Текст книги "Образ человека будущего, Том 7 (СИ)"

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Cognitive technologies in education based on multimodal learning, embodied cognition and interactive-learning framework. Cognitive technologies aimed to cognitive effectiveness improvement not using of new neurotechnologies (neurodevices) but training of various mental abilities (neurobics, eidetic and mnemonics). Cognitive technologies based on practical technologies of interactive communication (facilitation, mediation, active learning based case studies, serious games, etc.). Implementation of educational cognitive technologies has to take into consideration the basic cognitive mechanism. One of the major cognitive mechanism is the game – trough the game, as evolutionary epistemology shows to us, a person learns and develops. In addition, the game is one of the most emotionally deep, exciting process not only for children and young people but for adults too. This specificity of our cognitive system is successfully taken into account in «the experience economy», «economy of entertainment.» The existing trend of development of social reality reflected in this area – «virtual offset»: more and more games are transferred to virtual reality, and even in the space of social networks. The development of technology speeds up this process – right now, there are gamers devices that combine the real physicality of the player with a virtual «avatar.» Helmets for the other sensory experiences of reality are improving very quickly, along with a variety of devices that enhance our cognitive capabilities (for example, see or hear in the human range). However, even without these devices a virtual game captures an increasing number of people. Some modern cognitive technologies, for instance, mediation, also could be applying in the educational dimension. Their application could be by the innovative modern approach called «Serious Games». The Serious Games are the new technologies of involvement of young and adult learners into the educational dimension amplified by the thinking and social cooperation. This is a recent evolution in training technology, bought about by the rise of gamification (the use of game theory and game mechanics such as points, leader boards, badges, progress bars etc., in non-game contexts to engage users). The main purpose of Serious Games is the development of the skills of the player. However, it reaches by retaining attention and engagement through immersive and entertaining media sources and attracting scenarios.

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We can consider a gamification as the one of the most perspective educational cognitive technologies. At the recent decades, the gamification is intensively spread in the education system. An important aspect of applying a particular category of games (including in education) is in focus of interests of the company Serious Games – the Serious Games Society (www. seriousgamessociety.org). Recently the Serious Games Society conducted the international conference on The Games and Learning Alliance conference (GALA 2015), which was dedicated to scientific and applied researches and developments in the field of «serious» games. They are considered as a useful and effective tool for better learning, study, training, and evaluation in the education system.

Educational cognitive technologies for the social cohesion development

Education and training are key factors in maintaining social cohesion and competitiveness in the European Union. Lisbon strategy fifth updated social EB confirms that education is one of the key elements of the European social model. But the modern problem of the separation of society due to the war (Ukraine) and waves of migrants (Europe) or internally displaced persons (Ukraine), requires go to another level of consideration of educational strategies focus on enhancing social cohesion. Educational cognitive practices are based on the using of the cognitive channels. In addition, they deeply involve students in interactive processes of teaching and learning for better results in education for better cohesion, teambuilding and social intellect training. From my point of view, they are so effective because of connections with the most powerful mechanisms of human cognition – visual communications and mutual games. Mutual games to be considered as one of the most effective way to reach social cohesion in educational dimension.

It is very important to notice that the problem of new educational technologies is actual because of increasing social problems in the modern society. In particular, the problem of social cohesion and its educational background is very painful worldwide. The society meets new and unprecedented challenge of responding to its own staggering complexity. The structure of our society needs to change. Around the world, people are creating revolutionary movement against their governments. They do not want to live under the rules of government"s dysfunction and corruption. People are trying to create a new world in which individual capabilities and the implementation is not detrimental to collective action.

In some places violence destabilize state power and social order. In others, mass dissatisfaction and frustration lead to unprecedented social movements. Unrest in rich and poor societies called deep and comprehensive frustration from a lack of something vital, for example, the food, and the stalled, sustainable economic and other expectations. Local communities as one of the most predictable and effective tools on this matter should be developed, for instance, during the program of decentralization (the core direction of reforms in Ukraine). To support this direction of reform and economy development should be change the educational dimension to enhance the social cohesion processes for better communities strengthening.

