Education as a Basic Element of Intellectual Capital

A. V. Babaeva

, A. A. Borisova

and M. L. Khutornaya

Voronezh State University of Engineering Technologies, Voronezh, Russia

Keywords: Intellectual Capital, Education, Universal Learning Activities.

Abstract: The article is dedicated to the problem of intellectual capital development in modern Russian society.

Currently, many different studies are dedicated to this problem. But many questions related to the processes

of development of intellectual capital in the society are still relevant. The article focuses on the problems of

education. The authors consider education as a fundamental basis for intellectual capital. The classical

paradigm of education has dominated European culture for about 300 years. The traditional educational

paradigm was a kind of reflection of the organization of labor in early industrial production, and in order to

maintain this paradigm, people must massively acquire knowledge and develop skills that are necessary in

work. In recent decades, the world has been undergoing intensive processes of formation of a new educational

paradigm, which is going to replace the classical one. Changes in the educational architecture of society are

associated with the search for the most adequate models of education, which allows us to form the necessary

personal qualities of a digital society. Special attention in the new education architecture was paid to school

education. The foundations of creative thinking are laid in the process of schooling and a person receives the

basis, which provides the expansion and growth of the intellectual capital of society. The article highlights

the main processes taking place within the framework of Russian school education. Advantages and

disadvantages of these processes are shown. The article notes that the Russian education system still faces the

task of finding ways to combine the foundations of modern science with the process of developing creative

thinking. Active leisure activities become predominant in terms of limiting life expectancy and determine the

rate of premature aging of the population.

1 INTRODUCTION

Phrases about the important role of intellectual capital

for the development of society, about the fact that it

is intellectual capital that makes it possible for

breakthroughs in all spheres of human activity, have

become usual. Having appeared back in 1969, the

term "intellectual capital" has passed from economic

doctrines to all social and humanitarian studies. The

study of post-industrial society, and then digital

civilization, showed that it is not physical labour that

is the most important thing, but the intellectual,

creative abilities of a person. It is something what O.

Toffler called "symbolic capital".

The most active research on the phenomenon of

intellectual capital begins after 1991, when L.

Edvinsson developed a matrix called the Skandia

https://orcid.org/0000-0001-6799-1513

https://orcid.org/0000-0002-9149-2439

https://orcid.org/0000-0001-6799-1513

navigator, which can be used to measure the level of

intellectual capital in an organization (Edvinsson, L.

and Malone M. S., 1997). L. Edvinsson emphasized

that intellectual capital is based on a set of knowledge

that allows enterprises to develop dynamically.

Currently, there are many definitions of this

phenomenon. Traditionally, intellectual capital is

understood as "the totality of human assets,

intellectual property, infrastructure and market

assets" (Bruking E., 2001).

Intellectual capital was studied and is being

studied both abroad and in our country. The most

known authors are T. Styuart, 2007, L. Edvinsson and

Malone, 1997; Edvinsson, 2000. E. Bruking, 2001, Y.

Ruus, 2007, D. Gelbrejt, Dzhon Kennet, 2004, P.V.

Bespolov, 2001, B.B. Leont'ev, 2002, and others.

But among the many aspects studied, there is one

that, in our opinion, should be studied more closely.

Babaeva, A., Borisova, A. and Khutornaya, M.

Education as a Basic Element of Intellectual Capital.

DOI: 10.5220/0010671600003223

In Proceedings of the 1st International Scientiﬁc Forum on Sustainable Development of Socio-economic Systems (WFSDS 2021), pages 543-547

ISBN: 978-989-758-597-5

543

It is a question about the process of forming

intellectual capital. What means can and should we

use to form it, how can we not only maintain the

obtained level, but also increase it, at what age we

should start actively involve a person in the process

of forming the main wealth of modern civilization.

2 RESEARCH METHODOLOGY

The theoretical and methodological basis of the

research is the philosophical-anthropological and

historical-cultural principles, as well as a systematic

approach.

The study is of a theoretical nature, since it studies

a phenomenon that needs to be more deeply

understood, systematized and structured.

The research presented in this paper is based on

the synthesis of these approaches

3 DISCUSSION OF RESULTS

Any socio-cultural transformation is a painful

process, accompanied by the "trauma of

transformation" according to the Polish sociologist of

the twentieth century P. Stompka. The goals and

values of the modern world have led to a change in

the traditional meanings of human life and activity. In

such conditions, the question of mechanisms that

allow a person to accept innovations, to be involved

in the ongoing processes, has become particularly

acute. Possibly, that is why the 21st century started

with proclamation of the need to transform existing

models of education. In 2000, UNESCO presented a

program in which education was to become

"education for all". In recent decades, a special

emphasis has been placed on the development of

education all over the world. And this is not

accidental, because gradually it became clear that it is

the education system that allows you to form the

qualities of a a person necessary for the digital

society.

