Today the concept of the "knowledge society", from the point of view of the
influence of education on the intellectualization of society, began to be investigated
with new methodological guidelines: STEM education for SMART society.
The foundation of the new SMART-society is SТЕМ-education. Undoubtedly,
the intensification of the process of intellectualization of education at the present stage
is an objective and vital thing. But "at the same time, the concept of STEM education
is fraught with itself, based on its decoding elements of schetism and even technocracy.
After all, in its content only "S" reflects an appeal to science, and then go "T" –
technology, "E" – engineering, "M" – mathematics. The humanitarian cycle in this
abbreviation is not singled out "[14, p. 72]. Therefore, the transition to such a society
where the technical intellect plays a major role can also give undesirable relapses
associated with the formation of world-view ideals and values, and be a brake on the
education of humanism principles taught to the trainees.
Undoubtedly, the ideas of building the future "knowledge society" will be
concretized in different countries, based on the needs and opportunities for building
both information and an intellectual society, but it is impossible to constructively solve
the problems posed outside the reform of education.
CONCLUSION
1. Study of education as a valuable socio-cultural phenomenon of spiritual
production, required to reveal spirituality as a cultural value, having a
multidimensional character. Spirituality involves a person in various social processes,
defining his human dimension; reveals the crisis state of spirituality, which was the
starting point for the leaders of the "Club of Rome" about the inevitability of the
transition in education to the "new Enlightenment," the spiritual and moral worldview.
2. The formation of a spiritual civilization structure required the formation of a
new paradigm. The content of the imperative of the 21st century is disclosed, its
requirements are formulated.
3. A new conceptual explanation of the essence of the educational paradigm as a
system-forming principle is proposed, the paradigm difference from the pluralism of
models that cannot be recognized by the scientific and pedagogical community is
revealed. The new education paradigm is represented as a noospheric-information one,
in which two fundamental concepts are united – noospheric and infomatization – the
content of which in their dialogic relationship was not previously studied. This
paradigm is explicated as a qualitatively new level of the formation of the innovative
type of thinking of trainees, based on the information resources of the society and
contributes on the basis of creative methodology and achievements of modern science,
the formation of a new level of individual and social intelligence, its humanization.
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