ТРАНСПРОФЕССИОНАЛИЗМ КАК ПРЕДИКТОР ПРЕАДАПТАЦИИ СУБЪЕКТА ДЕЯТЕЛЬНОСТИ К ПРОФЕССИОНАЛЬНОМУ БУДУЩЕМУ

Abstract

The article analyzes the possibilities of transprofessionalism as a factor in the preadaptation of a personality to an uncertain professional future in a post-industrial society. The logical-semantic model of transprofessionalism and a heuristic model of an agent’s preadaptation to uncertain professional future are presented. The foresight technology system was chosen as a methodology for developing transprofessionalism and predicting the social and professional future. It was focused on the formation of readiness for changes and the preadaptation for unpredictable future. The result of this technology is the convergence of a post-industrial society characteristics and semantic qualities of the professional future. The generalization of the research results allowed the authors to justify the possibility of high school training of transprofessionals with meta-professional skills who are ready to meet the challenges of the digital economy. The purpose of the research was to determine effective technologies for the training of innovative specialists (transprofessionals) on the basis of the developed transprofessional models of pre-adaptation to the professional future. The methodological basis of the study was non-classical psychology and a convergent ap-proach. In the scientific substantiation of transprofessionalism as a predictor of preadaptation to the future, the concept of professional development, the multidimensional, transdiscipli-nary, competence and project approaches, as well as the modeling of the predictable future were used. The article presents the logical-semantic and heuristic models of convergence and transprofessionalism development, as well as foresight technologies for preparing agents for an uncertain professional future. The structure of transprofessionalism is revealed through a meaningful analysis and description of its components’ interaction, which include the trans-fessional orientation, as well as the regulatory, vocational and educational, information and communication, operational and technological components. The intercoordinate space in the proposed model forms the psychological potential of the personality, its resource capabilities. Based on the analysis of trends and challenges of the post-industrial society, it was concluded that it is necessary to introduce into the educational process the technology of problem-oriented learning (PBL) and foresight technologies aimed at developing students' readiness for change, proactive goal-setting and self-design in a variable educational space (high humanitarian technologies, minors, design methods involving digital didactic tools, game technologies, discussions and moderation, etc.). Concerning practical significance, the materials of the article can be used for the preparation of transprofessional specialists who are ready for pre-adaptation of an uncertain social and professional future.