Special attention in the new education architecture

was paid to school education. The foundations of

creative thinking are laid in the process of schooling

and a person receives the basis, which provides the

expansion and growth of the intellectual capital of

society.

The classical paradigm of education has

dominated European culture for about 300 years. The

main emphasis of this paradigm was placed on the

perception and memorization by students of ready-

made educational information that carries knowledge

about the past, about situations of theoretical or

practical action that have already been realized and

require their own understanding. As Ya.A. Komensky

wrote, it is unwise to tell the student something

contradictory at the very beginning of the lesson, i.e.

to raise doubts about the subject of the lesson. The

student in such system was perceived as a "vessel" in

which the teacher should contribute the necessary

knowledge and skills. Direct control of the student's

activities and the transfer of information from teacher

to student are carried out within the traditional

paradigm. The traditional educational paradigm was

a kind of reflection of the organization of labor in

early industrial production, and in order to maintain

this paradigm, people must massively acquire

knowledge and develop skills that are necessary in

work. Moreover, the acquired knowledge was

sufficient for the entire period of a person's working

life.

The end of the 20th seriously changed all basic

human ideas about the world. The idea that modern

culture is acquiring the features of a "mosaic", where

constant changes and transformations become a way

of life, began to be heard more and more often

(Matchin, 2017). A new type of rationality has been

formed in modern culture. If classical rationality led

thought through a series of rigidly connected

concepts, stages, judgments, etc., then thought in

modern culture moves along "random" trajectories.

Associativity, according to K. Levi-Strauss, becomes

the dominant feature of thinking. Moreover, modern

culture is a culture of a dialogue, not a monologue.

Since thinking is always personal, culture must

inevitably include a variety of personality-oriented

thoughts, each of which not only has the right to exist,

but also acquires its own certainty only in relation to

the same other thoughts, i.e. through dialogue.

Another interesting feature of modern culture can

be noted: it is a culture focused on the present, a

culture that lives a recentiori (from lat. recens - real,

fresh). If for the culture of European society until the

second half of the twentieth century, time was

primarily a history of development along the path of

progress, which was considered almost as

unambiguously set, then modern culture focuses on

the present. That is why modern culture is a culture

that focused not on the benefit, but on the self-worth

of a person as a uniqueness, as a person, as the only

source of productive activity.

The modern world needs not just a fully

developed personality, but a personality capable of

constant purposeful self-development. A person is

required to develop such qualities as systemic

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544

scientific thinking, constructive imaginative thinking,

developed imagination, spatial and associative

thinking, developed intuition, variability of thinking,

good linguistic training and proficiency in a language

(or languages), which to the greatest extent provides

(provide) opportunities of extensive human contacts.

The modern labor market has begun to actively

introduce the principles of management from the

sphere of activities of enterprises and organizations to

the field of individual careers. At the end of the

twentieth century, the concept of "self-management"

appeared, which included the whole set of principles

of management and development of personal abilities

to achieve a certain career growth. For the first time,

this concept is proposed and developed by P. Druker

in his well-known work "Management Challenges for

the 21st Century" (Druker, 2000).

In the twentieth century, a person did not need to

know about the level of development of their

intellectual and regulatory abilities. In the modern

business world, successful or unsuccessful career

growth largely depends on these abilities and the

desire to develop them. Self-management offers a

wide variety of technologies for determining

individual abilities, the ability to plan and predict

their activities. Analysis of the results allows you to

see, which action led to the lack of effective use of

abilities. Very often the reason for unsatisfactory

results is not a lack of knowledge, but a lack of the

ability to regulate activities. That is why, more and

more often people talk about the need to form not a

common specialist with only special knowledge and

skills, but an employee who has realized his/her life

purpose, who knows how to plan his/her activities,

who has forecasting and design skills. In such a

situation, the education system should not only

transfer knowledge, but also teach students to

regulate their activities.

Dissatisfaction with the classical paradigm of

education, which has ceased to contribute to the

development of the intellectual potential of society,

has swept the whole world. The American poet John

Ashbury expressed a rather figurative idea of the state

of the classical educational paradigm and its role in

society in his book "What is Poetry?": "All thoughts

were weeded out at school. And the remains look like

a field" (Ashbery, 1977).

In recent decades, the world has been undergoing

intensive processes of formation of a new educational

paradigm, which is going to replace the classical one.

