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PHILOSOPHICAL
LITERARY
JOURNAL
ISSN 0869-5377
Author: Ochkina Anna

Ochkina Anna

PhD in Philosophy, Associated Professor, Head of the Scientific Methodology, Social Theories and Technologies Department of the Penza State University. Address: 37 Lermontova str., Penza 440008, Russia. E-mail: ochkina@inbox.ru.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru. Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru. Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru. Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

PhD in Philosophy, Associated Professor, Head of the Scientific Methodology, Social Theories and Technologies Department of the Penza State University. Address: 37 Lermontova str., Penza 440008, Russia. E-mail: ochkina@inbox.ru.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru. Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru. Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru. Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

PhD in Philosophy, Associated Professor, Head of the Scientific Methodology, Social Theories and Technologies Department of the Penza State University. Address: 37 Lermontova str., Penza 440008, Russia. E-mail: ochkina@inbox.ru.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

PhD in Philosophy, Associated Professor, Head of the Scientific Methodology, Social Theories and Technologies Department of the Penza State University. Address: 37 Lermontova str., Penza 440008, Russia. E-mail: ochkina@inbox.ru.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru. Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru. Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru. Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru. Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru. Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru. Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru. Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

PhD in Philosophy, Associated Professor, Head of the Scientific Methodology, Social Theories and Technologies Department of the Penza State University. Address: 37 Lermontova str., Penza 440008, Russia. E-mail: ochkina@inbox.ru.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru. Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

PhD in Philosophy, Associated Professor, Head of the Scientific Methodology, Social Theories and Technologies Department of the Penza State University. Address: 37 Lermontova str., Penza 440008, Russia. E-mail: ochkina@inbox.ru.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

PhD in Philosophy, Associated Professor, Head of the Scientific Methodology, Social Theories and Technologies Department of the Penza State University. Address: 37 Lermontova str., Penza 440008, Russia. E-mail: ochkina@inbox.ru.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru. Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru. Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru. Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization

Ochkina Anna

Associate Professor, Head, Department of Methodology of Science, Social Theories and Technologies, Faculty of Pedagogy, Psychology and Social Sciences Pedagogical, Penza Pedagogical Institute named after V. G. Belinsky, ochkina@inbox.ru.
Penza State University, 37 Lermontova str., 440026 Penza, Russia.

Publications

EDUCATION AS FICTITIOUS CAPITAL: THE CRISIS OF SOCIAL IMPORTANCE OF KNOWLEDGE / Logos. 2018. № 6 (127). P. 105-130
annotation:  The article describes the system of mass higher education in terms of political economy. The author discusses how the social and economic results of the education system depend on the principles of its organization. In identifying the economic effect of education, the author emphasizes that in certain circumstances certificates of education may function in the market as fictitious capital, increasing the economic opportunities of certificate holders without any basis in an actual increase in training or professionalism. The analogy with fictitious capital is methodologically justified because the certificate itself brings about an increment in money received although it creates no new value. The social consequence of the formalization of education is the falsification of its cultural content and significance. This formalization of education and the decline in the role of education and knowledge in society may make the cultural capital to which education contributes fictitious as well because it is verified only by a certificate of qualification in place of an actual advanced level of education.
The author describes the process of formalization of education as a bureaucratic attack on the autonomy of the academic environment. To overcome the formalization of education and to repel this bureaucratic attack on it, it is necessary to establish the proper conditions for academic and personal development while enlisting society at large in formulating standards and specific criteria for the development of education. The author sees the processes taking place in education as signs of a crisis
of institutionalization as a principle for regulating human activity. This crisis is manifested
today not only by numerous disruptions in the operation of the educational system but also in the crisis concerning its social significance, and more broadly in questioning the social significance of knowledge.

Keywords:  mass education; higher education; fictitious capital; formal indicators of the effectiveness of education; competence approach.
The New Welfare State as the Model of Post-Crisis Development / Logos. 2014. № 2 (98). P. 181-214
annotation:  The economic crisis that began in 2008 can truly be called a systemic crisis. The social, economic and political institutions that capitalism created for its own stability today not only impede the free movement of capital and thus are destroyed by the bourgeois state, but they themselves can no longer grow in the old social, economic and legal framework. The welfare state is now experiencing its own crisis. The only alternative to the current situation is the transformation of the social sphere without subordination to the purposes of production. Meanwhile, the most radical global revolution will not stop the unfolding global crisis and will not bring relief if it cannot develop and implement a strategy of social modernization.
Keywords:  economic crisis, neoliberalism, Welfare State, social modernization
All authors

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