There is a very perspective approach in this direction – community based universities. One of the best practices is University of Brighton (www.brighton.ac.uk). From small beginnings in 1850s Brighton, the University of Brighton has grown to a complex and diverse institution based in three towns across the south coast of England. The ethos of this University is defined by four core values: inclusivity; sustainability; creativity; partnership. These core

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values help to keep the students to be a part of a dynamic, diverse and creative community that embraces partnership working and that makes a positive difference to society. Important to notice, that all these values are seemed to be very perspective not only to educational but societal development.

Transversal competences and educational technologies

Thus, it leads to the problem of proper changes and innovations in the educational system.

Education policies and curricula aim to incorporate a broad range of skills and competencies necessary for learners to successfully navigate the changing global landscape. «Transversal competencies», sometimes referred to as «21st Century skills», are broad based skills that aim to meet these challenges, such as technological advances and intercultural communication. Education policies and curricula aim to incorporate a broad range of skills and competencies necessary for learners to successfully navigate the changing global landscape.

There is very important direction of the development of transversal competences – implementation of their forming into the educational processes. They all solve the problem of effective response to contemporary civilizational challenges of the knowledge society.

In modern conditions higher education institutions no longer dominate in the production of knowledge, but they continue to play an important role in connecting knowledge and citizenship [Delanty, 2008: 29]. Trends and challenges in integrating transversal competencies into education should be considered and applied in the educational dimension.

Nowadays the use of on-line training, stimulating has been increasing in all sectors of social activities. «From virtual reality to prepare surgeons for complex brain surgery, to airplane pilots being tested on simulators. Yet despite these advances, soft skills training like mediation, has been one of the last bastions of face-to-face only training. The reason for this of course is up until now the teaching of a process which is about human relationships always seemed impossible to deliver via technology» [South, 2017]. Now communicative cognitive technologies could be transferred into the virtual, digital sphere because of outstanding growth of its power and flexibility. However, with the trend toward on-line, interactive learning in all its forms increasing and the sophistication of the technology able to deliver many more nuanced approaches to learning. It concerns first the soft skills (facilitation, mediation, etc.) and how to transfer their art to professionals and practitioners. «We should seek to capture the spirit of mediation – which is also about innovation and flexibility – and collaborate with on-line training organisations to develop content and approaches that will meet mediator trainees needs while safeguarding the fundamental aspects of mediation and skills based training» [South, 2017].

Despite of complex problem of transfer and modification of cognitive communicative technologies into the virtual, on-line sphere, cognitive technologies in education and training are key factors in the development of transversal competences as the base of the European educational policy. In general, the main goal of education is to adopt student to the success activities in the complex, non-stabile society (do not forget about challenges of the virtual and augmented realities). To date, no consensus has been reached for referring to non-academic skills, non-cognitive skills, 21st century skills, or transversal competencies, and this is reflected in the reports from the respective countries and economies. In the report from the Philippines, the term used is «non-cognitive skills.» In its report «Future Work Skills 2020» the Phoenix Research Institute has identified these transversal skills and defined them in ten large blocks

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of competences." These competences are as follows: Sense-Making, Social Intelligence, Adaptation thinking: Intercultural competences, Computational thinking, Transdisciplinarity, Design mentality, Cognitive load management, Virtual collaboration [Future Work Skills 2020].

The European educational policy oriented to develop these important and useful skills. Some of them are well-known but changed a little. Therefore, strategic thinking is very important cognitive competence but it is transferred to the more complex and actual competence of Sense-Making. We can define it as the ability to find the deepest or most significant meaning of what is being expressed. That means the competence to synthesize the key points that help to create a unique viewpoint before taking decisions. This is sort of «mix» between strategic thinking, proper decision-making and creativity. Moreover, Interactive Visual Communicative

Technologies should be the most important tool in the process of development and dissemination of sense.

The integral parameters of successful interpersonal communications are base of the competence of Social Intelligence: the ability to connect with other people deeply and directly, to detect and stimulate the desired reactions and interactions. Socially intelligent employees know how to rapidly evaluate the emotions of people around them and adapt their words, tone and gestures. As a result, this is a key skill for working together and building relationships of trust, and it is necessary for getting along with groups of people in different contexts.

The information society demands the competence of Computational thinking: the ability to translate large amounts of data into abstract concepts and understand reasoning based on data. As the quantity of data that we have available to us increases exponentially, many more functions will require computational thinking skills in order to make sense of this information In the «behavior economics», with its management of cognitive patterns of social activities, there is actual the competence of Mastering the new media: the ability to evaluate critically and develop content that uses the new media forms, using those media for persuasive communication.

