Release:2018, Vol. 2. №1
About the authors:Elena B. Mostovaya, Dr. Sci. (Soc.), Professor, Novosibirsk State University (Novosibirsk, Russia); ORCID: 0000-0001-9827-2431; email@example.com
This article analyses the relationship of educational policies, types of consciousness and professional orientation of students — the most mobile group of the population. The analysis focuses on 1) the possibility of the Russian society developing into post-industrial (informational) direction and 2) identification of the actors of such development. Meaningful interpretation of Russia moving in the informational direction relies on theoretical provisions set forth in the works by Nikolai Kondratiev, Joseph Schumpeter, Daniel Bell, Alvin Toffler, Manuel Castells, and Richard Florida. The authors formulate a hypothesis about the close interdependence of social consciousness and the achievability of the socio-economic development goals. The analysis of such relationship requires an architectural framework. Within the limits of the set tasks, the authors comment on the results of their previous sociological research in collaboration with other research groups and supported in 2017 by the RFBR grant no 17-03-00444 “Modernisation and New Industrialisation in the Region: The Sociocultural Context”. The results of the studies, presented here, illustrate the contradiction between the educational strategies (elected by the majority of students) and the objectives of the reindustrialisation (or secondary modernisation), relevant to the modern Russian conditions. The key findings of the study include creative consciousness, which is in demand in the post-industrial (informational) society, and which has kept a steadily minor representation in the students’ environment. The attractiveness of the performance variety market consciousness and, in particular, its “intelligentsia” subtype has declined sharply. However, the attractiveness of entrepreneurship has increased rapidly. Educational social subsystem provides positive transformation of youth’s individual educational strategies towards enhancing the attractiveness of traditional (for the industrial society) strategy of professional specialisation. However, the education system does not cope with the task of mass production of new (artistic) individual educational strategies, which focuses on 1) the actors’ permanent self-education, 2) the transformation of education into a special form of the current productive activity, and 3) students becoming the biggest and most high-income group of the population. The outdated perceptions of students as a special group of young people still preserves among the population.