“Step into the Future” Program as a System of Non-formal Research Education in Russia

  • Alexander O. KarpovEmail author
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 785)


The purpose of the study is identification a role of the human factor in the development of the “Step into the Future” program, that has played a decisive role in transformation of the Russian educational system; theoretical development of epistemo-didactic concepts characterizing the educational activities under the program. Educational features that indentify its originality and development are explicated in the pre-history of the “Step into the Future” program founded in 1991. Humanistic missions of the program team are defined and educational strategies of the program are described. The intentions of the fundamental epistemo-didactic concepts of research education cultivated by the program are revealed. The conclusion is made that the human factor plays a decisive role in the development of modern education systems, and not only as an instrument for overcoming conservative traditions, but to a much greater extent as a creating source.


Human factor Non-formal education Research Knowledge society Didactics Generativity Learning Environment 


  1. 1.
    Drucker, P.F.: Landmarks of Tomorrow. A Report on the New « Post-Modern » World. p. xi, 114, 129. Harper, N.Y. (1996)Google Scholar
  2. 2.
    Bell, D.: The Axial Age of Technology Foreword: 1999. In: Bell, D. (ed.) The Coming of Post-Industrial Society: A Venture of Social Forecasting. p. xl, xliii. Basic Books, N.Y. (2008)Google Scholar
  3. 3.
    Stehr, N.: Knowledge Societies. p. 103, 92. SAGE, London (1994)Google Scholar
  4. 4.
    Etzkowitz, H.: The Triple Helix: University – Industry – Government. Innovation in Action. Routledge, N.Y. and London. p. 35 (2008)Google Scholar
  5. 5.
    Peters, A., Besley, T.: Introduction: The Creative University. The Creative University, p. 1. Sense Publishers, Rotterdam (2013)CrossRefGoogle Scholar
  6. 6.
    Karpov, A.O.: The ancient episteme of activity as ontological horizon of modern education development. Procedia – Soc. Behav. Sci. 214, 453 (2015)Google Scholar
  7. 7.
    Simons, M.: «Education through research» at European universities: notes on the orientation of academic re-search. J. Philos. Educ. 40(1), 36 (2006). Oxford: Blackwell PublishingCrossRefGoogle Scholar
  8. 8.
    Karpov, A.O.: Early engagement of schoolchildren in research activities: the human factor. In: Advances in Human Factors in Training, Education, and Learning Sciences. Series: Advances in Intelligent Systems and Computing, vol. 596, p. 86. Springer International Publishing AG, Basel (2018)Google Scholar
  9. 9.
    Karpov, A.O.: Formation of the modern concept of research education: from new age to a knowledge society. Procedia – Soc. Behav. Sci. 214, 443–445 (2015). Amsterdam: ElsevierGoogle Scholar
  10. 10.
    Doll, W.E.: A Post-modern Perspective on Curriculum, p. 158. Teacher College Press, Columbia University, London (1993)Google Scholar
  11. 11.
    Karpov, A.O.: Integrated and network systems of research education in the knowledge society (by example of the Russian educational system). Mediterr. J. Soc. Sci. 6(6), 531–532 (2015). Rome: MCSER PublishingGoogle Scholar
  12. 12.
    Karpov, A.O.: University 3.0 as a corporate entity of knowledge economy: models and missions. Int. J. Econ. Finan. 6(S8), 357 (2016). Mersin: EconJournalsGoogle Scholar
  13. 13.
    Karpov, A.O.: Socialization for the knowledge society. Int. J. Environ. Sci. Educ. 11(10), 3490–3492 (2016). Den Haag: Look Academic PublishersGoogle Scholar
  14. 14.
    Karpov, A.O.: Education in the knowledge society: genesis of concept and reality. Int. J. Environ. Sci. Educ. 11(17), 9955 (2016). Den Haag: Look academic publishersGoogle Scholar
  15. 15.
    Кapпoв, A.O.: Кoгнитивнaя мoбильнocть // Hapoднoe oбpaзoвaниe. M.: ИД « Hapoднoe oбpaзoвaниe », № 2, C. 37–45 (2008)Google Scholar
  16. 16.
    Karpov, A.O.: Generative Learning in Research Education for the Knowledge Society. IEJME - Math. Educ. 11(6), 1627–1629 (2016). Den Haag: Look academic publishersGoogle Scholar
  17. 17.
    Karpov, A.O.: Early Engagement of Schoolchildren in Research Activities: The Human Factor, pp. 90–91Google Scholar
  18. 18.
    Karpov, A.O.: Problem-cognitive program: a model of socio-cognitive self-making of learners-researchers in cultural reality of knowledge society. In: The European Proceedings of Social & Behavioral Sciences (EpSBS), vol. XXVII, p. 337. Future Academy, Nicosia (2017)Google Scholar
  19. 19.
    Кapпoв, A.O.: Meтoд нayчныx иccлeдoвaний vs мeтoд пpoeктoв // Пeдaгoгикa. M. № 7, C. 14–25 (2012)Google Scholar
  20. 20.
    Doll, W.E.: A Post-modern Perspective on Curriculum. p. 172, 175, 127Google Scholar
  21. 21.
    Karpov, A.O.: Education for knowledge society: learning-scientific innovation environment. J. Soc. Stud. Educ. Res. 8(3), 201–214 (2017)Google Scholar
  22. 22.
    Karpov, A.O.: University 3.0 as a corporate entity of knowledge economy: models and missions. pp. 356–359Google Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2019

Authors and Affiliations

  1. 1.Bauman Moscow State Technical UniversityMoscowRussia

Personalised recommendations