The coming generation of workers will have to have fluent competences in differing formats such as video, be capable of «reading» and evaluating information critically, and communicating it through a number of different channels. The unexpected growth of non-professional video blogging could be considered as the additional prove of the above trend.

The complex social reality demands from young and adult learners becoming experts in recognizing what way of thinking each task requires and reconditioning the working environments to improve that ability to carry them out. It means that the competence of Design mentality is very important for the successful adaptation. This competence is the ability to represent and develop tasks and work processes in order to get results. In addition, this competence means the ability of new way of thinking – to design the mental process before the appearance of cognitive tasks. It is important to notice that these cognitive tasks could be multiply and nonrelated. Therefore, it proves that in the conditions of unlimited flows and dimensions of information extremely useful the competence of Cognitive loads management: the ability to discriminate and filter out the important information, and to understand how to make the most of current knowledge using a variety of tools and techniques. Young and adult learners have to develop their own techniques to deal with the problem of cognitive overload.

In the nearest future will be the most appropriate competence of Virtual collaboration: the ability to work productively, to enhance participation, and demonstrate a presence as a member of a virtual team now that ICT makes it easier than ever to work, share ideas and be productive in spite of physical separation [Future Work Skills 2020].

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There is very important direction of the development of transversal competences – implementation of their forming into the educational processes. Trends and challenges in integrating transversal competencies into education should be considered and applied in the modern educational policy.

All terms broadly refer to the adaptation skills, competencies, values, and attitudes required for the holistic development of learners, such as: collaboration, self-discipline, resourcefulness, and respect for the environment. Therefore, it means that new approaches, which are aimed, on its development should be implemented into the educational system.

Many organizations in Europe have taken an interest in the problems of improvement of high education by implementing new approaches. For instance, National Learning and Work Institute (England and Wales) situated in UK is one of them. This is the one of the organizers of Festival of Learning. Festival of Learning is part-funded by the European Social Fund (ESF) to help promote ESF activities and successes in the field of educational policy support. The ESF is a European Union initiative that supports activities to extend employment opportunities and develop a skilled workforce. Established by the European Union, the European Social Fund helps local areas stimulate their economic development by investing in projects, which will support innovation, businesses, skills development, job creation, social inclusion and local community regenerations. This is a sufficient financial support of high education because of investing over £2.5 billion in England in the 2014-2020 programme to extend employment opportunities and develop a skilled workforce for students (https://www.festivaloflearning. org.uk/info/european-social-fund).

The recent project supported by EU in the frame of the Seventh Working Programme of Horizon 2020 – «Idea Garden». This is the project based on the motivation to better support creative practices and the goal to bridge the gap between traditional, often fuzzy, nonlinear work practices and the available ICT infrastructure. The idea is to implement a creative learning environment, which will consist of state of the art hard, and software technologies that assist during all phases of the creative process (http://idea-garden.org/). This is a response of educators to the demands of creative economics. It is very important to notice that the problem of new technologies in the system of high education is actual because of increasing social problems worldwide. In particular, the problem of social cohesion and its educational background is actual and will be considered in more details.

All these technologies will positively impact on creativity and social cohesion development of all subjects of educational sphere. However, this way of learning is similar to instrumental learning and does not solve many actual communicative, psychological and social problems. They are seemed to be appeared nowadays and continued at least at the nearest future. Therefore, it is necessary to implement into the educational system the different approach – more holistic and compatible with the actual social challenges. This is the transformative learning approach.

Transformative learning approach as cognitive adaptation strategy

Jack Mezirow of Columbia University has developed this transformative learning approach based on the Transformative Learning Theory. The history of this approach started in the 1970"s, after researching factors related to the success or lack of, and of women"s re-entry to community college programs [Mezirow, 1978]. His result was that a key factor was perspective transformation. When Mezirow studied the data of his original studies, he noted

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a number of participant"s patterns of activities or behaviors through which they are usually held and reported. Based on these descriptions, he developed an overall step-by-step model of the process of transformative learning [Mezirow, 1978]. In a broad sense, these steps describe the general process of involving people in activities that may cause it to shift in semantic perspective as well as to different consequences. It is important to notice, that these steps were carried out in a unique individual manner. They are very different and in a different manner help learners to integrate their learning outcomes and give them important senses and meanings. In his work «Transformative changes of adult learning» Mezirow [Mezirow, 1991] scrupulously compared the proposed step-by-step model of transformative learning theory with other theories of adult learning, finding the many correspondences between them, noting that these steps can be implemented in different ways and in different orders. They can be cyclic or recursive and learn the individual may start with any of them or not include them at all. He described «10 phases of the transformational process» and argued that transformations often follow some variation of the following phases of meaning becoming clarified:

– A disorienting dilemma.

