In this article, the author subjects the socio-philosophical analysis of the current state of science in the context of the information boom, the role of university education as a model of a universal institution. The author explores the nature of knowledge and its relationship with information. The article proposes an understanding of the parallels knowledge-information, knowledge-wisdom, knowledge-science. In such research coordinates, there is an understanding of the importance of the modern understanding of the meaning, role, status of knowledge in the conditions of modern information sabotage. The author evaluates knowledge through its two universal characteristics – universality and impersonality, which allows knowledge to exist for a long time and be firmly integrated into the human worldview system. Much attention in the article is paid to the question of the historicity of knowledge, its dependence on the historical scenery in which it arises, exists and is affirmed. The author notes how the most important attribute is his impersonality, in contrast to wisdom, which is more of an axiological nature. To confirm his author's positions, the article analyzes the scientific position of Lyotard, who is a supporter of functionalism, conceptualizing society as a machine. Within the thematic space of the article, the author draws attention to the main functions of university education in the modern world, its special role and responsibility in shaping the scientific picture of the world and obtaining universal knowledge. The author is convinced that the development of metacognitive complexes, in our opinion, should be dealt with by the university in the 21st century. Unfortunately, today's universities in Kazakhstan are limited only to the training of specialists who are hostages of their professional skills and, as a rule, do not allow a broader, more panoramic look at the world