Knowledge of History Contributes to the Emergence of Innovations:

An Anthropological Approach in the Humanitarian Block of

Transport Education

Zlata Anatolyevna Shmidt

1,2

and Nadezhda Semyonovna Sidorenko

Ural State University of Railway Transport, Yekaterinburg, Russian Federation

South Ural State Humanitarian Pedagogical University, Chelyabinsk, Russian Federation

Keywords: Transport education, historical knowledge, anthropological approach, educational technologies, history of

rail transport, railway transport engineers.

Abstract: The article deals with the issues of the content of transport education, the place and role of the humanitarian

block in it. The disciplines of the social and humanitarian block have significant resources for the formation

of general cultural competencies and professional moral qualities, such as responsibility, initiative,

determination, and others arising from the worldview, moral and other attitudes formed by these disciplines.

The question of the significance of history as a factor in the emergence of innovations has been updated.

Aspects of the significance of the anthropological approach in the teaching of historical disciplines of the

humanitarian block of transport education are revealed. It has been established that this approach focuses on

the reconstruction of the deep program of all types of human activity, embedded in the cultural tradition of

the social universe, including activities in the field of railway transport, allows you to focus on the

humanistic side of history. This approach actualizes a personal approach to history, including the history of

railway transport, the study of the role of its outstanding representatives – railway transport engineers,

which has a direct impact on the comprehensive training of a specialist, as well as on the formation of

motivation for his future professional activity. The article analyzes the practice of using the anthropological

approach in teaching historical disciplines in the process of training railway transport specialists at the

Chelyabinsk Institute of Communications - a branch of the «Ural State University of Railway Transport».

An opinion was expressed about the effectiveness of using the project activity method in order to make the

most of this approach. Scientific novelty lies both in the very formulation of the problem, and in the

identification and systematization of empirical material on the topic of research and its introduction into

scientific circulation.

1 INTRODUCTION

Modern requirements for the organization and

content of transport education are defined as the

main components – the formation of professionalism

and competence of managers and specialists;

responsibility for prepared and adopted decisions,

proper performance of their official duties, which

follows from the established basic principles of

professional service in the federal railway transport,

enshrined in the regulations of the Ministry of

Railways of Russia (Charter of Railway Transport of

the Russian Federation, 2002).

The solution of this problem by the higher

educational institutions of the country in this area,

whose competence includes the training of railway

transport engineers, is based on determining the

appropriate content of theoretical and practical

training of specialists. National practice, historically

established and conditioned by accumulated

practical experience, includes, along with general

technical and special disciplines, also humanitarian

disciplines. The share of the humanitarian block

occupies an insignificant part, which does not

detract from its importance in the professional

training of specialists. The inclusion of this element

in the educational program is determined by the

need to form a number of necessary personal

qualities that an engineer must possess. The

disciplines of the humanitarian block contain ample

opportunities for the formation of a responsible

Shmidt, Z. and Sidorenko, N.

Knowledge of History Contributes to the Emergence of Innovations: An Anthropological Approach in the Humanitarian Block of Transport Education.

DOI: 10.5220/0011580200003527

In Proceedings of the 1st International Scientiﬁc and Practical Conference on Transport: Logistics, Construction, Maintenance, Management (TLC2M 2022), pages 129-135

ISBN: 978-989-758-606-4

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

129

approach to the performance of duties, creative

thinking, and the desire for self-development among

students. A special place among them belongs to

historical disciplines, which have not only cognitive,

but also educational potential.

Pedagogical science and practice have developed

a number of effective methods and techniques for

using historical material in the process of preparing

and educating students. One of them is the

anthropological approach, which focuses on the

personal factor in the historical process, in the

development of science and technology.

The use of this approach in the system of modern

transport education is extremely important. Deep

geopolitical transformations that pose new

challenges to the Russian economy initiate the

search for effective ways to solve them, including

from the side of railway transport. Under these

conditions, the importance of the personal

participation of each in solving the tasks set

increases. An appeal to the history of the country,

the history of the country's railway transport and its

prominent figures can have a significant impact on

the formation of the necessary competencies of

modern engineers and other railway transport

specialists.

