THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
16
DIALECTICAL APPROACH TO THE CONCEPT OF DESIGN
Tagaev Kamol Kamilovich
Researcher at Navoi State University
Uzbekistan, Navoi
https://doi.org/10.5281/zenodo.15515370
Abstract:
New qualitative changes in the social, cultural, economic and
political spheres have shown that the theoretical capabilities of classical
management are insufficient. It was based on the predominance of technocratic
approaches and the growth of material factors. This required updating the
methodological tools of management theory, the formation of a conceptual
framework for a new, innovative management that uses integrated and
systematic approaches to managing "human resources" in relation to the
strategic goals of organizations.
Keywords:
human, management, organization, development, system,
methods, design, innovations
Based on the principles of a systematic approach to the formation of a new,
innovative management concept, the "school of human relations" (M. Follet, A.
Maslou, E. Mayo, W. Murphy), the "school of behavioral approach" (G. Simon, D.
Smithberger, W. Thompson, D. Iston), "school of human resource management"
(J. Douglas, E. Schein, M. Bir), structural-functional analysis (T. Parsons, G.
Almond, D. Iston) [1] representatives made significant contributions. Gradually,
the need for formation and design of the management training system is
realized. This process should be considered in the framework of interfunctional
coordination where the issues and methods of skills and skill development,
improvement of organization and modes of work should be skillfully integrated
into technologies for the creation of new products and services.
From the point of view of a dialectical approach, it is necessary to define the
mechanism of management of leadership training, which gives an idea of the
dynamics of actions of the subjects of innovation management, as well as the
main trends in the development of the management training system. The
management mechanism of management training is a unique complex of
interdependent managerial actions of the subject. The purpose of the actions
directed according to the established algorithm is to effectively provide design
functions.
The design concept developed by D. Dixon [2] is based on the
understanding of engineering as a unit of inventive, engineering analysis, and
decision-making mechanisms. If invention has a peculiar psychological character,
in which intuitive penetration into the essence of the object plays a major role,
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
17
then the type of rational cognition predominates in the design. Designing
involves the following sequence of stages: definition of the problem,
understanding of the goal, selection of methods for solving the problem;
formation of project idea; analyze it with engineering tools; clarification of
solution options; production stage; and, in the final stage, distribution, sales and
use of products. This approach to design can be described as classical. In our
opinion, its technical character and instrument orientation do not take into
account the psychological aspects of the designer's activities, personal qualities
and personal characteristics of the subject of management.
P.I. Balabanov's [3] point of view can be considered a structural approach,
since in his concept the design scheme shows a two-level structure:
- at the first level, "conceptual design" creates new effective ideas;
- At the second level, "perceptual design" economic analysis, graphical
representation of schemes, organizational and experimental activities are
carried out.
According to this position, creative character is inherent only in conceptual
activities related to the production of ideas. Practical activities (implementation
of design results) can also be considered creative if as a result a new quality of
management, new relationships, new connections.
The development of a structural direction is the concept of A.A. Tyukov. He
believes that design is done through the following key methods: prototype-based
design; design of the whole from the structural elements; "I know how" type
design (creating something completely new); scenario-based design of human
life activity.
In the process of developing an algorithmic conceptual approach, V.A.
Slastenin and L.S. Podymova [4] presented the design as a sequential action of
the designer's activity. From their point of view, person-centered processing of
existing educational projects is exchanging with an analysis of their capacity to
create or master innovation. Goals and general conceptual approaches to the
application of the innovations are then formulated, as well as a forecast of the
means by which the goals will be achieved. The next step comes the creation of a
set of ideas, the development of a conceptual framework and standards of
experimental work, the implementation of innovative actions. The process
culminates in the innovativeness and correction, the evaluation of the results,
and the subject's self-realization reflex. The algorithm for designing the
education system, according to the research of B.S. Lazarev and M.M. Potashnik,
[5] consists of the following stages: problem analysis of the current situation –
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
18
formation of the concept of the future system – development of a strategy of the
main directions and objectives of the transition to a new system – goal setting –
drawing up an action plan – examination of the program for the development of
the educational institution. General theoretical developments are naturally
associated with significant changes and additions in practical application.
It is important to note that even before the authors of the synergistic
approach, these ideas were put forward by scientists in various forms. For
example, in the novel "Tectology. General Organizational Science", K. Popper's
"Open Society and Its Enemies", M. Foucault's ideas of discursive practices, as
well as liberal philosophers and economists Alexis de Tocqueville, Guy Sorman
and Friedrich
Hayek’s concepts of "extended order of civilization" or "involuntary order."
In fact, F. Hayek's "involuntary order" is very similar to I. Prigozhin's "structural
disciplinary"; "Any evolution is a continuous process of adapting to random
conditions, to unpredictable events. Evolution can only show how corrective
methods evolve in complex structures that lead to new evolutionary changes, but
in terms of their nature, they are unpredictable."
The most important aspect in F. Hayek's vision, in our opinion, is his idea
that it is only within the framework of "structured prediction" for complex
phenomena. These are a range of future changes, but due to non-linearity, it is
impossible to predict them accurately. The synergistic design approach requires
looking at the world not as a museum, but as an evolution that destroys old
structures and creates new ones. In the traditional view, the movement of time is
regarded as an "accumulator," and even though some parts are broken, the rest
of them evoke the hope of a return to wholeness. But in the face of irreversibility,
the society will be in the process of constantly designing and building its new
state. This shows the future as a probability, not something given as a one-off. If
the main problem of the 20th century is a question of integrity, in the 21st
century it is becoming a problem of stability. Synergy itself – the theory of self-
organization based on corporate behavior of nonlinear processes in open
dynamical systems – is a universal theory.
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International scientific-online conference
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