DOI: 10.17072/2078-7898/2016-4-81-90

Tutoring in the culture: a new educational practice
of the Perm cultural project^*

Ignatieva Oksana Valer’evna
Ph.D. in Historical Sciences, Docent,
Head of the Department of Cultural Studies

Perm State Humanitarian-Pedagogical University,
24, Sibirskaya str., Perm, 614990, Russia;
e-mail: ignatieva2007@rambler.ru

Lysenko Oleg Vladislavovich
Ph.D. in Sociology, Associate Professor
of the Department of Cultural Studies

Perm State Humanitarian-Pedagogical University,
24, Sibirskaya str., Perm, 614990, Russia;
e-mail: oleg-lysenko@yandex.ru

Chernikova Irina Yurievna
Ph.D. in Pedagogics, Associate Professor,
Head of the Institute of Continuing Education

Perm National Research Polytechnic University,
29, Komsomolskiy av., Perm, 614990, Russia;
e-mail: icher08@list.ru

The article deals with one of the main directions of the «Perm cultural project», if to be more exact the Open education project. It is specially noted that initially, in philosophical discourse the open education was understood as corresponding to principles of open society. With the development of the Internet open education is connected with the principle of availability of educational resources. But in the process of development of the Perm cultural project the whole urban environment with alternative institutions and new communication platforms became a resource for open education. It should be stressed that during the discussions a new direction of tutor support was born. Tutoring in the field of culture is an alternative version of the traditional form of the educational process. This type of tutoring is more suited for socialization and professional orientation of the senior pupil, than traditional methods of education.

The idea of tutoring is closer to concept of cultural democracy, because the tutor introduces the student with resources to achieve the objectives formulated by pupil rather than high culture. It is shown that in tutor support is not «high» and «low» genres, but there are cultural resources, which help the student to make his own choice between them and find appropriate resource for each person. In addition, tutor motivates the student to actively participate in creative practice, rather than on consumption of culture. In this case, the culture understood as a sphere for generating of meaning and personal behavior models, not as a closed list of spheres of activities (such as art, science, literature). Conclusions are drawn that understanding of the open education in tutoring involves the expansion of educational space to scale of the social world and transformation of the city in field, which can educate people.

Keywords: Perm cultural project, cultural policy, tutoring, open education.

