Abstract
The article analyzes the dependence of the phenomenon of education on the type of civilization in space of which the life of the world community takes place and is based on the interaction of social institutions of the market, science and education, on the surface which "proceeds" by the division of social labor, which generates a specific form of social system of education already in dependence on the social division of labor in specific socio-economic conditions. To effectively reproduce its structural and functional parameters, the author suggests resorting to the paradigm of the «life cycle of educational systems in the context of a civilizational approach» based on the use of cognitive analysis. Its advantage is only that the concept «grasps» the phenomenon of education as a whole. This means that the phenomenon of civilization education is studied as a social institution and social system of the industrial society. To analyze the dynamics of knowledge change, two methodological conditions must be used:to apply the civilizational approach and the paradigm of the life cycle of social systems, since this phenomenon has a long-lasting dimension in space and time; it is emphasized that knowledge is the basic and system-forming element of self-deployment of civilization and therefore it can be used (according to Foucault) as a methodological criterion for assessing the quality of life of civilization; the meaning of educational content at each stage of industrial civilization life is distinguished: natural knowledge prevailed at the stage of its origin; at the stage of growth - technical knowledge that corresponded to the essence of civilization itself; at the stage of maturity - scientific knowledge turned into ideologues of social development, which led to the emergence of technocratism and "drove" the planetary community into a dead end; at the stage of decline - technological knowledge led to the loss of mainstream guide of social development and began the catastrophic destruction of the social organism of the planet, which entails a change in the type of civilizational development; the solution is seen in the rise of the planetary community into the space of informational civilization, the transition of education to mastering methodological knowledge corresponds to it.
Highlights
Problem statement in general and its connection with important scientific or practical tasks
The article analyzes the dependence of the phenomenon of education on the type of civilization in space of which the life of the world community takes place and is based on the interaction of social institutions of the market, science and education, on the surface which "proceeds" by the division of social labor, which generates a specific form of social system of education already in dependence on the social division of labor in specific socio-economic conditions
To effectively reproduce its structural and functional parameters, the author suggests resorting to the paradigm of the «life cycle of educational systems in the context of a civilizational approach» based on the use of cognitive analysis
Summary
Problem statement in general and its connection with important scientific or practical tasks. Analysis of recent researches and publications, which initiated the solution of the given problem, on which the author relies. This problem is constantly in the field of view of foreign and domestic scientists, sociologists, managers, philosophers of education and teachers. It is for this area that scientists have developed and presented a fairly large number of life cycle models of organizations. Our working hypothesis is that in order to clarify the direction, content and form of selfdevelopment of informational age education, it is necessary to study the life cycle regularity of the social system in industrial education and predict future events in education on their basis
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