The purpose of this article is to identify the place

and role of the humanitarian block in transport

education and the possibility of strengthening its

cognitive and educational potential based on the use

of the anthropological approach.

Achieving this goal involves solving the

following tasks:

1. Determine the role of the humanitarian block

in transport education and the place of historical

disciplines in it.

2. To reveal the educational possibilities of the

anthropological approach in teaching history using

project technologies in the system of transport

education.

2 MATERIALS AND METHODS

Methodologically important for this study are the

ideas of I. Beckman and his followers (I. G. M.

Poppe, E. Hartig), associated with the idea of private

and general technology as a correlation of actions

and knowledge for the development of production,

the need to develop the widest possible approach to

definition of the concept of technology as a

methodology for any human activity (

Beckmann,

1806). The relevance of developing a general theory

of activity was shared by the Russian scientist P.K.

Engelmeyer (Engelmeyer, 1917). In the modern

philosophy of technology in the interpretation of the

concept of technology, special attention is paid to

the field of social engineering and related social

technology, due to the need to assess the

consequences of scientific and technological

developments, the role of the individual in the

development of the technical sphere of society.

(

Ropohl, 1979). A. Grunvald raises the question of the

need to consider technical activity as a collective

one, which implies its critical reflection, that is, its

study in a historical aspect (Grunwald, A., 2002).

The modern understanding of technology as an

objective activity is increasingly realized in the

context of the embodiment of technical artifacts in

economic and social structures. This understanding

of technology as social engineering actualizes the

anthropological approach to its study (Gorokhov,

2011).

The issues of the content of modern engineering

education in the field of transport are reflected in the

publications of leading scientists and teachers of the

country's transport universities. The issues of the

correlation of general technical and humanitarian

sciences in the system of training specialists in the

field of transport were raised by Professor of the

Moscow State University of Railway Transport E.S.

Spiridonov (

Spiridonov, 2016), candidates of technical

sciences – I.G. Ovchinnikov (Ovchinnikov, 2016)

and I.I. Ovchinnikov (

Ovchinnikov, 2010) and other

specialists. The authors are critical of the

relationship between the humanitarian and technical

blocks in transport education.

Representatives of the Siberian State Transport

University - Yu.D. Mishin, S.M. Churikov ( Mishin,

2019), N.A. Olshannikova (Olshannikova, N., A.,

2018.] and others, on the contrary, actualize the

importance of the humanitarian block within the

framework of the problem of modernizing domestic

engineering education. They raised questions of the

formation of modern value orientations in technical

education based on the humanities.

The presence of debatable aspects on this issue

actualizes the statement of the stated scientific

problem.

The direction of anthropology originates from

philosophical science in the 1920s in the ideas of A.

Gehlen (Gelen, 2007), M. Scheler (Scheler, 1993),

G. Plesner (Plesner, 2004), as a comprehensive

science about man, about the problem of personality.

In the 1960s and 70s. the anthropological turn is

manifested in historical science as a shift in the

interests of social historians from the study of

objective structures and processes to the study of the

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past in its anthropological interpretation. The subject

of research is the comprehension of the subjective

mental worlds of representatives of certain social

groups and the elucidation of the system of ideas and

concepts underlying any human action (Repina,

2006). The anthropological approach expands the

use of information retrieval methods at the expense

of those used by anthropology – methods of the

history of life and activities of an individual or social

group, analysis of an episode, events, and others that

focus on the humanistic side of history.

Thus, the use of the anthropological approach,

along with others, in the study of history in transport

education is determined, first of all, by the fact that

this approach focuses on the reconstruction of the

deep program of all types of human activity,

embedded in the cultural tradition of the social

universe, including activities in the field of railway

transport.

3 BODY: PLACE AND ROLE OF

THE HUMANITARIAN BLOCK

IN TRANSPORT EDUCATION

The inclusion of humanitarian disciplines in the

training program for engineering and technical

personnel was laid down from the very beginning of

the birth and development of engineering education

in Russia – the creation in 1896 of the Imperial

Moscow Engineering School of the Department of

Railways, which in 1913 was called the Moscow

Institute of Railway Engineers. The need to form the

general cultural competencies of future engineers is

due to the fact that his professional activity is

connected with the management of both technical

objects and social groups and individuals.

