Implementation of Humanitarian Educational Technologies Using the Multi-Paradigm Approach
The article offers definitions for training technologies, academic technologies of professional training and educational paradigms. The research is based on the hypothesis that the key to any professional training is the learning process organized with regard to individuality of the particular student, in combination with his immersion into the educational environment aimed at successful solution of particular professional tasks. Scientific analysis and synthesis were the main methods employed by the research. The article presents the review of the most general and common educational paradigms that find their use in theory in practice. Professional training should be arranged through the use of academic technologies of professional training that are built on the author’s paradigms and should be implemented by means of personality-oriented theories and methods of professional training.