culture bears the impress of spirituality in which mysterious communications of the
person and the nature come to light, his human activity is revealed. Spirituality involves
a person in various social processes, thereby defining his human dimension, revealing
the creative meanings of social dynamics ... This, on the one hand. On the other hand:
the spiritual person constructs on the palette of properties of his nature the
characteristics of the phenomena of the world surrounding it" [1, p. 21].
The fate of spirituality in the modern education is characterized quite fairly as a
crisis phenomenon which under the pressure of the offensive-aggressive and not
always competent criticism, is forced to defend its right to exist, proving its worth.
Whether this crisis is only a consequence and expression of a general crisis of spiritual
culture or it is caused first of all to the specific reasons – a question ambiguous and
debatable. In our opinion, the answer is given in conclusions of leaders of "The Roman
club" and his leading experts who in the jubilee report devoted on the 50th anniversary
of this "Club" [2] came to an unambiguous conclusion about the inevitability: the
radical paradigm shift in the development of our civilization, the transition to "new
Enlightenment", to a spiritual-moral world view, a single planetary harmonious
civilization. Ideas are undoubtedly relevant and revolutionary.
It is known that the new type of civilizational structure of society – informational,
did not manage to open still explicitly that, in the contents that in it is put implicitly.
"Really, if studying of the past also allows us to make some assessment of resources
which it possesses (a new civilization – O.P., N.O.) …, then we yet have no concept
about the possible size of "noospheric" power [3, p. 401] of it.
Nevertheless, the new civilizational structure of society requires a paradigm shift
of the education.
The noospheric-informational paradigm of education is the imperative of the
"new Enlightenment". The tasks of "the Roman Club" for the formation of a
qualitatively new spiritual-moral worldview, a single planetary harmonious
civilization; the leaders and experts of this organization have entrusted to the "new
Enlightenment". It has to take root in the universal values as quintessence of human
wisdom, to be holistic in content. This is the first thing. Secondly, it should focus on
sustainability and, despite the fact that the concept of sustainable development was
developed by the UN with regard to environmental issues, it should be extended to all
social and technical problems. Thirdly, it is necessary to cultivate integral thinking, and
not to be limited to analytical thinking. The "New Education" should today form a
synergetic thinking; to teach the management of the chaos with the aim of establishing
its order; to predict the attractors of the development of the system after an explosion
at the bifurcation point, their fluctuations.
The formation of a new spiritual-moral worldview is impossible without a critical
analysis of its formation in the previous paradigms of education. Starting from different
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