Culture and Education in an Era of the Fourth Industrial Revolution
Humanity's entry into the era of the fourth industrial revolution determined the changes taking place in all spheres of public life: economics, politics, education, health care, culture, etc. Under these conditions, cultural paradigms change, the social role of culture rises, new cultural paradigms change, values, meanings, competencies, ways of life. The process of changing personal qualities, competencies, knowledge. The article attempts to analyze the culture and education in the aspect of the socio-economic development of the fourth industrial revolution, if culture-centeredness becomes its defining principle; identify the features of the culture-centered educational paradigm. It was revealed that within the cultural-educational paradigm conditions are created for the formation of professional competencies, self-actualization, self-improvement as conditions for an individual's adaptation in the social space surrounding him, the basis of ensuring a decent quality of life; cultural-educational paradigm creates conditions for integrating professional competence and socio-cultural orientation of the individual. Within the framework of this paradigm, it is possible to overcome the technocratic type of thinking, which is formed and becomes a priority in the era of fundamental changes in the economy of modern society. As a methodological basis, A. Kreber's and K. Klakhon's concepts of culture about its types were used; W. Ogbern's concept of the state of cultural lag, which is characterized by the uneven development of cultural elements which may have the effect of undermining the entire cultural system; K. Schwab's concept on the fourth industrial revolution based on the digital revolution and the combination of various technologies that cause the emergence of unprecedented paradigm changes in the economy, business, society, in each person.