– A self-examination with feelings of guilt or shame.

– A critical assessment of epistemic, sociocultural, or psychic assumptions.

– Recognition that one"s discontent and the process of transformation are shared and that others have negotiated a similar change.

– Exploration of options for new roles, relationships, and actions.

– Planning a course of action.

– Acquisition of knowledge and skills for implementing one"s plan.

– Provision trying of new roles.

– Building of competence and self-confidence in new roles and relationships.

– A reintegration into one"s life on the basis of conditions dictated by one"s perspective [Mezirow, 1991].

The first phase was a disorienting dilemma. The next two phases are important aspects of

the second of the theory"s themes – critical reflection. The next phase represents the third of the theory"s themes, rational discourse. This is a very effective communication tools. The effectiveness lies on exploring with others the discovered «misfit» between your premises and your environment. And specifically it means that:

– "Recognition that one"s discontent and the process of transformation are shared and that others have negotiated a similar change;

– Exploration of options for new roles, relationships, and actions;

– Doug"s discussions with his group allowed him to explore this «misfit» how competition wasn"t always the best approach to performance situations and explored other potential roles or approaches" [Mezirow"s Ten Phases of Transformative Learning]. This approach seems to be a very actual in the «rainy days», which we are experiencing now. The modern society, which is oriented on to the competitiveness and «success race», should be changed to the society of support and cohesion. Therefore this finding balance approach is suitable for the transformation way.

A few years after the establishment of the theory in 1991, in response to criticism and suggestions, Mezirow revised its initial position and extended the original 10-steps model of the transformation process through the inclusion of an additional step: «review of existing and constructing of new relationships» on the basis of critical reflection and rational discourse [Mezirow 1994: 224]. This step can be regarded as a test on the formation of the individual as an autonomous, communicative

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and responsible subject of social relations. Therefore, we can consider this step in the direction of critical reflection as methodological basis of human adaptation strategies.

Critical reflection as foundation of educational cognitive technologies

The way of cognitive transformation starting from competitiveness to the cohesion could not be realised without proper changes in the way of thinking. Many followers of Mezirow also assign an important role to the critical reflection in the educational processes, especially in the processes of transformative learning. «Critical reflection is a tool that we use in our beliefs and assumptions, assessing their validity in light of new experiences or knowledge, considering their sources, and learning background, their underlying» [Cranton, 2002: 65]. Patricia Cranton explains that «transformative learning theory leads us to see learning as a process of understanding assumptions and their assessment» [Cranton, 1994: 730]. She also states that we always proceed from the existing complexes of assumptions that define our teaching practice, and stresses that «if basic assumptions are not challenged, the change cannot take place» [Cranton, 1994: 739].

Therefore, finalizing main principles of the transformational learning and the difference between instrumental and transformational learnings we can share the following suggestion:

«Instrumental learning is the acquisition of skills and knowledge (mastering tasks, problem solving, manipulating the environment: the „how“ and the „what“). In contrast, transformative learning is perspective transformation, a paradigm shift, whereby we critically examine our prior interpretations and assumptions to form new meaning the „why.“ This perspective transformation is achieved through (1) disorienting dilemmas, (2) critical reflection, (3) rational dialogue, and (4) action» [Mezirow"s 10 Phases of Transformative Learning].

Conclusion

New educational paradigm offers the concept of cognitive effectiveness and how to reach it through educational technologies. It includes topics of creative thinking, teambuilding abilities, effective decision-making, engagement in the learning and teaching processes, cognitive skills improvement, etc. The idea is application of innovative cognitive technologies (interactive visual communicative technologies, gamification, mediation, etc.) in to the system of education. It will change the existing approach to the teaching and learning in secondary schools and universities. The perspective direction of further researches is to find a methodological base for the platform for realization of innovative services for educational programs: integration of flexible teaching methods, the latest hardware and software, digital 3D-objects and multimedia content and elements of augmented reality.

