Theoretical and practical models of municipal and local social and cultural education systems in a metropolis, their development and operationalisation of their components

Abstract

Systematic study and development of social and cultural education systems involve considering procedural, structural and functional aspects of their development and construction. In order to create theoretical and then practical (oriented to specific social conditions) educational models, it is necessary to determine their components and systematic connections, which are necessary and sufficient to present a complete image of the system's functioning. Understanding of upbringing -social and cultural education -as a comprehensive system was formed at the turn of the 20 th century. It should be noted that in Russian science the "upbringing system" is a broader concept than the "education system". Modern psychology studies upbringing as an activity and as a process. In the context of a metropolis, the goal of upbringing is a factor that motivates all its participants and an organising and defining criterion for assessing the effectiveness of the entire upbringing system. In this study, a learner as the subject of upbringing is considered its main systematic factor. Under modern conditions, the goal of education in a metropolis is determined by students' personality traits. These traits help students to socialise and adapt to society and at the same time maintain their individuality and inner freedom. Modelling is the method of studying upbringing systems. In order to operationalise the upbringing goals, it is necessary to determine the difference between the educator's and the student's ideas about the goal of upbringing. Formalisation and measurement of the goal means establishing a connection between the research conceptual framework and its methodological tools. This process makes it possible to reveal basic concepts, measurement techniques and accepted indicators in the course of empirical research.