Home – Home – Jornals – "Philosophy of Education" 2014 number 2

The foresight «Competences 2030» amends and extends the foresight «Education 2030», since it connects the educational system, labor markets and innovative economy. The central idea of the developers of the foresight «Competences 2030» is the launch of development of new economy by training new formation of specialists, primarily engineers-managers. Modern foresight is a complex method of analysis, examination, assessment, design and implementation of the social future, as well as reflexive support of such projects. Foresight is specially designed for prediction and control in the conditions of globalization. The logic of foresight inevitably leads to the need to develop an «applied ontology» as a mechanism for transformation of the picture of the world and the world outlook towards the constructed foresight-future. Moreover, the «applied ontology» is not the ontology of the surrounding world but only an artificially constructed ontology of the primary ideal objects in a certain subject area, in our case, in the field of computer and communication technology in education. According to one of the developers of the foresight «Education 2030», «foresight is neither a prediction of events, nor an action plan. It is a map of quite likely events that may occur in the foreseeable future and which are important for the decision making in the present». This statement highlights the significant difference between the foresight approach and the strategic planning. One feature of the foresight approach in contrast to strategic planning is that in the context of foresight one must explicitly analyze the foundations of ontology of the predicted (designed) future, because in the framework of such constructs the ontological picture is not simply transformed but is transformed consciously and, perhaps, purposefully. The foresight projects «Education 2030» and «Competence 2030» seek to formulate a quasi-undisputed thesis about the current need to change the existing education at all levels. However, the authors of the project do not differentiate between administrative and economic causes of changes and the internal problematic content of education. The resolving of the issue of reforming the modern Russian education requires continuous taking into account the relation between rationality in its forms of dialectical and metaphysical approaches to the development of scientific thinking. Moreover, the ontological properties of rationality (such as competences) depend on the types of society.