Modern processes of development of scientific

and technical, technical and technological and socio-

cultural phenomena, due to changes in the

geopolitical situation, increasing social tension,

significantly increase the importance of the

humanitarian component in the technical education

of a modern specialist. A modern engineer needs to

understand technology as an objective activity in the

context of the implementation of its results in

economic and social structures, which means

understanding technology as a social engineering,

closely related to posing the problem of social

technology of consent, identifying consequences and

influencing society.

The period of study at the university is of

fundamental importance in the process of becoming

a student's personality. Its content is a kind of

transition of a young person (a team of students),

who has mainly the qualities of an object of

influence, into a new quality - the subject of activity.

This is largely facilitated by the fact that along with

the development of their future profession, students

are involved in various types of social activities that

require competencies of interpersonal interaction.

The content of the disciplines of the humanitarian

block is largely focused on their formation.

Assimilation by students of the basics of the

humanities contributes to the formation of a broad

approach to understanding the essence of socio-

economic relations, the development of personal

goals and values. We share the opinion of A.N.

Popov and O.Yu. Malakhova that the study of the

disciplines of the social and humanitarian cycle

allows students to realize the «humanistic

dimension» of their future profession, to overcome

the technocratic orientation of thinking, which often

accompanies the professional training of an engineer

(Popov, 2020).

In this regard, the importance of forming, along

with technical, also general cultural competencies of

the future railway engineer, increases. The

disciplines of the humanitarian block - philosophy,

history, sociology, political science, cultural studies,

ecology and a number of others - are oriented

towards achieving this task. Their role in the system

of general training of the future specialist is, first of

all, in the formation of the ability to logically

correctly, reasonably and clearly express their

thoughts, defend their point of view without

destroying relationships; treat historical heritage and

cultural traditions with respect and care, be able to

analyze and evaluate historical events and processes;

to promote the development of theoretical, logical

thinking, a creative approach to solving social and

professional problems and tasks, the desire for

constant self-education and self-improvement, the

ability to realize the social significance of one's

future profession, to have a high motivation to

perform professional activities (Egorova, 2019).

Insufficient attention to the social and

humanitarian block of disciplines can seriously

affect the formation of professional and universal

competencies of future specialists, in the

performance of their duties. Researchers state the

existence of this problem - graduates of railway

universities, building their work, often do not take

into account the «human dimension» of their field of

activity, and also often have a very narrow technical

thinking, act «according to a clear algorithm»

(Ezhova, 2019).

Knowledge of History Contributes to the Emergence of Innovations: An Anthropological Approach in the Humanitarian Block of Transport

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131

The performance of professional activities within

the framework of modern engineering activities, in

addition to designing complex systems and

performing technical calculations, requires the

engineer to participate in the process of discussion

and adoption of socio-cultural and managerial

decisions. At the same time, he must be guided not

only by technical calculations, but by all means take

into account the anthropological factor: this is what

determines the effectiveness of engineering activities

in many respects.

The disciplines of the social and humanitarian

block have significant resources for the formation of

professional moral qualities, such as responsibility,

initiative, determination, and others arising from the

worldview, moral and other attitudes formed by

these disciplines.

Systematic, creative approaches in teaching the

disciplines of the social and humanitarian block are

focused on the formation of a modern engineer who

focuses on innovation in his work. We are close to

the definition of the concept of «innovation in

engineering activity», proposed by Yu.D. Mishin

and S.M. Churikova, as an activity (including an

advanced and creative approach) aimed at creating

and developing new technologies and equipment

that have a high economic effect, demand and

competitiveness and are presented in the form of

marketable products (Mishin, 2019).

4 THE PRACTICE OF USING

THE ANTHROPOLOGICAL

APPROACH IN THE PROCESS

OF TRAINING RAILWAY

TRANSPORT SPECIALISTS AT

THE CHELYABINSK

INSTITUTE OF RAILWAYS - A

BRANCH OF THE «URAL

STATE UNIVERSITY OF

RAILWAY TRANSPORT»

The use of the anthropological approach in teaching

historical disciplines is due to the cognitive potential

contained in it - the reconstruction of the socio-

cultural program of activities in the field of railway

transport, embedded in the cultural tradition of

Russia in the past and present.