References

1. Bauman Z. Tekuchaya modernost: vzglyad iz 2011 goda: lektsiya [The fluid modernity: a view from 2011: lecture]. Available at: http://polit.ru/lectures/2011/05/06/bauman.html (accessed 01.07.2016). (In Russian).
2. Beck U. Obschestvo riska: Na puti k drugomu modernu [Risk society. Towards a new modernity]. Moscow, Progress–Traditsiya Publ., 2000, 383 p.(In Russian).
3. Berger P., Luckmann T. Sotsialnoe konstruirovanie realnosti [The social construction of reality]. Moscow, Medium Publ., 1995, 323 p. (In Russian).
4. Veblen T. Teoriya prazdnogo klassa [The theory of the leisure class]. Moscow, Progress Publ., 1984. 354 p. (In Russian).
5. Galaktionova T.G., Kazakova E. I. [The «open education» concepts reflection in pedagogical theory and practice]. Emissiya. Pis'ma offlain [The Emissia. Offline Letters]. 2012, № 3. Available at: http://www.emissia.org/ offline/2012/1752.htm (accessed 01.07.2016). (In Russian).
6. Groszhan E. [Cultural democracy: the ways and means]. Ekologiya kultury: informatsionnyy byulleten [Culture ecology: information bulletin]. Arkhangelsk, 1997, pp. 72–83. (In Russian).
7. Ignat'eva O.V. [Education as new culture practice]. Permskiy pedagogicheskiy zhurnal [Perm pedagogic journal]. 2014, № 6, pp. 43–48. (In Russian).
8. Ignateva O.V., Lysenko O.V., Chernikova I.Yu. Tyutorskoe soprovozhdenie kak faktor sotsializatsii odarennykh detey [Tutor support as a factor of socialization of gifted children] Perm, Pushka Publ., 2015, 134 p. (In Russian).
9. Illich I. Osvobozhdenie ot shkol. Proportsionalnost i sovremennyy mir [Deschooling society. Proportionality and the Modern World]. Moscow, Prosveschenie, 2006, 160 p. Available at: http://www.eusi.ru/lib/illic_osvobogdenie/index.php (accessed 01.07.2016). (In Russian).
10. Keyptaunskaya deklaratsiya otkrytogo obrazovaniya: Otkryvaya buduschee otkrytym obrazovatelnym resursam [The Cape Town Open Education Declaration: Opening the future open educational resources]. Available at: http://www.capetowndeclaration.org/translations/russian-translation (accessed 01.07.2016). (In Russian).
11. Leyn E. [Global trends in the development and use of open educational resources and their role in education reform]. IITO YuNESKO, 2010. Available at: http://iite.unesco.org/files/policy_briefs/pdf/en/global_trends.pdf (accessed 01.07.2016). (In Russian).
12. Lendri Ch. Kreativnyy gorod [Creative city]. Moscow, Klassika–XXI Publ., 2006, 399 p. (In Russian).
13. Lysenko O.V. [The Effects of the Perm cultural project (on materials of sociological research). Article first]. Neprikosnovennyy zapas [Reserve stock]. 2016. № 1. Available at:  http://www.nlobooks.ru/node/6957#sthash. Tf7FQPgz.dpuf (accessed 01.07.2016). (In Russian).
14. Lysenko O.V. [Patriots and progressors: conflict as a way of constructing local discourses] Labirint [Labyrinth]. 2015, № 1, pp. 91–119. (In Russian).
15. Obrazovanie: sokrytoe sokrovische. Osnovnye polozheniya Doklada Mezhdunarodnoy komissii po obrazovaniyu dlya XXI veka [Learning: The Treasure Within. The main provisions of the Report of the International Commission on education for the twenty-first century]. YuNESKO, 1996. Available at: http://www.ifap.ru/library/book201.pdf (accessed 01.07.2016). (In Russian).
16. Ogurtsov A.P., Platonov V.V. Obrazy obrazovaniya. Zapadnaya filosofiya obrazovaniya. XX vek [Images of education. Western philosophy of education] Saint Petersburg, RKhGI Publ., 2004, 520 p.(In Russian).
17. Permskiy proekt. Kontseptsiya permskoy kulturnoy politiki [The Perm project. The concept of cultural policy of Perm region] Perm, 2010, 58 p. (In Russian).
18. Popper K. Otkrytoe obschestvo i ego vragi [The open society and its enemies]. Moscow, Feniks Publ., Mezhdunarodnyy fond «Kulturnaya initsiativa» Publ., 1992, 528 p. (In Russian).
19. Programma obschestvennogo festivalya «Mosty – 2016» [The program of the public festival «Mosty – 2016»] Perm, 2016. Available at: http://mosty-fest.ru/wp-content/uploads/2016/05/0002.jpg (accessed 01.07.2016). (In Russian).
20. Pento L. [Personal experience and the scientific requirement of objectivity]. Shampan P., Lenuar R., Merle D., Pento L. Nachala prakticheskoy sotsiologii [Beginnings of practical sociology]. Moscow, Institut eksperimentalnoy sotsiologii Publ., 1996, 240 p.(In Russian).
21. Robinson K. Prizvanie. Kak nayti to, dlya chego vy sozdany, i zhit v svoey stikhii [The Element: How Finding Your Passion Changes Everything]. Moscow, Mann Publ., Ivanov i Ferber Publ., 2010, 304 p. (In Russian).
22. Robinson K. Novyy vzglyad na sistemu obrazovaniya [A new look at the education system]. Available at: https://www.youtube.com/watch?v=1G3Kyu_UbjQ (accessed 01.07.2016). (In Russian).
23. Sterling B. Buduschee uzhe nachalos: Chto zhdet kazhdogo iz nas v XXI veke? [Tomorrow Now: Envisioning the next fifty years]. Ekaterinburg, U-Faktoriya Publ., 2005, 264 p. (In Russian).
24. Teatr, kino, muzey — dlya novoy shkoly. Materialy Vserossiyskogo metodicheskogo seminara «Teatr, kino, muzey — dlya novoy shkoly» (g. Perm, 26 – 27 oktyabrya 2011 g.) [Theatre, cinema, museum — for new school: Proceedings of All-Russia methodical workshop «Theatre, cinema, museum — for new school»]. Perm, Perm State Pedagogical University Publ., 2011, 172 p. (In Russian).
25. Florida R. Kreativnyy klass: lyudi, kotorye menyayut buduschee [Creative class: people that change the future]. Moscow, Klassika XXI Publ., 2007, 355 p. (In Russian).
26. Fuko M. Nadzirat i nakazyvat. Rozhdenie tyurmy [Discipline and Punish: The Birth of the Prison] Moscow, Ad Marginem Publ., 2015, 416 p. (In Russian).
27. Atkins D.E., Seely Brown J., Hammond A.L. A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities. A Report to The William and Flora Hewlett Foundation. 2007. P. 4. Available at: http://www.oerderves.org/wp-content/uploads/2007/03/a-review-of-the-open-educational-resources-oer-movement_final.pdf (accessed 01.07.2016). (In English).
28. Bourdieu P., Saint Martin M. Les categories de l'emendement professoral. Actes de la recherché en sciences sociales. 1975, № 3, pp. 68–93. (In French).
29. Marcuse H. Intervju. Knjizevne novine. Belgrаd, 1968. № 336, S. 8–9. (In Serbian).

The date of the manuscript receipt 06.06.2016

Please cite this article in English as:

Ignatieva O.V., Lysenko O.V., Chernikova I.Yu. Tutoring in the culture: a new educational practice of the Perm cultural project // Perm University Herald. Series «Philosophy. Psychology. Sociology». 2016. Iss. 4(28). P.81–90.
doi: 10.17072/2078-7898/2016-4-81-90

---