Paradigmatic changes in the modern Philosophy of Education

Abstract

The article continues the tradition of thinking about pedagogical rationality. The presence of its two levels is analyzed ‒ meaningful and formally-functional, their significance for didactics is substantiated. Their implementation is demonstrated in the Educational strategies. The article speaks of a more attentive attitude to the formal-functional level in the formation of didactics in the new paradigm of Education ‒ the Education of the information society using the possibilities of the Internet. An overview of Internet resources is given, the emergence of the term “open Educational resources” is analyzed, a chronology of the idea of ​​their introduction into educational practices is reviewed.

Building on the best psychological and pedagogical concepts of the last decades, the need to form new pedagogical strategies is emphasized. The theory that is adapted to the working conditions in cyberspace is connectivism, is analyzed. It grows on the basis of new insights and capabilities of digital teaching materials that qualitatively differ from traditional teaching materials by their ability to manage them.

Using examples of Modern trends, the importance of this theory for new forms of Education is emphasized; the need to form new competencies in the form of information skills is being updated. Using examples of modern trends, the importance of this theory for new forms of education is emphasized. Practices and possibilities of information and communication forms of Education are analyzed: from distance learning courses and open on-line courses to the practice of Open Universities.