after a certain time. Thus, from the point of view of the perspective-orienting coordinate, an analysis of social and value expectations, such as the demand for graduates and the quality of education at various levels of training, is carried out. The greatest interest in this case is vocational education.

Active-stimulating coordinate

It shows the specifics of the non-material conditions for the functioning of the participants in relations that are part of the modern educational space. Moreover, in this case, a very clear distinction can be made into sectors and even into individual elements. It should be noted that there is also a negative aspect, which manifests itself in a significant increase in the amount of the paper component. Theoretically, it is possible to move forward only by transferring work with information to computer technology, that is, by cybernetizing education.

Communication and information coordinate

From this position, the relationship between a large number of systems, their structural components and individual elements is evaluated. The possibility of adapting education to the challenges of our time largely depends on the ability to quickly and efficiently transmit information.

The impact of modern technology

Now the educational space is not the same as it was a hundred, fifty and even twenty years ago. Information and computer technologies now have a significant impact on it. Particularly noteworthy is the fact that the educational process is gradually moving towards the virtual space. Initially, it all started with simple courses, which in most cases were worthless. And now even universities are practicing the development and implementation of distance learning by correspondence. There are many and simply volunteer projects that are aimed at helping in obtaining new knowledge and development. On their own initiative, people create and post text and video materials in a wide range of areas. In other words, study till you drop. For example, if something is not clear to a person at a university, let's say from the physics section, then he can always look for an explanation. Moreover, it is very likely that in the end he will find a video, and more than one, where a professor of physics can tell him everything. And under the influence of changes in the world, the requirements for education are changing more and more. Now, more than ever, it is necessary that a person not only be a certified specialist, but also possess effective teaching techniques. How not to remember the words from the children's book "Through the Looking Glass" - you need to run with all your might in order to stay in place. You have to move even faster if you want to get somewhere.

Methodology improvement

Previously, it was believed that it was enough just to load a person with knowledge, and that would be enough. Well, to get an erudite, this is really enough. But in order to train a specialist that will be necessary for society and will be able to successfully engage in professional activity, this is missing. What is on offer now? In addition to obtaining knowledge in an organized form (at school, university), you also need to work on ensuring that a person is engaged in learning independently. Moreover, the object of interest for him were areas where there is an opportunity for successful activity, personal and career growth. All this should be facilitated by the basis in the form of a good knowledge of the language, developed critical and analytical thinking (which is greatly facilitated by the study of logic, mathematics, physics, chemistry, biology, economics and jurisprudence). These will help prepare a person that will not be lost in this life. Increasingly, you can hear calls for the need to learn the real things that adults face everywhere. So, paying taxes, filling out various applications, forms, analyzing the principles of functioning of state institutions - this is an incomplete list of working moments that we have to deal with. It can be said that there are various goals of education, but the most important of them is to prepare a person and a citizen of the country for adult life and the challenges it presents. Moreover, these words should mean not only work within the framework of kindergarten, schools and universities. No. We have to study all our lives. Therefore, it is worth making sure that this process is as comfortable as possible.

Instead of a conclusion

As you can see, not everything is so simple. The educational process is a difficult moment of life that lasts all the time while a person is alive. For many, it stops to a truly small value, but it never stops. It should also be noted that the formation of the educational space is now taking place not only by the state, but also by private individuals who do this both on a commercial and voluntary basis. This is both good and bad at the same time. Why is that? If there are private attempts to improve education, then this indicates that the state cannot cope with demand. And that's bad. But at the same time there are people who take the enlightenment of the masses into their own hands. It is worth going to popular video hosting sites to see for yourself how many people with academic degrees bring knowledge to the masses, professionally explaining the difficult moments of many sciences, specialties and moments. Now we can say with confidence that the educational process is a part of public life, which has long and confidently gone beyond the control of the state. It is quite possible that over time, learning will change so much that a resident of the beginning of the twenty-first century will not be able to recognize it right away.

educational space

The concept of "educational space" is defined as the area surrounding a person of his activity, the nearest development in an educational institution; as a "territory" where there are sources of developing influence, its factors are generated, laws and principles operate, various types of activities are carried out, pedagogical technologies are implemented (Kolesnikova I.A.) as a variety of activities that meet the requirements of compatibility and participation of the student in them as a designer and the implementer of his own plan; as a set of not only influences and conditions for the formation of personality, but also opportunities for the development and improvement of the subjects of education of their social and spatial-subject environment.

