The concept of "paradigm" expresses a set of beliefs, values, ideological attitudes
accepted by the scientific community and ensuring the existence of a scientific
tradition, it appears as a system of rules and standards for scientific activity.
But what is the educational paradigm, in the architectonics of which: the
dependence of transformational processes on the level of development of scientific and
information production; the evolution of forms of transfer of knowledge to the subject
of education; ways of substantiating the semantic "load" of education in different
civilization epochs; features of use and introduction in formation of information
technologies; methodological research of the achievement of truth and the formation
of a methodologically educated person, and also should be reflected the values and
ideological attitudes affecting the formation of the subject of education as an integral
personality? With these components in mind, the educational paradigm is an objective,
culturally humanized picture of the analysis of natural and social reality, reflecting their
semantic content that reveals their problem field, as well as the value constructs of the
existence of these realities; with the aim of forming a stable subject knowledge about
the subject and possibilities of their use in their practice.
Proceeding from such an understanding of the educational paradigm, it should be
noted that the educational paradigm that develops in a specific type of civilization
device – traditional, technogenic and informational – must include scientific, technical,
methodological, humanistic aspects; new methods of shaping of the worldview,
reflecting the process of becoming a subject as an integral personality, the bearer of the
features and ideas of a certain epoch.
Paradigms of education reflect in their progressive development the human
dimension of this socio-cultural phenomenon. As for educational models, they
certainly are not all recognized by the scientific and pedagogical community. Models
reflect the special in educational reality, and the paradigm is universal. The paradigm
forms a fundamental determinative criterion for integrating new models into a single
whole. Today, "none of the models of education," O. P. Punchenko and
N. O. Punchenko, cannot but reflect the new content of his noospheric, on the one hand.
And on the other hand do not take into account the semantic core of the new
information civilization – information, its essence and significance, informatization
processes, formation of information intellectual resources – it is impossible" [7, p.
312].
Scientific thoughts, scientific knowledge and scientific creativity were and
remain components of various educational models. But in the new paradigm of
education they are integrated into a single whole. This paradigm of education can be
represented as a noospheric-informational one.
In the sense-proportionate content of the new educational paradigm, two
fundamental concepts are united, – noosferization (intellectualization) of education and
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