Informatization in education is the core of educational reality. It is a purposeful
process designed to satisfy the information needs of the learner. Informing a trainee
means a radical change in the structure and nature of education, moving to new types
of information exchange between the learner and the trainee. Informing the educational
process means that it is necessary to create the conditions for any information necessary
to solve the problem, the task set by the learning entity, to be accessible to the subject
of training.
The structure of the new education paradigm includes information technologies
that instrumentally support the process of informatization. Modern information
technology relies on advances in the field of computer technology and
communications. These technologies represent a combination of technical, program
and organizational and economic means; combined structurally to solve a particular
task of informatization and aimed at improving the efficiency of the information object.
Thus, thanks to the information component of the new education paradigm, a
breakthrough occurred in its structure, sharply raising the quality and awareness of the
new achievements of the science of the future specialist that are necessary for its
practical activities.
The range of research on the socio-cultural priorities of the new education
paradigm is quite wide. But the initial ones are: the human-dimension goal of
education; humanistic outlook; national idea; tolerance; a new understanding of
conventionality; new values and attitudes.
Noospherization of the formation of a new civilization is unthinkable outside of
its humanization as a progressive doctrine of world thought, which has a universal
human character.
Humanism is a historically changing system of views recognizing the value of a
person as a person, his right to freedom, development and manifestation of his abilities
that considering the human good as a criterion for assessing a particular social system,
but the principles of equality, justice, humanity, tolerance by the desired norm of the
relationship between people.
In the new paradigm of education, humanization is called upon to humanize
intellect. Intellect cannot afford to be spiritless and mechanistic, but, on the contrary,
should become only spiritual and moral. That is, it is not so much about the intellect
itself, divorced from the being of the personality, as about the complex organic unity
of man's intellectuality, morality and spirituality.
The humanistic world-view as a system of views, beliefs, and ideals is built
around one centre – a person; it turns out to be a system-forming factor, the core of this
world view. In this outlook, the diverse relationships of man to society, to spiritual
values, to activity, that is, in fact, to the whole world as a whole, are expressed. This
world view is a combination of philosophical, epistemological, psychological, socio-
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