It is emphasized that the didactic potential of the educational space can be actualized in the interposition of the objectivity of culture and the essential forces of a person, at the point of intersection, the coincidence of external and internal, environmental and personal capabilities.

Most of the well-known literary sources systematize the components of not the educational space, but the educational environment, and in accordance with the ecoanthropological or cultural approach, its composition is distinguished (Dridze T.M., Krylova N.B., Pesotsky Yu.S., etc.). But the concept of "educational environment" can be viewed to a greater extent as a relationship with the objective pedagogical reality given to the subject and constituting for him a set of influences, conditions and opportunities. The concept of "educational space" can be correlated with pedagogical reality as "actually acting" for the subjects of the context of the educational environment, their being in it. In this sense, the content of the concept of educational space is close to the concept of "field" by K. Levin, who considers the subject's behavior as a function of the interaction of personal factors and perceived features of the environment.

Component composition of the educational space

The component composition of the educational space of an educational institution can be represented as follows:

A - personal space

IN - activity space

WITH - information space

D- interpersonal space

E - environment space.

Personal educational space of students

The figure shows that the boundaries of each subspace have the property of interpenetration and can move from one reality to another. So, the subspace B, C, D and E can, as a result of activity and special organized interaction, “fold” into the personal space of the individual, expanding and enriching it. And vice versa, an individual has the ability to influence the interpersonal space and the space of the environment, enriching and expanding it, since everyone develops in accordance with their individual inclination, interests, life experience, their vision of values ​​and the priority of education and builds their own space for entering culture (Krylova N.B. .). Thus, the student's relationship with the educational space is multifunctional. Depending on the angle of consideration, he can be designated both as an inhabitant of this space, and as an object of influence, a consumer of opportunities, and as part of the interpersonal environment, a source of influence, and as a creator of conditions (Markovich D.Zh.).

A number of areas can be distinguished in the personal educational space:

1) the area of ​​individual typological features that determine the dominant orientation of the personality;

2) a motivational-semantic area that predetermines the students' preferred choices in the educational process and satisfaction with achievements;

3) the area of ​​self-development, which characterizes the desire of students and the definition in education of the gap between the "I" - real and "I" - ideal;

4) the area of ​​activity, which determines the peculiarities of the flow of affective, praxic and cognitive processes in students in various types of activity;

5) professional and personal position, as a nuclear education, emerging at the intersection of the personal space of students with the components of the educational space of the educational institution.

The student's personal educational space is not separated from the educational space of the educational institution, it is open to him and interacts with him. However, the features, quality and specificity of this interaction are determined by those areas of personal space that were discussed above.

EDUCATIONAL SPACE

AS A FACTOR OF PERSONALITY DEVELOPMENT OF PUPILS: THEORETICAL ASPECT

Mazova S.V., candidate of pedagogical sciences, head of methodical cabinet

FGKOU "Orenburg Presidential Cadet School"

In the process of scientific and methodological activity of teachers of the Orenburg Presidential Cadet School, the specifics of the development of the personality of the pupil are investigated, the pedagogical possibilities of the educational space of the educational institution are revealed.

The category "space" is traditionally used in a variety of contexts - economic, political, cultural, informational, educational, etc. From a formal point of view, space is a system formed by a multitude of interacting subjects, between which relations are established, determined by their functional specifics. The systemic nature of space is ensured by such mutually exclusive properties as extension and fragmentation, continuity and discontinuity, preservation and change.

An analysis of scientific and pedagogical sources on the problem under study shows that the idea of ​​an educational space is receiving an increasingly broad and multifaceted conceptual, theoretical and scientific and methodological understanding in pedagogy. At the same time, it is obvious that the term "educational space" is used to refer to phenomena that differ in their scale, content characteristics, and formal features - from the global educational space to the educational space of a single individual.

Most scientific and pedagogical works are devoted to the problems of creating an educational spacewithin one educational institution. At the same time, the educational space is considered as a factor in the development of the child's personality (M.I. Korneva, V.M. Stepanov), the social education of schoolchildren (T.F. Borisova), and the formation of the value of their aesthetic attitude (I.M. Remorenko). The pedagogical conditions for the humanization of the educational space (R.I. Tuktarova) and its formation using non-traditional pedagogical means (G.A. Ferapontov) are studied. Usually in this case we are talking about educational institutions of innovative type. In other words, the idea of ​​creating an educational space with certain characteristics acts as a conceptual and theoretical basis for innovative pedagogical activity.

