Home – Home – Jornals – "Philosophy of Education" 2020 number 4

Introduction. Each era, each cultural-historical and ethnic civilization has its own educational system, with its own set of tasks, goals, values, priorities, implemented in different coordinate systems, pictures of the worlds, processes, technologies and paradigms. Education was originally associated with the phenomenon of man. In the modern world, there is an obvious exhaustion of the European socio-cultural model of the information-reproductive, translational paradigm of education, at the origins of which was Y. A. Komensky, in all its technological and methodological variants and modifications. Methodology and methods of the research - philosophy of education, philosophical and pedagogical anthropology, philosophical and pedagogical axiology, philosophy and psychology of creativity, pedagogy of art. If we put aside all journalistic and ideological contradictions present in the near-school discussion, then we can focus on those methodological key points that make it possible to transform the exhausted model of education, move on to new sociocultural and co-creative pedagogy, according to new canons of awareness, allowing a different way to realize the time of education. First of all, it is a soft, consistent transformation of the communicative model: from linear broadcasting to nonlinear polyphonic dialogue; gradual overcoming of the totality of one-sided visual didactics and the school as a technology of hypertrophied intellect and the development of holistic perception and the formation of awareness of the school as the original, anthropological, poetics of being. The results of the research. The technical and technological parameters of the learning process set by the “great didactics” as a translation of knowledge no longer correspond to today’s realities. The search for a new sociocultural version of education is associated with overcoming the mass school, mass culture, mass media communication, as a one-dimensional principle of interaction in the process of training, upbringing and education. The one-dimensional and consumer consciousness obtained at the exit from the educational conveyor is not capable of understanding the essence of truth, the essence of being, in its intellectual and insensitive state it is not capable of a breakthrough to the transcendental, to the realization of “the position of man in space”. In Russian philosophical and pedagogical thought, there is always a tradition on the one hand and the search for and awareness of the phenomena of “living knowledge”, “living education”, and “living school”; on the other hand, the tradition of pedagogical search and pedagogical innovation. Is it possible to change the scale of pedagogical categories based on the ideas of M. Scheler, M. Heidegger? Is another organization possible - non-linear, fractal organization of the learning process? How will the speed of the latest sociocultural processes correspond to a new rhythm, tact and mode of education? Conclusion. At present, the need has come for a complete rethinking of all the previous experience of “production of intelligence” (A. A. Zinoviev) for the formation of a new paradigm of education corresponding to the “picture of the world of tomorrow”