The concept and logic of developing an ideain a pedagogical project
Introduction. In order to be socially successful in a dynamically developing society, it is necessary not only to be proactive, but also to learn how to manage one's own formation, or in other words, to have the ability to design the trajectory of one's own forward movement. What is the main quality necessary for a modern person in an open communicative society? This is, first, the ability to self-determination. Uncertainty and the associated ever-increasing freedom of choice requires him to develop subjectivity, self-control, creativity in thinking and innovativeness in professional activity. For the upbringing of an innovative personality in the education system, a new systemic and activity paradigm is introduced, reflected in the new Federal State Educational Standard, the professional standard of a teacher. It postulates not only the development of academic subjects, but also the development of personal and metasubject (in fact, design) abilities. Obviously, a teacher with a culture of project thinking will play a decisive role in the formation of a new pedagogy. Teach children to see and understand an uncertain situation as a whole, to develop their own position in it. Teaching the ability not only to defend, but also to develop their own position is a new goal of the teachers in the systemic and activity paradigm of education that fosters an innovative personality. In the practice of pedagogical design, teachers make a “jump” from the initial analysis of the situation and a generally formulated problem immediately to drawing up a plan for future activities. It is precisely the most essential design stage that “skips”, namely the moment of ideal foresight of the future situation and working out the way to achieve it. Thus, in general, the problem of the formation of a culture of design thinking in the education system is associated with the fixation of the fact that a modern teacher does not have and the need for him to develop in his professional consciousness the concept and norms of developing a design concept. Methodology. The author relied on research by scientists in the following areas. Social design - V. V. Davydova, O. S. Gazman, O. I. Genisaretsky, Yu. V. Gromyko, N. V. Gromyko, B. V. Sazonova, G. P. Shchedrovitsky, P. G. Shchedrovitsky and others. In the field of pedagogical design - N. G. Alekseeva, L. N. Alekseeva, B. M. Bim-Bad, V. A. Bolotova, E. S. Zair-Bek, I. F. Isaeva, V. S. Lazareva, A. M. Moiseeva, L. I. Novikova, O. G. Prikot, V. G. Radionova, N. L. Selivanova, V. A. Slastenin, V. I. Slobodchikova, V. V. Serikov, V. Z. Yusupova, N. O. Yakovleva and others. In the field of philosophy of education and methodology of pedagogical activity - VV Kraevsky, AM Novikov, A. P. Ogurtsova, V. V. Platonov, V. N. Sadovsky, V. S. Shvyreva, EG Yudin and others. In the humanitarian areas of creative activity (cinematography, military affairs, etc.) - V. V. Norenko, A. A. Tarkovsky, A. Wellington and others. Results. The concept was created and the stages of developing the concept of a pedagogical project were investigated. The design concept is a formulated moral opposition, first by an individual author, and then by a group of associates who have joined him, to a significant position existing in social practice. The new socio-cultural position overcomes the significant position existing in social practice in the future specially thought out and organized communication by her with the help of the new worldview principle she created. As well as developed practical techniques for constructive interaction with other points of view. At the same time, a playful and uncertain situation is necessarily created at the stage of implementation. First stage. Subjectification of the problem formulated and arising from the analysis of the situation Without a moral choice, without an act of cultural and value self-determination to a pedagogical problem, it is impossible to create an idea for a pedagogical project. The first stage of conceiving the project ends with the formulation of its value in opposition to the existing order in social practice. Second phase. Creation of the idea of realizing the formulated value. The value and the idea together form a new innovative and ideological principle of organizing thinking, communication and activity. Stage three. A number of problematic practical situations of implementation of the formulated principle are modeled. Reflexive-methodological stage. Refinement and revision of the concept and the folding of the design team. This stage is cross-cutting and permeating both the first three stages of the concept development, and the subsequent organizational and implementation phases of the design. The design concept creates a situation of agreement of the people involved in the project on the direction and order of steps in solving the problem posed at the very beginning. The formulated new position begins to be embodied not only in the activities of the author of the idea, but also in the actions of other people, that is, it becomes a socio-cultural practice implemented by the project team. Each project participant always has an incomplete set of goals and means (values and meanings, rules and norms) and only in constantly organized positional communication, collective reflection can he understand the innovativeness of the formulated principle. Conclusion. The idea in a pedagogical project determines its unchanging value core, the principles of organizing future professional thinking, communication and activity. It contains a method for the formation of a new socio-cultural and professional position based on a perceived value, a formulated innovative ideological principle as a way of its implementation. It also develops models of future situations for the implementation of the principle, as well as develops norms for the formation of a project team due to constantly organized positional communication and collective reflection between the author of the idea and other project participants.