One of the first studies in this direction was carried out in the mid-1990s. M.I. Korneva, who explored a new educational institution - a progymnasium as an educational space for the development of a child's personality. The researcher proceeds from the fact that education acquires the status of a carrier of its own human content, becomes for the individual a significant “image” of human activity, which can significantly change the “image” of the person himself, only if it is in conditions of a significant change in the forms of social ties on macro - and micro levels functions as a phenomenon of culture; focused on cultural and civilizational forms of life; involves the implementation in the educational process of a holistic approach to the ways and forms of manifestation of the subjectivity of a person, his creative essence; is based on the embodiment of a polysubjective (dialogical) approach as the basis of humanistic pedagogical technologies. Accordingly, the educational process should act in the form of social assistance in the environment, which will ensure the "entry" of the individual into culture, into social relations. At the same time, an educational institution should be considered as an educational space for human reproduction, self-development of the individual and the disclosure of its potentialities.

The organization of a single educational space at the level of an educational institution is aimed at realizing the main and strategic goal - the preparation of an intelligent, educated and comprehensively developed cultured person who has creative humanistic and interactive thinking, self-esteem and responsibility, who knows how to improve himself, “build” harmonious relations with the world, nature, and other people. The problems of the technological organization of a unified educational space are reflected in the works of K.Ya. Vazina, A.S. Gayazova, A.Yu. Petrova, E.K. Samerkhanova, E.Sh. Khamitova.

Different researchers, depending on their scientific goals, reveal various aspects of this phenomenon, which often give reason to assume that educational space refers to completely different objects of educational reality:

1. the educational environment is considered as one of the characteristics of the educational space. For example, Yu.S. Pesotsky speaks about the educational space "in the unity of the complex of its characteristics, not only environmental, but procedural and institutional";
2. educational space is considered as one of the characteristics of the educational environment (its local, spatial cut);
3. the terms "educational environment" and "educational space" are used as synonyms, i.e. represent the same phenomenon.

Our position coincides with the opinion of those researchers who understand the educational space in a broad sense - as the space of all educational influences and realities, external to the individual, acting as the object of these influences, but at the same time the subject of educational relations.

Educational spaceas a component of a wider social space, it is an educational continuum in all its diversity of systemic, procedural, resource, subject-activity, as well as spiritual and informational components, the integrity of which is ensured by integration processes that manifest themselves at all its levels and affect all components of the space, as well as continuity of the educational process in all its components and in all respects.

With all the dissimilarity of different interpretations of the educational space, causing factors, motives and specific goals that encourage researchers to describe pedagogical reality using the concept of "educational space", there are clearly distinguished common features, allowing to consider it as a holistic pedagogical phenomenon, expressing:

1. objective nature of integration processes manifested in modern education at all its levels and affecting all components of educational systems;
2. continuity of the educational process in all its components and in all respects;
3. the growing role of the subjective factor in education, forcing in many cases to “leave” the term “educational system” that is administrative and organizational in its essence and the term “educational process” that is narrow in content as a characteristic of the educational continuum.

We agree with V.M. Stepanov that the current situation in Russian education raises the question of pedagogical science about finding a reasonable balance between two historical trends in its development - a trend towards uniformity and a trend towards a variety of forms of organization. The idea of ​​educational space, in our opinion, makes it possible to remove this objective contradiction in many respects.

In principle, agreeing with the opinion of scientists that social partnership is a way of organizing a single educational space, we believe that the main and essential in the organization of a single educational space is the management of the mechanism of interconnection, interdependence, interaction of the subjects of the educational process, which is also a necessary condition for the development and self-development of teachers and students.

