On Main Trajectories of the Transformation of the Educational and Pedagogical Segment of the Social Space
Nowadays, the world as a whole and the Russian Federation in particular acknowledge the depletion of the current education system functioning, but there is no certainty about the directions of its transformation and contours of the future education system. Aforementioned statements defined the purpose of the work - to establish main factors, restrictions, directions, and formats of the transformation of the educational and pedagogical segment of the social space. Education is understood as a space for the personal and collective development and a tool for the evolution of our civilization. Factors of its transformation are the growing complexity of socio-technical systems, the increasing inefficiency of the modern education system and the active development of information and communication technologies, mathematics, cognitive sciences, biopharmaceutics, and other related sciences. It is assumed that the modern location of a person in the educational space should be replaced by the formation of an educational space built around a person. Pedagogical influence within the education system is manifested through the usage of positively understood and accepted categories and through the usage of ambiguous, in a certain sense, concepts. Key directions of the transformation of the educational and pedagogical segment of the social space and the education system - as its core - may include: the relocation of education into the digital space (an absolute priority); the globalization of education as a logical consequence of the development of digital communication technologies; the individualization of the teaching process or education in the global digital space. As students’ flow and their educational needs increase, we start talking about the expediency of creating educational ecosystems. The following measures might be among potential formats of changes of the educational and pedagogical segment of the social space: total implementation of new educational technologies based on ICT; the transition to synthetic or interdisciplinary knowledge and synthetic training; the implementation of the liberal education principle using, for example, the model of liberal arts and sciences; the regionalization of the approach toward training (in particular, in higher education) taking into account the degree of progress of the Russian Federation’s entities in switching to the innovation economy. As a conclusion, we may state that there are attempts to build models of the education system, or its transformation, in the global community and, in particular, in the Russian Federation.