Теоретико-методологічні засади дослідження сфери освіти як складової частини економічної системи

Abstract

У статті висвітлено теоретико-методологічні засади дослідження сфери освіти як складової частини економічної системи. Встановлено, що прикладом структурних залежностей, що характеризують внутрішню структуру економічної системи, може бути залежність виробничих відносин від продуктивних сил. Така структурна залежність надає виробничим відносинам їх матеріальний, об’єктивний характер, завдяки чому вони утворюють економічний базис суспільства, над яким підноситься сфера суспільної свідомості, що включає освітню діяльність. Зроблено висновок, що суспільні потреби в послугах сфери освіти визначаються відповідністю економічних відносин рівню та характеру розвитку продуктивних сил цього суспільства: якщо економічні відносини, які склалися в суспільстві, відповідають досягнутому рівню продуктивних сил, то вони відкривають дорогу їх подальшого розвитку, і цей розвиток продуктивних сил об’єктивно породжує суспільні потреби в розвитку освітньої діяльності.

Theoretical and methodological approach to the analysis of the economic system, which involves the selection of its structural and genetic aspects and consistent demarcation of structural and dynamic dependencies on this basis, is the most important scientific tradition of the Odesa school of Economic thought, created by an academician A.K. Pokrytan. First of all, the dependence of production relations on the productive forces can be an example of the structural dependencies that characterize the internal structure of the economic system at any given time. It is this structural dependence that gives production relations their material, objective character, due to which they form the economic basis of society, where the sphere of social consciousness, which includes educational activities, rises above it. Such object-subject dependence (objectively achieved level of development of productive forces, production relations – social consciousness) is put forward in the analysis of the structure of the economic system. The condition and level of development of educational activities depends on public needs for these benefits. These needs are always specifically historical in nature, because they are ultimately determined by the system of economic relations and the degree of its compliance with the level and nature of development of the productive forces of society. If the economic relations that have developed in a given society correspond to the achieved level of productive forces, they open the way for their further development, and, in turn, this development of productive forces objectively generates social needs for the development of the sphere of educational activities. However, the opposite situation is also possible, when the economic relations that have developed in society inhibit the further development of its productive forces. Accordingly, the development of the subjective human factor of productive forces is inhibited. This reduces society’s need for educational activities and the sphere of education may find itself in a crisis. Thus, society’s need for educational activities is determined not only by the achieved level of productive forces but also by the economic relations of this society, which may or may not meet this level. And if compliance with the achieved level of productive forces stimulates the further development of the latter and, as a consequence, promotes the development of educational activities, then, on the other hand, their inconsistency inhibits the further development of productive forces and causes a crisis in the sphere of education. The discrepancy between productive forces and economic relations can be expressed in the field of education in a contradiction between educational activities and social needs in it specific for this area. Therefore, social needs in education services are determined by the correspondence of economic relations to the level and nature of development of productive forces of society: if the economic relations that have been established in society correspond to the achieved level of productive forces, they open the way for their further development, and this development, in turn, objectively generates social needs in the development of educational activities.