E.K. Samerkhanova developed a technological model for organizing a single educational space, which includes six functional levels:

axiological level,reflecting the strategic value orientations underlying the organization of a single educational space of an educational institution, which are accumulated, synthesized in learning objectives;

personal levelwhich reflects the focus of training on the personal self-development of students, based on the understanding of a person as a unique, spiritual-natural, self-developing system;

communication level,characterized by an expediently built system of relations between all participants in the learning process, which performs the function of an external mechanism for self-development;

organizational and technological level,which characterizes the entire developing space, which has a three-level structure (target space, search space, reflexive space), and performs a cognitive and regulatory function;

performance level,expressing the end result of learning - the continuous personal development of students as a prerequisite and means of developing cognitive needs-abilities.

The idea of ​​developing the student's personality in the educational space of the school in our study is that the student is considered as a carrier of activity, individual, subjective experience, he strives to reveal, realize and deploy his internal potentials (axiological, communicative, creative). The task of teachers and educators is to, by creating appropriate pedagogical conditions, help the pupil to realize the need for self-creation, initiate activity, striving for self-improvement.

In the study of the development of the personality of pupils, it is necessary to compare the concepts of "educational space of the school", "living space of the personality" and "educational space of the personality of the pupil". By the latter, we mean a part of the educational environment of the school, updated by the pupil, as a certain result of the development of the world, as the degree of knowledge and appropriation of its capabilities on the basis of subjective experience. In the process of education, a person cannot master the entire cultural and scientific space of the modern world, therefore, the educational space of a person is a part of the cultural and scientific space in which goals are formed, models of future life are designed, search and acquisition of meanings, thanks to the "meeting of the formative and the emerging ". The educational space of the school turns into a subject and resource for the joint activity of the teacher and pupil. The teacher as a "significant Other" helps the pupil to realize the features and contradictions of the modern world, to master the ways of life in it, to manage the space and time of his own life.

Let us consider the characteristics of the living space of the individual, determined by modern authors. A.A. Bodalev distinguishes three parameters of the subjective space of the world:

a) the volume or extent of this space, which is determined by what is imprinted and actualized in the mind of a person and the objective space surrounding him;

b) the degree of connection of the content of this subjective space of the world with the present, past and future;

c) the dependence of the content richness of the subjective space of the world on the formation of the personality.

As factors that determine these characteristics, the author calls the age of a person, his natural and social environment, lifestyle, education and personal characteristics.

L.P. Grimak distinguishes two realities: 1) information-energetic and topological relationships of the individual with the surrounding living space and 2) subjective modeling of the internal psychological space of the individual, on the basis of which interactions with the real world are built. In his opinion, the primary influence on the subjective comfort of a person is exerted by such characteristics of the internal psychological space as its size and clarity of boundaries. A person can perceive his inner space as too large and empty, and then he will feel uncomfortable. On the contrary, the feeling of tightness of this space will lead to the experience of lack of freedom, dependence. A full-fledged "construction" of the subjective model of a person's living space assumes that all three of its components (past, present and future) are available, accessible for mental review and do not close each other.

A well-known representative of transpersonal psychology, K. Wilber, believes that the problems of a particular person stem from where he draws the line between himself and the outside world. The more extensive the space of a person's self-identification, the greater the content of the world a person realizes as his own.

So, the living space of the individual changes in the course of the individual's life path and has the following number of characteristics that are subject to change under the influence of environmental and intrapersonal factors.

Breadth of living space.It is determined by the number of those areas of the real world that the subject considers to be related to his life and which are reflected in his picture of the world.

The degree of differentiation of individual parts of the living space.This characteristic should be considered in two aspects: a) intrapersonal differentiation and b) differentiation of external areas of the living space.

The degree of organization and consistency of its parts.It should also be considered in two aspects: intrapersonal structuring and organization of external areas of the living space. This characteristic involves an analysis of the presence or absence of a clear structure, subordination and coordination links.

Permeability of the outer boundaries of the living space.It can manifest itself both in openness to the information and energy flow from the real physical and social worlds, and in the response information and energy flow from the side of the subject of the living space. We can assume different variants of permeability, formed by the degree of permeability from the inside and from the outside: two-sided good or bad permeability and one-sided permeability, in which information flows worse in one direction than in the other.

Permeability of the internal boundaries of the living spaceseparating the inner world of the individual from its other parts of the living space. Here, too, permeability is bilateral in nature, but concerns the balance between the sensory and motor (more precisely, behavioral) components of the personality. This balance can also be called impressive-expressive.

