Interaction Of Educational Paradigms: New Ap-Proach To Knowledge Management

Abstract

Requirements for engineering education in the field of professional and personal characteristics provide conditions for self-development and self-realization of the individual, as well as rational management of new knowledge. The need for constant updating of knowledge and maintenance of readiness to perform more complex social and professional functions led to the emergence of various types of further additional to higher education. The existing conditions call for addition of the framework of the traditional educational paradigm with the settings of innovative ones for effective implementation of educational programs. The paper shows the interaction of educational paradigms as an innovative way to aсquire knowledge at the university by the example of additional education. In the current situation, an appropriate organization of the educational process is necessary, ordering the action of various educational strategies. The role of cognitive management as the organizing factor of a new perception of knowledge that does not reject any of the directions of social transformations and adapts them to a specific situation is highlighted. Conclusions are drawn that when implementing the programs of additional higher education, traditional and innovative educational paradigms are effectively complementary. The simultaneous functioning of various paradigmatic settings is noted at each stage of implementation of the educational program, with the determining role of one of the paradigms. A combination of different educational paradigms is due to the general trend of the cognitive management, involving the preservation and adaptation of any new knowledge for the most effective organization of social processes, including the educational one.