its subsequent types – classical, non-classical and post-non-classical. The merit of B.
Pascal is the appeal of the scientific world to this problem.
"Geometry" of thinking is a complex multidimensional phenomenon that
influences the formation of scientific thinking in various fields of knowledge. It is
closely connected with the style of scientific thinking and is the basis for the
development of fundamentally new world-view ideas. What is the "geometry" of
thinking? This is advanced, not yet confirmed by practice, vision of the meaning and
essence of the problem under investigation. It can be justified as abduction, that is, "a
stage of cognitive activity, consisting in the formation of conclusions based on
empirical knowledge and preceding the explanation of their hypotheses" [9, p. 76]. The
"geometry" of thinking in science and education appears as a theoretical, conceptual
model of the cognitive problem.
Noospheric education expands its space due to its innovative nature. Before
exploring the innovativeness of education, it is necessary to explicate the concept of
"innovation", to reveal its sense-proportionate content, to analyse it as a system with
qualitative attributive parameters, and then, in view of the goals set, to represent its
creative potential in the education area.
The genesis of the concept of "innovation" and the theoretical analysis of its
current state allows us to reproduce those changes in structural elements and the way
they interact, which fully characterize the sequence of stages and the social mechanism
for the development of the innovation content from the idea to its institutionalization
in the form of a sociocultural norm.
Investigating the meaning-proportionate content of innovation, V.P. Starzhinsky
and V.V. Tsepkalo explicate it, based on the key features to which are attributed -
innovation, implementation, high efficiency, the result of an intelligent decision.
"Innovation," they note, "is an introduced novation with high efficiency. It is the end
result of a man's intellectual activity, his imagination, his creative process, his
discoveries, inventions and rationalization in the form of new or different objects from
previous"[10, p. 754].
However, the essence of innovation is not limited to the meaning of novation. "It
(the essence) has a cultural nature. And this means that innovative development …
should be viewed as a socio-cultural phenomenon. In practice … this means demanding
to go beyond purely economic mechanisms and creating conditions for the
implementation of innovations in all spheres of the social structure that will play the
role of resource support "[10, p. 250].
Innovation as a socio-cultural phenomenon can be represented as an attributive
underlying mechanism of the socio-size systems, based on the intellectual property of
the society and used for the effective development of all aspects of its socio-economic
life, the realization of its goals and aspirations. Innovation positions itself as
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