In addition, the focus on transversal competences and their development by the way of applying the cognitive technologies in education will improve the process of real cognitive effectiveness and human adaptation. First, it leads to the theoretical and practical implementation of the achievements of cognitive sciences and technologies on the matters of educational motivation, creativity, values, cognitive effectiveness, etc. To increase social and personal impact it is necessary to deliver tailor-made courses on visualisation, gaming, decision-making, creativity, mediation, facilitation, non-violence communication, etc. These courses should help to improve the human adaptation strategies. However, our analysis, in any case, does not purport to cover all the problems of human adaptation strategies. We have

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highlighted just the areas and identified the ideas, on the basis of which we will build proper development of cognitive technologies.

Therefore, we have considered the implementation of new cognitive technologies, primarily focused on the development of the «21st century skills.» transversal competences. These competences connected with the social intelligence, in particular, with the social cohesion development. These types of technologies are very effective because of their impact on the development of human"s social adaptation.

 References

Cranton, Patricia. Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. San Francisco: Jossey-Bass, 1994.

Cranton, Patricia. Teaching for Transformation. In New Directions for Adult and Continuing Education. No. 93. Contemporary viewpoints on teaching adults effectively. San Francisco, CA: Jossey-Bass, 2002: 63-71.

Delanty, Gerard. The University and Cosmopolitan citizenship. In Higher Education: New Challenges and Emerging Roles for Human and Social Development. New York, 2008: 374.

Future Work Skills 2020 https://www.scribd.com/document/94872255/Future-Work-

Skills-2020

Lytovchenko, Iryna. Role of adult learning theories in the development of corporate training in the USA. In Future Human Image. Volume 6, 2016: 67-81.

Mezirow, Jack. Education for Perspective Transformation: Women"s Re-entry Programs in Community Colleges. New York: Teacher"s College, Columbia University, 1978.

Mezirow, Jack. Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass,

1991.

Mezirow, Jack. Understanding transformation theory. In Adult Education Quarterly. 44 (4), 1994: 222-232.

Mezirow"s Ten Phases of Transformative Learning. https://sites.google.com/site/ transformativelearning/elements-of-the-theory-1

South, James. A turning point for soft skills – The Mediation Simulator. 2017. https://www. cedr.com/articles/?item=A-turning-point-for-soft-skills-The-Mediation-Simulator Svyrydenko, Denys. Globalization as a factor of academic mobility processes expanding. In

Philosophy and Cosmology. Volume 14, 2015: 223-234.

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Homo Economicus as the Basis of «Asgardia»

Nation State in Space: Perspective of Educational

Technologies

Roman Oleksenko – Doctor of Philosophy, Associate Professor Melitopol State Pedagogical University named after Bogdan Khmelnitsky (Melitopol, Ukraine)

E-mail: [email protected]

Lidiia Fedorova – PhD, Associate Professor

Melitopol State Pedagogical University named after Bogdan Khmelnitsky (Melitopol, Ukraine)

E-mail: [email protected]

This paper considers the perspective of using the concept of Homo economicus as a cultural ideal. According to the authors, modern educational technologies must be directed to achieve this cultural ideal. The concept of education is understood by the authors in the classical interpretation, as deliberately molding human character. The authors use the historical method, formalization method and others in this paper. It has been proved that all constructive criticism of old interpretations of the concept of Homo economicus does not deny the possibility of using this term in the foreseeable future. On the contrary, criticism gives new interpretations of Homo economicus, which open up new prospects for using this concept, in particular, as a cultural ideal for educational technologies when creating the «Asgardia» nation state in space.

Key Words: Homo economicus, education, cultural ideal, future human image, Asgardia

Introduction

We will consider one of the possible prospects for the development of modern education in this study. Moreover, the authors understand that the «perspective on the development of modern education» is a whole problem field of the philosophy of education, which was researched in many scientific studies. For example, this problem field was researched by some scientists such as Oleg Bazaluk [Bazaluk, 2015], Galina Beregova [Beregova, 2016], Lidiia Fedorova [Fedorova, 2016], Denys Svyrydenko [Svyrydenko, 2016], Valentina Voronkova [Voronkova, 2016], etc.