Degree of realism - unrealistic living space.It is determined by the conformity of the psychological living space to its prototype, i.e. the real world. It should increase as a person accumulates his knowledge about the real environment. A significant bias towards the unrealistic living space in a person indicates the presence of her mental abnormalities. Sometimes such a distorted picture of the world can serve as a source of artistic creativity, since art is designed precisely to create new spaces of being.

The degree of activity of managing one's living space on the part of the individual.In the works of K. Levin, the term “field of power” appears, by which he understood the ability of one person to induce forces acting on another person. He believed that it is possible to single out the strength and boundaries of the field of power in each person.

The power field of the "leader" is always greater than the power field of the "follower". K. Levin illustrates this concept, using the example of how children's behavior changes in the presence of an authoritative adult (for example, a teacher). A person who has power over another person can induce needs in him in accordance with his goals. The field of power is always narrower than the psychological field, since in some areas a person has great power, but not in others. In the process of interaction between people, their fields are suppressed, and in each specific case, the ratio of forces changes. In the context of our study, the position that the dynamics of the development of the personality of the pupil is associated with the establishment of a relationship between the poles "I" - "Other", and the construction of subject-subject relations in pedagogical process is determined, among other things, by the balance of the poles "Teacher" - "Student".

The degree of occupancy of the living space with people.It is determined by the number of persons that are included by the subject in the living space. First of all, these are people who are significant for him from family, business and friendly spheres of communication. But these are not necessarily people he likes. The main thing is that they were singled out from many other people according to some criterion, they were remembered by him from the past, they influenced him, sometimes by their fact of existence. Famous people about whom a person has read or heard, literary or cinematic heroes can also populate the living space. It matters to the individual whether these people are persons from the past or whether they are mostly real people with whom he sees at the present time. It should be noted that the creation of a referential circle of significant Others is one of the initiating moments of the formation of subjectivity (A. Kharash).

Breadth of temporal retrospective and perspective.Retrospective is determined by the extent to which events from the past influence the behavior of a person in the present, or, in other words, to what extent he extracts experience from his past. Perspective is determined by the extent to which plans and dreams have a strong influence on actual behavior in the present.

The degree of differentiation of time intervals.It is determined by the fraction of time intervals that serve as certain milestones. For some people, the unit of analysis can be a year or even months, for others five years or decades (before school, school, college, university, etc.). It is known that the events of the recent past are more differentiated than the events of long ago.

The integrity of the time perspective and its structure.By integrity, we mean the continuity of impressions of the past, present and future, in which the present is seen as a natural transition from past events to the present. With such a perception of his life path, a person sees in his current actions a consequence of past experience and the influence of future goals. As for structuredness, it is associated with the perception of connections between events and their categorization according to the degree of significance for the subject. Unstructuredness is manifested in the sequence of events of varying degrees of importance.

The degree of event saturation of the living space.This characteristic is determined by the number of events that the subject considers important milestones in his life path. D. Kelly noted that the event is not engraved with its meaning, people themselves attach a certain value to it.

Let us denote the possible strategies for the interaction of the individual with the educational space.A.V. Libin, offering a unified concept of human style, names the following as the main characteristics of human interaction with the physical and social environment:

Intensity - moderation, which characterizes the energy potential of the individual and the degree of activity in the development and transformation of the environment;

Stability - variability, which determines the richness of the repertoire of behavioral strategies of the individual;

Breadth - the narrowness of the range of interaction, which manifests itself in the degree of articulation of behavior;

Inclusion - distance as a measure of the autonomy of the functioning of the subject.

As a result, it is possible to define two strategies for the interaction of the subject with the educational space: passive and active.

From our position, the educational space of the school can be viewed as a mechanism for purposeful pedagogical management of the process of subjective transformation of pupils. The leading principle of pedagogical management should be the transfer of pupils from a contemplative and performing position to the position of an active subject of activity.