Strengthen the value of this method allows the

application in practice of relevant forms, techniques,

technologies and methods of the educational process

in the presentation of historical material. Among

them, the most relevant for the realization of the

possibilities of the anthropological approach

contains, in our opinion, the project technology,

which includes micro and macro projects. This

allows the inclusion of elements of research

activities designed to integrate historical and

technical knowledge. The result of the project is the

proposal of a real practical result, designed in the

form of a specific product of the student's activity.

The purpose of the project is to deepen and expand

the student's knowledge of the discipline being

studied, the ability to apply the acquired

competencies to solve professional problems.

Mostly students who successfully master the

educational material are involved in the

implementation of projects.

The technology of the project method is an

expedient activity of the student on an active basis.

The relevance of project activity is expressed in the

ability to form the student's personal qualities, which

develop only in activity and cannot be learned

verbally. Such personal qualities are: the ability to

work in a team, take responsibility for a decision,

share responsibility and analyze the results of

activities. The technology of the project method

makes it possible to form such a field of the

educational process in which students are its active

participants, and not passive extras, students develop

their own analytical view of information, freedom in

choosing methods and types of activities to achieve

the goal (Stolyarenko, 2014).

Projects can be experimental or theoretical. In

the course of teaching historical disciplines, the

second type dominates. The form of its presentation

can be an abstract, scientific article, oral

presentation. The defense of the project can take

place both during training sessions and be taken out

at educational and practical conferences with the

presentation of reports on the results of the project.

In order to enhance students' interest in this type of

activity, one should carefully consider the topics of

project assignments. It should be relevant, connected

with the history of the railway industry, with its

regional aspect, which allows you to bring the

studied material closer to the location of the

educational institution, enhancing its emotional

perception. Examples of some project assignments

used in teaching students at the Chelyabinsk Institute

of Railways - a branch of the «Ural State University

of Railway Transport» are shown in Table 1.

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The technology of project activity implies a high

degree of student interest. To do this, such

formulations of tasks can be used that cannot leave

them indifferent. For example, you can invite

students to interpret the following statement by N.G.

Garin-Mikhailovsky about the labor feat of

engineers in the construction of railways in the

Urals: «Eight percent of the prospectors left the

stage forever, mainly from nervous breakdown and

suicide. This is the percentage of the war. More

conscientiousness, energy, enterprise - and these

seemingly terrible mountains will part and reveal

their secret, invisible to anyone, not marked on any

maps, passages and passages, using which you can

reduce the cost and significantly shorten the line»

(Nikulkov, 1989).

Such a formulation of the project activity will

guide the student not only to the study of specific

historical material on the development of the road

network in the region, but also to the study of the

motivational side of the activities of railway

engineers, the study of biographical material.

Learning in this case acquires an emotional coloring,

initiating the search for something new. At the stage

of introspection and reflection, the student forms the

basis for an adequate assessment of the significance

of the work of railway engineers and awareness of

personal responsibility for professional

competencies and future professional activities.

The project of studying architectural artifacts

related to the history of railway construction and

road formation seems to be effective. In our practice,

we used such an object as the building of the former

Chelyabinsk two-class men's railway school, located

in the immediate vicinity of the institute. The

implementation of this project, in addition to the

content side, revealing the history and practice of

training technicians for the railway service – drivers,

assistant drivers, road foremen and others in the

South Urals, brings students to another problem – a

Table 1: Approximate topics of project research for students of transport education in the course of history.

Theme of the historical

discipline of the

humanitarian block of

transport education

Pages of the history of railway

transport with the inclusion of

a regional component

Topics of project assignments

Economic development

of Russia in the second

half of the 19th - early

20th centuries

development of the railway

network in the Urals in the

second half of the 19th - early

20th centuries

technical progress in railway

construction in the Urals in the

second half of the 19th - early

20th centuries

micro projects:

– photo-history of the Great Siberian Route

(Photo by Prokudin-Gorsky, William Henry

Jackson about the survey and construction

work on the construction of the railway);

– outstanding engineer N.G. Garin-

Mikhailovsky in the history of railway

construction in the Southern Urals;

– compiling a biographical map «Engineers of

Railways of the Urals»;

– a creative project using photographic

materials of the regional railway construction

of the early twentieth century S.M. Prokudin-

Gorsky, William Henry Jackson;

macro projects:

– features of railway construction in the Urals

in the second half of the XIX century.

