Abstract:

One of the significant issues for the development of education is the approaches to overcoming the crisis phenomena as a result of the processes of globalisation. This is about the effects of the global economic and financial crisis since the beginning of the second decade of the 21st century, as well as about the crisis of values, the new type of alienation and social isolation. It turns out that in countries with economic problems, with limited resources, with a high unemployment rate, the thesis of education as a service is connected with the denial of the role of the state. This is becoming the basis not only for the deepening of existing but also for the emergence of new crises.

Another thing to keep in mind: the impact of crisis on a global scale can also be traced back to the transformation of the classic paradigm: "poor-rich" into a new contradiction:”uneducated-educated","unknowing-knowing" societies. Achieving a knowledge society without taking steps to overcome new controversies will only be a privilege for wealthy countries, and the poor - due to a lack of finance, inefficient economy and lack of industrial capacity - will fail to meet the basic criteria of the future Knowledge society. In them, social inequalities, as the analysis shows, will affect the cultures and universal values, illiteracy, poor vocational training and qualifications.

On the other hand, the pressure that the ideas and values of globalisation have on the cultural specificity of the individual countries in the educational system leads to a limitation of the humanitarian knowledge of national history, national culture and national literature, which in unitary states leads to the erosion of the We-identity. In this context, curricular approaches and initiatives should be further introduced and streamlined to compensate for these deficiencies. The analysis also shows that the emphasis on humanitarian knowledge related to the knowledge of literature, culture and history will have a positive impact on the resolution of the effects of the crisis. At the same time, the definition of education as a sustainable factor for economic development needs to be supplemented, complemented by the contribution of humanitarian knowledge to human development.

The negative phenomena mentioned - the result of the crises that humanity has experienced in the educational system in recent decades - also characterise the Bulgarian situation. One feature: according to statistics, the population aged over 50 is more literate and more professionally competent than the generation aged 20-40.

The political practice of limiting the percentage of GDP for education is negative, as the existing social inequalities deepen and create inequalities in education. Concomitantly, humanitarian knowledge is narrowing, as the percentage of cultural phenomena and factors of national culture, history and literacy are minimized here. This requires additional consideration and introduction of positive practices to compensate for the lack of compulsory education. Positive practices in this regard are the use of the game and the competitive start in secondary education (the initiative " The leaders of the Bulgarian National Revival and Me") as well as the joint research approaches among students and teachers in higher education (Unibit initiative "The Cultural Memory and National Identity" and the newly established VUZF Scientific Laboratory and Research Centre).

Keywords:

Globalisation, education, national culture, humanitarian knowledge.