List of sources used

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In the process of scientific and methodological activity of teachers of the Orenburg Presidential Cadet School, the specifics of the development of the personality of the pupil are investigated, the pedagogical possibilities of the educational space of the educational institution are revealed.
An analysis of psychological and pedagogical sources on the problem under study shows that the idea of ​​an educational space is receiving an increasingly broad and multifaceted conceptual, theoretical, scientific and methodological understanding in pedagogy.
At the same time, it is obvious that the term "educational space" is used to refer to phenomena that differ in their scale, content characteristics, and formal features - from the global educational space to the educational space of a single individual.
Most scientific and pedagogical works are devoted to the problems of creating an educational space within a single educational institution. At the same time, the educational space is considered as a factor in the development of the child's personality (M.I. Korneva, V.M. Stepanov), the social education of schoolchildren (T.F. Borisova), and the formation of the value of their aesthetic attitude (I.M. Remorenko). The pedagogical conditions for the humanization of the educational space (R.I. Tuktarova) and its formation using non-traditional pedagogical means (G.A. Ferapontov) are studied. Usually in this case we are talking about educational institutions of an innovative type. In other words, the idea of ​​creating an educational space with certain characteristics acts as a conceptual and theoretical basis for innovative pedagogical activity.
One of the first studies in this direction was carried out in the mid-1990s. M.I. Korneva, who explored a new educational institution - a progymnasium as an educational space for the development of a child's personality. The researcher proceeds from the fact that education acquires the status of a carrier of its own human content, becomes for the individual a significant “image” of human activity, which can significantly change the “image” of the person himself, only if it is in conditions of a significant change in the forms of social ties on macro - and micro levels functions as a phenomenon of culture; focused on cultural and civilizational forms of life; involves the implementation in the educational process of a holistic approach to the ways and forms of manifestation of the subjectivity of a person, his creative essence; is based on the embodiment of a polysubjective (dialogical) approach as the basis of humanistic pedagogical technologies. Accordingly, the educational process should act in the form of social assistance in the environment, which will ensure the "entry" of the individual into culture, into social relations. At the same time, an educational institution should be considered as an educational space for human reproduction, self-development of the individual and the disclosure of its potentialities.
From our point of view, the organization of a single educational space at the level of an educational institution is aimed at realizing the main goal - the preparation of an intelligent, educated and comprehensively developed cultural person who has creative humanistic and interactive thinking, self-esteem and responsibility, who knows how to improve himself, "build" harmonious relationships with the world, nature, other people.
The problems of the technological organization of a unified educational space are reflected in the works of K.Ya. Vazina, A.S. Gayazova, A.Yu. Petrova, E.K. Samerkhanova, E.Sh. Khamitova.
Different researchers, depending on their scientific goals, reveal various aspects of this phenomenon, which often give reason to assume that educational space refers to completely different objects of educational reality:
the educational environment is considered as one of the characteristics of the educational space. For example, Yu.S. Pesotsky speaks of the educational space "in the unity of a complex of its characteristics, not only environmental, but procedural and institutional";
educational space is considered as one of the characteristics of the educational environment (its local, spatial cut);
the terms "educational environment" and "educational space" are used as synonyms, i.e. represent the same phenomenon.
Our position coincides with the opinion of those researchers who understand the educational space in a broad sense - as the space of all educational influences and realities, external to the individual, acting as the object of these influences, but at the same time the subject of educational relations.
The educational space as a component of a wider social space is an educational continuum in all its diversity of systemic, procedural, resource, subject-activity, as well as spiritual and informational components, the integrity of which is ensured by integration processes that manifest themselves at all its levels and affect all components of the space, as well as the continuity of the educational process in all its components and in all respects.
With all the dissimilarity of different interpretations of the educational space, causing factors, motives and specific goals that encourage researchers to describe pedagogical reality using the concept of "educational space", there are distinct common features that allow us to consider it as a holistic pedagogical phenomenon, expressing:
the objective nature of the integration processes that manifest themselves in modern education at all its levels and affect all components of educational systems;
continuity of the educational process in all its components and in all respects;
the growing role of the subjective factor in education, forcing in many cases to “leave” the term “educational system” that is administrative and organizational in its essence and the term “educational process” that is narrow in content as a characteristic of the educational continuum.
We agree with V.M. Stepanov that the current situation in Russian education raises the question of pedagogical science about finding a reasonable balance between two historical trends in its development - a trend towards uniformity and a trend towards a variety of forms of organization. The idea of ​​educational space, in our opinion, makes it possible to remove this objective contradiction in many respects.
Agreeing with the opinion of scientists that social partnership is a way of organizing a single educational space, we believe that the main and essential in the organization of a single educational space is the management of the mechanism of interconnection, interdependence, interaction of the subjects of the educational process, which is also a necessary condition for development and self-development teachers and learners.
The idea of ​​developing the student's personality in the educational space of the school in our study is that the student is considered as a carrier of activity, individual, subjective experience, he strives to reveal, realize and deploy his internal potentials (axiological, communicative, creative). The task of teachers and educators is to, by creating appropriate pedagogical conditions, help the pupil to realize the need for self-creation, initiate activity, striving for self-improvement.

