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UDK 31.01:005.591.6

DOI: 10.15507/1991-9468.090.022.201801.060-076


Hermeneutic Methodology of Higher Education Content Integration


Lyudmila V. Astakhova
Professor of Chair of Information Security, South Ural State University (nitional research university) (76 Lenin St., Chelyabinsk 454080, Russia), Dr.Sci. (Pedagogy), ORCID: http://orcid.org/0000-0003-0604-7363, Scopus ID: 56145231800, Researcher ID: I-9066-2017, This email address is being protected from spambots. You need JavaScript enabled to view it.

Introduction: the methods of content integration of higher education play an important role during intensification of integration processes in the post-industrial society. Universal methodology and methods of content integration of higher education are underdeveloped and coupled with insufficient level of preparedness of graduates of higher educational institutions to solve complex professional tasks. This challenge determines the timeliness of this study. The aim of the article is to substantiate the general methodology and principles of integrating the content of higher education in the context o f a competence-based approach.
Materials and Methods: integration, cognitive, hermeneutical and competence-based approaches, analytical- synthetic methods, comparative analysis and sociological methods were used during the study. In addition, the author used recitation, written testing and the original method of self-diagnostics of students’ cultural assets.
Results: in summary, a knowledge integrator and a cognition integrator are defined; the structure of integrated rational content of integrated knowledge in education is revealed; universal hermeneutic methodological standard of integration knowledge in education is substantiated and introduced in practice; principles of adequacy of the integration of the content of education are formulated, new requirements to the structure of competencies of a graduate in integrated educational content are identified.
Discussions and Conclusions: the scientific novelty and theoretical significance of the article lies in the author’s substantiation of the hermeneutic concept of integrating the content of higher education, as well as in integrating the hermeneutic approach with cognitive and competence-based approaches to the content of higher education. The author concluded that the condition for the successful integration of educational content is the hermeneutical methodology: the principles and methodology for its implementation. The practical significance of the article is the development and experimental verification of the hermeneutic methodology for integrating the content of higher education to develop the readiness of future specialists in information protection to solve integrated professional problems. The article can be useful for higher institution teaching staff who are working on solving similar problems in other educational areas. The presented research can be developed by revealing the specifics of a justified concept in different educational sectors and at different levels of education.

Keywords: integration, education content, hermeneutics, competence, post-industrial society, methodology, principle, law, adequacy

Acknowledgements: the study was supported by the Government of the Russian Federation (Decree no. 211, 16 March 2013), Agreement no. 02.A03.21.0011.

For citation: Astakhova L.V. Hermeneutic Methodology of Higher Education Content Integration. Integratsiya obrazovaniya = Integration of Education. 2018; 22(1):60-76. DOI: 10.15507/1991-9468.090.022.201801.060-076

The author has read and approved the final manuscript.

Submitted 10.03.2017; revised 21.09.2017; published online 30.03.2018.


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