Select your language

author: Ayta Sakun


Urgency of the research.  Today, knowledge is considered an area in which you can get answers to all the challenges of our time. Having turned into an important foundation of the modern era, knowledge includes the innovations of the infosocium, turning into space beyond which society and man can no longer exist. This is the space of a knowledge-based society.

 Target setting. The transformation of the general conditions of the infosocium leads to the emergence of new methodological reflections built on the information and communication technologies of our time. A change in the methods of obtaining information and knowledge, causing a change in the forms of thinking, also leads to a transformation in the person’s perception of the content of reality.

Actual scientific researches and issues analysis. The problematization of the cognitive dimensions of education in rethinking the theory of the "information society" is highlighted in the works of such scientists as P. Drucker, R. Hutchison, T. Husen, O. Vysotska, A. Ohurtsova, D. Galkina and others.

The research objective. The basis of the fundamental goal of world development is an innovative economy and culture based on knowledge and based on the productive capabilities of a person to create innovations in the scientific and technical field. The task is to identify new communicative abilities of participants in the thought process that are realized in educational activities.

 The statement of basic materials. The dominant feature of today is the “knowledge society” - a worldview and scientific concept, updated by social, cultural and philosophical discourses in the process of a thorough rethinking of the theory of “information society”. Gaining increasing popularity in connection with the problematization of the cognitive dimensions of education, economics and technology, this concept gains a modern definition: it is a society whose development is based on internal polyphony and the individual abilities of each of its representatives. Thus, in modern society, not only “information”, but also “knowledge” plays a special role. The separation and differentiation of these two concepts are of fundamental importance. The modern era (having reached the definition of the "era of knowledge") brings a new understanding of "knowledge."

Conclusions. The paradigm shifts that are occurring today in all areas of public life, including education, show the acquisition of new features by the educational and educational processes. The “Educational Mind” (together with the philosophical one), enriched by the experience of grandiose projects and decisive reconstructions, begins to generate new, creative thinking in the process of gaining knowledge. And although from time to time it falls into a period of passivity, however, it is it that is able to activate the educational process, give it vitality.

Keywords: knowledge, innovation, education, virtualization, virtual educational space, information.

 

References:

  1. Druker, P., 2007. ‘Epokha razryva : oriyentiry dlya nashego menyayushchegosya obshchestva (Age of the Gap : Guidelines for Our Changing Society)’, M. : OOO “I.D. Vil'yams”, S. 231.
  2. Bodryyyar, ZH., 2000. ‘Soblazn (Seduction)’, M. : Ad Marginem, 320 s.
  3. Vysotsʹka, OYe., 2009. ‘Virtualizatsiya sotsialʹnoho u postmodernomu suspilʹstvi : vid ratsionalʹnoyi do postratsionalʹnoyi komunikatsiyi (Virtualization of Social in Postmodern Society : From Rational to Post-Rational Communication)’, Visnyk Cherkasʹkoho universytet, № 154, Cherkasy : Cherkasʹkyy natsionalʹnyy universytet im. B. Khmelʹnytsʹkoho, S. 5-14.
  4. Galkin, DV., 2005. ‘Problemy obrazovaniya v kontekste informatizatsii : v poiskakh modeli kriticheskoy pedagogiki (Problems of Education in the Context of Informatization : In Search of a Model of Critical Pedagogy)’. Rezhim dostupa : <https://cyberleninka.ru/article/v/problemy-obrazovaniya-v-kontekste-informatizatsii-v-poiskah-modeli-kriticheskoy-pedagogiki> [Data obrashcheniya 17 Avgusta 2019].
  5. Green, N., 2001. ‘How Everyday Life Became Virtual Mundane Work at the Juncture of Production and Consumption’, Journal of Consumer Culture 2001 SAGE Publications, Vol. 1(1), London, Thousand Oaks, CA and New Delhi, P. 73-92.
  6. Gromyko, N., 2001. ‘Internet, postmodernizm i sovremennoye obrazovaniye (Internet, Postmodernism and Modern Education)’. Rezhim dostupa : <http://circleplus.ru/archive/n/27/027NGR1> [Data obrashcheniya 13 Avgusta 2019].
  7. Landsberg-Rodriguez, D., 2010. ‘Wici-Constituonalism’. Available at : <http://www.tnr.com/article/politics/75150/wiki-constitutionalism> [Accessed 11 August 2019].
  8. Man'kovskaya, NB., 2000. ‘Estetika postmodernizma (Aesthetics of Postmodernism)’, SPb. : Aleteyya, S. 311.
  9. Ogurtsov, AP., 2006. ‘Postmodernizm v kontekste vyzovov nauki i obrazovaniya (Postmodernism in the Context of the Challenges of Science and Education)’, Vestnik Samarskoy gumanitarnoy akademii, Seriya “Filosofiya. Filologiya”, № 1 (4), S. 3-27.
  10. Psikhologiya i pedagogika, 2009. ‘Uchebnyy kurs (Training Course)’. Rezhim dostupa : <http://193.232.218.53/ffec/psych/psych.html> [Data obrashcheniya 14 Maya 2019].
  11. Trokhymenko, V., 2004. ‘Dystantsiyne navchannya pedahohichnykh pratsivnykiv : dosvid i problem (Distance Learning of Pedagogical Workers : Experience and Problems)’, Pislyadyplomna osvita v Ukrayini, S. 29-32.
  12. Eko, U., 1998. ‘Ot Interneta k Guttenbergu : tekst i gipertekst (From the Internet to Guttenberg : Text and Hypertext)’. Rezhim dostupa : <http://www.philosophy.ru/library/eco/internet.html> [Data obrashcheniya 10 Avgusta 2019].