The article considers the problems of development of creative qualities of the subjects of educational activity in the context of the strategic objectives of innovative and socially sustainable development of Russian society. It is proved that socio-cultural educational space and socio-cultural educational environment is a result of cooperation between a teacher and student at the eventlevel review of creative activity. It is concluded that the concept under consideration differ only in connotation. Explicated the concept of socio-cultural educational environment in its micromacro- mega-level structural representation. In this regard, the concept of «socio-cultural educational space» focuses in the implementation of the simulation on well-established distributedtemporal manifestations of cultural elements, including all the most complex processes of the Genesis, distribution, arrangement, and functioning. The notion of «socio-cultural educational environment » is an unsteady phenomena, in particular interpersonal relationships, situational characteristics of learning based on relationships of openness, nonlinearity, hierarchical.
socio-cultural educational space, the socio-cultural educational environment, creativity, co-creation, innovation, teacher, student
Задача развития творческого потенциала общества в рамках системы образования обусловлена не только и даже не столько фигурой обучающегося, что чаще всего становится ракурсом внимания гуманитарных исследований, сколько педагога. Существенное изменение профессионально-личностных качеств педагога, его творческого потенциала является в современных условиях развития страны, возможно, первостепенной задачей, главным фактором реализуемости возлагаемых на образование надежд. Ведь творческие качества обучающегося в учебном заведении формируются, прежде всего, в результате сотворчества с педагогом. Нетворческий педагог не способен сформировать творческие качества обучающегося, организовать и реализовать соответствующие условия его развития.
Творческий педагог также не является достаточным фактором развития творческих качеств индивида. Непреодолимые препятствия для этого может создавать, например, педагогическая система, частью которой он является. В связи с этим сложно не упомянуть практику реформирования образования, для которой свойственны кратно возросшая регламентированность образовательной деятельности, значительно увеличившаяся учебная нагрузка, бумаготворчество, а также многие дестабилизирующие социально-психологические факторы: существенное сокращение вузов, оптимизация сельских школ, переход к системе эффективного контракта с педагогическими работниками, усложнение системы оценки качества образования, привлечение работодателей к участию в управлении образованием, ужесточение требований к уровню квалификации и ее повышению, низкий уровень оплаты труда и др.
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