Fundamentally new accents are put in the "teacher-

student" system within the new educational

paradigm. The main goals is not to teach the sum of

knowledge, but to teach ways of thinking, to develop

creative abilities, the ability to independently search

for new ways to solve problems, to freely carry out

activities in standard and non-standard situations. The

modern education process, having expanded the ideas

about the student, actively uses methods, the essence

of which can be expressed by an aphorism, expressed

by the teacher of the XIX century, A. Disterveg: "A

bad teacher presents the truth, a good teacher teaches

you to find it" (Disterveg, 1956). The skill of the

teacher in the modern education system is not only

the mastery of the method of presenting the material,

but to a greater extent the skill of dialogue and

personal communication. Back in the middle of the

twentieth century, E.V. Il'enokv noted that "the

school should teach thinking, and not just load the

student's head with educational material" (Il'enokv,

1973).

The transition to a new educational paradigm in

our country has found its expression in the adoption

of new state standards of education. FSES identified

the main goal of modern school education - the

formation of universal educational actions. In 2006,

A.G. Asmolov and a group of researchers under his

leadership developed a model of universal

educational actions - a methodology for their

formation and identified the types of universal

educational actions that correspond to the main goals

of the modern educational process.

Among the tasks set for modern Russian

secondary education, the tasks of social and personal

development of students have come to the fore. Social

development includes the process of formation of

Russian and civic identity. As A.G. Asmolov noted:

"the current situation has made clear the urgency of

the transition to a new strategy of education - the

social construction of civic identity as a basic

prerequisite for strengthening the state" (Asmolov,

2007)

It is not accidental that in modern Russian

education this problem has become relevant. The

state of axiological uncertainty in Russian society has

a negative impact on the younger generation. For

successful social development of the individual, it is

proposed to increase attention to the main

components of civic identity, such as cognitive,

emotional, and behavioral, in the educational process.

The cognitive component of civic identity is

primarily associated with ideas about belonging to a

specific sociocultural community, expressed in

knowledge of the basic laws of the Russian

Federation, state symbols, major historical events.

The creation of a single history textbook is one of the

stages in the development of this component.

Education as a Basic Element of Intellectual Capital

545

The emotional component is expressed in the

education of love for the Motherland, patriotism,

respect for the history of the country.

The behavioral component is manifested in the

formation of a civil position in the activity, through

participation in the socio-political life of the country.

Together with civic identity, the process of social

development also includes the development of

tolerance, the upbringing of patriotic convictions.

These tasks affect not only secondary, but also

higher education.

Universal learning activities provide students with

the opportunity for a broad orientation - both in

various subject areas and in the structure of the

learning activity itself, including students' awareness

of its target orientation and value-semantic

characteristics. "The logic of the development of

universal educational actions, which helps the student

to almost literally embrace the immensity, is based on

the formula: from action to thought" (Asmolov,

2011).

Universal educational activities are not just a

fashion statement, but an attempt to find an adequate

response to the challenges of the modern

civilizational process.

4 CONCLUSION

15 years have passed since the beginning of active

transformations and we can note that Russian

educational architecture is becoming more and more

multivariate, aimed at meeting the needs of social and

professional groups and individual spiritual needs.

New pedagogical technologies have appeared and

continue to appear. The process of education at all its

levels includes activating teaching methods (game,

modeling, the method of design and research

activities, "inverted lesson", distance forms, etc.). A

large number of educational platforms have appeared,

which makes it possible to implement the ideology of

building individual learning paths. The possibilities

of implementing the idea of advanced education are

considered.

But at the same time, many of the tasks set for

education have not been implemented. Despite the

innovations, we could not finally accept the basic

position of modern education: "the teacher is not a

translator of knowledge, he is a participant in the

process of creative development of the personality"

(Obrazovanie v interesah lyudej i planety). For the

most part, we have remained within the framework of

the traditional representation, which can be

represented in the form of the following scheme

(Figure 1).

The modern world requires a different principle of

interaction within the educational space (Figure 2).

Figure 1: Basic scheme of traditional education.

Figure 2: Innovative Scheme of Interaction within the Educational Space.

Back in the twentieth century, the Brazilian

educator Paulo Freire, in his work "Pedagogy of the

Oppressed", noted that "education suffers from the

disease of narrative. Students do not perform an act

of cognition, since the object in respect of which this

act should be performed is, as it were, the property of

the teacher, and not the object that mediates cognition

and awakens the teacher and students to critical

analysis. Thus, under the guise of "preserving culture

and knowledge", we have a system that does not

contribute to the achievement of either genuine

knowledge or genuine culture." (Frejre, 2018). As a

result, an authoritarian space is created to suppress the

creativity of students, which is still not overcome in

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the end. Therefore, the domestic education system is

still faced with the task of finding options for

combining the foundations of modern science with

the process of developing creative thinking. Only

then can the active growth of intellectual capital in

our society be possible.

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