Bibliography
1. Korneva, M.I. Progymnasium as an educational space for the development of a child's personality / M.I. Kornev. - Abstract. dis. … cand. ped. Sciences. - Rostov n / D, 1996. - 24 p.
2. Pesotsky, Yu.S. High-tech educational environment: design principles / Yu.S. Pesotsky // Pedagogy. - 2002. - No. 5. - S. 26 - 35.
3. Samerkhanova, E.K. Organizational bases for creating a single educational space in a higher educational institution / E.K. Samerkhanov. - Nizhny Novgorod: Volzh Publishing House. state eng. - ped. acad. 2004. - 131 p.
4. Stepanov V.M. Organization of a developing educational space in an innovative school / V.M. Stepanov. - Abstract. dis. … cand. ped. Sciences. - Irkutsk, 1999. - 23 p.
5. Wilber, K. No boundaries / K. Wilber. - M., 1998.

In order to discuss openness as a qualitative characteristic of modern education, we have recently begun to use in principle instead of the concept of open education (still to some extent still bearing a metaphorical connotation), a more rigorous definition of an open educational space.

This more rigorous definition makes it possible to make the definition of the openness of education operational and instrumental and to discuss its spatial characteristics (three-dimensionality, orientation of the axes, comparison of degrees of openness, etc.).

Now in many humanities (this remark fully applies to modern pedagogical science) there is actually a revolution regarding the understanding of space.

As N.V. Rybalkin, it became important to discuss and single out the concept of space in the humanitarian conceptual apparatus also because it ceased to be the same for everyone (similar to the situation with physical space after the advent of the theory of relativity), but began to depend on the position of the observer and participant in the process itself.

When we talk about educational space, we mean the space in which the image of a person is formed. This space can, following the natural sciences and physical and mathematical disciplines, be understood as a coordinate system specified by certain qualitative measurements, expressed by vectors. These qualitative measurements can be found in the system of any pedagogical thinker. For example, Jan Amos Comenius in his work "Great Didactics" identified three such dimensions:

• heart (piety);

  deeds (virtue).

It can be assumed that in the modern class-lesson system this space is gradually being folded into almost one dimension - the formal-intellectual one.

Speaking about approaches to the structure of an open educational space, it seems important to us to distinguish between open and closed educational spaces both at the level of organization of practical pedagogical action and at the level of philosophical anthropology, as a justification for a certain type of space.

A closed educational space is a space in which there is a certain path in which the student must be led. The image to which it must be brought is also known in advance. The ideal of a closed educational space is a certain Teacher, his School, his specific teaching methods. At the level of philosophical anthropology, the need for a closed educational space is given by the need to form self-discipline and will to master the compulsory curriculum.

An open educational space provides the student with a choice of image and choice of path. The ideal of an open educational space is the representation of many different schools for the student. The open educational space does not form a certain image, but aims to give the experience of self-determination.

At the level of philosophical anthropology, the need for an open educational space is given by the need to form an idea of ​​a person who is free to make a decision about his image.

If we discuss the structure of the educational space, then we actually need to discuss the number of dimensions in relation to which a person can “build” himself. Closed and open educational spaces differ from each other in this context as follows.

In closed educational spaces, the space itself is not presented for the student, since all the trajectories of his movement are predetermined and built out there in advance. And any pre-built training program closes the opportunity for the student to discuss other options for his movement.

In open educational spaces, it is the space itself (the totality of its qualitative dimensions) and its organization that become, first of all, the subject of discussion, since each of the dimensions in this open space has many parallel possibilities and implies a certain freedom of choice. Thus, an open educational space allows students to develop the qualities of orientation and self-determination.

Closed and open educational spaces are complementary, so it is necessary to organize a specific transition from one type of space to another at the didactic and subject-methodological levels each time. Unfortunately, in modern didactics and pedagogy in general, closed educational spaces are still better studied both theoretically and in practical implementation than open ones.