Specifics of knowledge reproduction in the digital economy: Social aspect

Abstract

Introduction. The formation of the digital economy, which began in the second half of the 20th century, posed a lot of different problems to humanity. Many of them are associated with the specifics of the digitalization of social production, which, along with human capital, becomes the main resource for development. At the same time, the local digital transformation of economic relations entails changes in their entire scope. First of all, such changes concern the process of reproduction of knowledge, or rather, the technology of its «translation» from a «simple» to an «expanded» state. Purpose setting. The logic of the article is built in the discourse of theorizing the process of cooperation between a machine (AI) and a human. Cooperation (technology, tool) leads to changes in the very nature of work and, accordingly, the transformation of education as its service subsystem. The purpose of the article is to consider the process of knowledge reproduction in the educational architecture of the digital economy. Methodology and methods of the study. The analysis of such meta-processes involves an interdisciplinary analysis, and a structural approach will allow interpreting the main stages of knowledge reproduction in historical discourse. Taking into account the considerable number of economic and socio-philosophical studies, the article necessarily used the latest developments of domestic and foreign scientists. Results. The authors proposed a working definition of the digital economy. It is considered as a modern, historically conditioned way of economic development of society, which is based on the intensive expanded reproduction of knowledge in the form of cooperation between a machine (AI) and a human. The purpose and meaning of this type of reproduction is the use of the subjectivity of an individual in the direction of increasing his creative principle. Creativity is understood as the ability to generate knowledge based not only on material (rational), but also on irrational (ideal) values and meanings. According to these theses, the transformation of all service architectures of social development and, first of all, education should be carried out. Conclusion. The development of intangible assets should be a defining task in the formation of human capital in the digital economy. In turn, the holistic development of the individual»s intelligence in all its modifications (primarily cognitive, emotional and digital), that do not contradict each other is the general task of the education system.