«Революція у навчанні»: зміна моделей мислення

Abstract

Introduction. The determinants of the development of the modern world are randomness, spontaneity, chaos, and probability. They attest not so much to the destruction of the established order, but to the creative potential in the formation of a new order and harmony. These circumstances require a person to think differently, the ability to creatively and flexibly respond to all changes, to rethink the acquired knowledge. In this connection, the problem of qualitative reform of education, in particular the search for new models of thinking, is being actualized. Purpose The purpose of the article is to outline the methodological principles and priorities of educational activity in the development of thinking, which is productive for a person of the modern age. Methods. Socio-cultural, systemic, structural-functional methods of analysis in their dialectical unity are used. Results. The process of thinking symbolizes the highest degree of human knowledge. A person learns to think by explaining the realities of being. The thinking is productive when its purpose is not only to explain the unknown, but also to find out incomprehensible and incredible in the known and obvious. This is the thinking of another order, which consists, above all, in overcoming the existing limits. In this way, it can reflect the changing nature of the realities of our time, their constant dynamics and variability. The amplification of these methodological landmarks and ideas in the educational sphere significantly changes its public purpose. Education is perceived as a sphere of constant production and review of knowledge, which always arise in fundamentally new conditions and are relevant in changing transition situations. In such a situation, thinking is no longer concentrated on the operation of only specific information. The purpose of education is not so much to teach them to think about things which they are, but what features they can acquire in the future. Originality: methodological benchmarks in the development of thinking are analyzed as a "united combination" in the practice of education. Conclusion. The cultivation of productive thinking is possible by the elimination of the authority of generally accepted rules, regulations and standards.