The role and place of ethnopedagogy in the educational ecosystem

Tatyana Vasilievna Tretyakova; Nadezhda Sergeevna Buryanina; Vladimir Petrovich Starostin; Nikolai Petrovich Olesov; Vyacheslav Ivanovich Shadrin

doi:10.22633/rpge.v25i2.15317

Authors

Tatyana Vasilievna Tretyakova North-Eastern Federal University named after M.K. Ammosov (NEFU), Yakutsk https://orcid.org/0000-0002-4391-5556
Nadezhda Sergeevna Buryanina North-Eastern Federal University named after M.K. Ammosov (NEFU), Anadyr https://orcid.org/0000-0001-8806-1817
Vladimir Petrovich Starostin Arctic State Agrotechnological University (ASAU), Yakutsk https://orcid.org/0000-0002-4217-475X
Nikolai Petrovich Olesov North-Eastern Federal University named after M.K. Ammosov (NEFU), Yakutsk https://orcid.org/0000-0002-8396-9559
Vyacheslav Ivanovich Shadrin Institute for Humanitarian Research and Problems of Indigenous Peoples Problems (IHRNIPP), Yakutsk https://orcid.org/0000-0002-8941-4634

DOI:

https://doi.org/10.22633/rpge.v25i2.15317

Keywords:

Education, Educational ecosystem, Peoples of the arctic and the north, Digitalization, Ethnopedagogy

Abstract

This article addresses various educational systems that have led to the transition to the educational ecosystem. Application of ethno-pedagogical bases in the modern innovative educational process expands frontiers of knowledge on the way of comprehension of this environment, provides the formation of ecological consciousness and forms world outlook structures, a priori providing coevolution of the person and society, the individual and nature, the person and the world. The process of transition from the educational environment to the educational ecosystem, focuses on learning throughout a lifetime and continuous professional development, adapting the person to the new challenges of our time. The relevance of the transition is due to the progressive development of the human community, which tirelessly modernizes the essence and place of the educational system in the sociocultural environment. Not the lowest of the roles should be given to traditional folk pedagogical methods, mechanisms, and ways of education and training.

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Author Biographies

Tatyana Vasilievna Tretyakova, North-Eastern Federal University named after M.K. Ammosov (NEFU), Yakutsk

Professor and Director of the Teacher Training Institute. Doctor of Pedagogical Sciences.

Nadezhda Sergeevna Buryanina, North-Eastern Federal University named after M.K. Ammosov (NEFU), Anadyr

Professor and Director of the Chukotka Branch. Doctor of Technical Sciences.

Vladimir Petrovich Starostin, Arctic State Agrotechnological University (ASAU), Yakutsk

Associate Professor of the Department of Social and Humanitarian Disciplines. Candidate of Philosophical Sciences.

Nikolai Petrovich Olesov, North-Eastern Federal University named after M.K. Ammosov (NEFU), Yakutsk

Associate Professor, Head of the Department of Mas-wrestling and National Sports. Candidate of Pedagogical Sciences.

Vyacheslav Ivanovich Shadrin, Institute for Humanitarian Research and Problems of Indigenous Peoples Problems (IHRNIPP), Yakutsk

Leading Specialist.

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