Abstract:

Socio-cognitive trend in education is shaped by the necessity to bridge an increasing gap between those functions and content of education which are co-organized and co-evolutioning along with social and cognitive practices in the knowledge-based society and these functions and content of education which are reproduced and represented in current educational theories and practices. The outcome of socio-cognitive education is shared construction of new knowledge. The quality of cognitive resource development determines the ability of a person to get involved in this shared construction and is a prerequisite for self-realization in culture.

Conceptualization of education as socio-cognitive practice of sustainable human resource development is drawn from the relevant directions of research on social constructionism (discursive construction of reality (R. J. Averill, C. Coupland et al., T. Cochrane)); epistemology (ontological and epistemological beliefs (G.J. Schraw & L.J. Olafson), personal epistemology (B.K. Hofer), anthroepistemology (S. Fuller)); human resource development (creativity, innovation); applied cognitive science (knowledge, intellect, cognitive development, thinking); cognitive approach to education (metacognitive competence (R. Bromme, M.V. J. Veenman, R. Azvedo), cognitive strategies (N.J. Entwistle), lay theories of intelligence (C.S. Dweck, R.B. King et al.)).

The emphasis on sustainable development in education makes it necessary to rethink the constructs which describe emerging educational reality and have profound meanings and implications as socially and cognitively constructed and represented phenomena in educational practice (competence, information, knowledge, cognition, innovation).
Elaboration and implementation of new educational technologies faces diverse challenges related to the lack of critical awareness of the developmental trends of modern methodology, unpreparedness to interiorize developmental values in socio-cognitive perspective, limited understanding of the psychological underpinnings and forces triggering the process of socio-cognitive development in education. The distinguishing feature of new educational technologies is the radically new role of a person as an “author” who is empowered to bring together socially determined reality and individual cognitive representations of education as a resource of personal development.
Advancing the ideas of social constructionism, anthroepistemology and system anthropological psychology (V.E. Klochko) allows the authors to elaborate conceptual grounds of educational practice based on the values socio-cognitive education. The findings of research demonstrated value-meaning gaps in students’ representations of such concepts as knowledge, information, cognition and education; multifaceted interrelation between students’ emotions and cognitive activity; lack in metacognitive awareness and cognitive strategies use.

These findings might be considered as significant limitations in advancing socio-cognitive education. However, socio-cognitive trend offers a new approach to reconsider these limitations as resources for development of both the participants of educational practice and the practice itself.
The objective of this research endeavor is to embed ideas of socio-cognitive education into elaboration and implementation of new educational technologies nurturing, strengthening and promoting the values of sustainable human resource development.

Keywords:

Educational trend, socio-cognitive practice, human resource development, social constructionism, system anthropological psychology, educational technology.