(preparation of scientific report)

Culture of Russia in the

second half of the 19th -

early 20th centuries

emergence in Russia of the

profession of a railway engineer

development of transport

education and special educational

institutions in the country and in

the Urals

micro projects:

– which officers for the first time in the

Russian army appeared Asterisks on shoulder

straps (the specifics of the training of railway

engineers in higher educational institutions of

Russia);

– architectural artifact of Chelyabinsk (city of

Chelyabinsk, Svobody street, 175): what is its

connection with the history of railway

transport in the Urals (the former building of

the male school of the station Chelyabinsk,

Orenbur

rovince

)

Knowledge of History Contributes to the Emergence of Innovations: An Anthropological Approach in the Humanitarian Block of Transport

Education

133

practical one – the preservation of this architectural

artifact as historically valuable for the region.

Determining the topics of research projects, one

should also use such potential as «upbringing by the

walls» – through the traditions of honest service of

graduates and teachers of the institute, using the

materials of the museum complex.

In general, the examples of using the technology

of project activity proposed in the article increase

educational motivation, cognitive and personality-

oriented activities of students.

5 RESULTS AND DISCUSSION

At present, the world's leading universities show a

trend of transformational processes aimed at

overcoming contradictions and improving the

quality of training of engineering personnel. The

principles of humanization stand out as the main

value orientations of engineering education at the

present stage. In order to overcome the crisis in the

system of engineering education, the personal and

multilateral education of a specialist is increasingly

being developed, along with the pragmatic approach

of the cult of «technical sciences» as the main

criterion for competitiveness. The quality of

engineering personnel is recognized at the state level

as one of the key factors in the development of the

country's economy, as well as the basis of its

technological and economic independence. The

purpose of this process is the formation of a cultured

person, developed intellectually, spiritually, morally,

aesthetically and physically, possessing dialogue and

creative thinking, able to improve himself, build

harmonious relations with the surrounding nature

and society, able to participate in the humanization

of social reality by his actions and deeds

(Gabysheva, 2018).

The implementation of the humanization of

educational activities in the technical profile of the

specialty is carried out systematically, methodically

organized, positively supplementing the educational

program in order to form the versatile competencies

of future railway transport specialists. Humanitarian

disciplines have a historical and cultural,

multifactorial saturation, which allows the student to

explore the development of technical sciences in the

conditions of a certain historical era, mentality.

On the example of the Chelyabinsk Institute of

Railways, a branch of the «Ural State University of

Railway Transport», a positive experience in the

formation of professional competencies of technical

students in the process of teaching history based on

an anthropological approach using project

technologies was revealed.

6 CONCLUSION

Based on the analysis of scientific literature and

practical experience in training railway transport

specialists at the Chelyabinsk Institute of Railway

Transport, a branch of the «Ural State University of

Railway Transport», it can be said that the study of

the disciplines of the humanitarian block allows you

to activate the cognitive interest of students in the

learning process, helps to expand their horizons. A

special place among them is occupied by historical

disciplines containing rich concrete historical

material that substantiates the significant role of

transport engineers in the development of the

country's and region's railway transport in a

historical aspect. The use of an anthropological

approach to historical material makes it possible to

enhance its cognitive and educational potential,

focusing on the reconstruction of the motivational

basis of activity inherent in the cultural tradition of

the social universe, the comprehension of historical

experience as a factor in the emergence of

innovations. The use of the anthropological

approach in the approach to historical material

actualizes the introduction of the project method into

the practice of teaching as one of the modern

innovative teaching methods that contribute to the

active involvement of students in the learning

process.

The practical experience of using project

technologies in the process of teaching history

confirms their cognitive and educational potential.

The use of project technologies contributes to the

formation of research competencies necessary for

the professional training of a specialist, and is

oriented towards the search for innovations. Design

technologies, creating an active field of student

activity, contribute to the formation of his personal

qualities, corporate culture of involvement in the

rich and heroic history of the country and its railway

transport, outstanding railway transport engineers.

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