reproduction of the quality of social intelligence, and, accordingly, culture and science,
society, the basis of functioning and sustainable development of which is the law of
advanced development of human quality, the quality of social intelligence and the
quality of education as a social institution. It appeared in the twentieth century as a
result of the educational revolution, the transition to the formation of an educational
society "[8, p. 69].
In the new paradigm of education, the intellectual activity factor sharply increases,
which allows education to become a real transformative force and the basis of
technological and social changes, but the main task of this socio-cultural phenomenon
is the process of forming the specialist's intellect as the main value of the new
civilization. Intellect (mind, reason, understanding) most often reduces to thinking,
where it appears as: a genetic predisposition to thinking; the ability to choose the most
rational solutions; the ability to synthesize new ideas; ability to adequately respond to
the environment; it is a global ability to act reasonably, rationally to think.
In the structure of education, intellect, as a system of thinking and cognitive
abilities of the learner, is most evident manifested in the ease of learning, in the ability
to quickly learn the broadcast material, to acquire new knowledge and skills in
overcoming the emerging obstacles, in the ability to find a way out of unusual
situations, the ability to adapt to a complex environment, in the depth of understanding
information, in the creative realization of knowledge. The highest level of development
of intelligence is determined by the level of thinking, expressive function of the
language, considered in unity with other cognitive processes – perception, memory,
and speech. Such an understanding of the intellect in the educational reality correlates
with the statements of L. Polani that intelligence is the ability to acquire knowledge.
Consequently, the formation of the intellect of man and the social intellect of
humanity in the new paradigm appears as a new qualitative leap in the noospheric of
all aspects of the activities of society. It suggests: the introduction of intellectual
innovations in the development of all forms of society; constructive use information
resources; wide use in the field of material production and information services of
robotics, network neurocomputer technologies, etc. Already the very enumeration of
solved problems and practical implementation reveals a high qualitative difference of
the intellect of the new civilization from the previous ones.
The cornerstone task of the process of noospheric formation of the modern stage
is the formation, especially among students, of a new "geometry" of thinking, as a way
of constructing and justifying the concept of a particular problem. For the first time the
study of the "geometry" of thought was undertaken by B. Pascal in his work "On the
geometric mind" (1655), which he published as Chapter VI in the famous treatise by
A. Arnaud and P. Nicolas "Logic or The Art of Thinking" (1662 g.). But the "geometry"
of thinking is not an invention of the XVII century; it was inherent in rationality and
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