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

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This transition will gradually lead to the fact that humankind will have a new state of collective consciousness, which was called a noospheric intelligence (despite some editorial tautology). Such an integral hybrid (human-machine) intelligence will have a quality, which is absent in contemporary social consciousness (especially for all humankind), which lags significantly behind social life and therefore cannot fundamentally implement the formation of the noosphere and the transition to sustainable development. In order to do it noospheric intelligence should possess property of anticipation of social life, directing it to the optimal trajectory of survival (existence). The need to develop a new form of integrated intelligence is caused primarily by existential circumstances.

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There is a conclusion from proposed property of anticipation by noospheric intelligence of mankind being, that a priority mechanism of formation of such intelligence is science and education not in its contemporary states, but brand new anticipating education and science orientating in its basis on transition to SD [Environmental education, 1996; Ursul, 1995; Ursul, 2008b; Ursul, 2012; Ursul, 2015].

Translation of outdated «educational knowledge» from previous generations to current, on what contemporary education is basically oriented, does not mean that it helps to solve the pressing problems of today, and even more tomorrow. The reason for this situation is the fact that the existing knowledge, skills and achievements of culture and circulating in education, are not just outdated, as already discussed above. They are a reflection of a fundamentally different model (form) of social development – model of unsustainable development – USD. Mechanism of accelerated futurization of education and formation of anticipatory education must be included. These two processes in education are very closely correlated with the processes of globalization of education and the formation of global education (globalization with futurization and the emergence of anticipatory education with the formation of global education). Educational process becomes gradually and increasingly a leading innovative proactive and in addition global process and rapidly include all, what does not exist yet but will or may occur in the future.

It is obvious, that this task was not set by pedagogical sciences and other sciences, studying the educational process. This may be absurd, a kind of nonsense for the traditional thinking of the teacher. How to teach what does not exist yet and why new knowledge should appear in education?

However, the inappropriateness of such a question is absent, if you carefully study the process of implementation of the future and new to the educational process.

If translation of outdated knowledge in the educational process will not help the transition to a sustainable global future, it means that process should be radically changed, making it innovative largely, adapting traditional linearity and conservativeness of pedagogical mind-set.

For the survival of humankind and its transition to sustainable development, it is important to include proactive factors and mechanisms of this process, to predict and forecast the future. Moreover, if it is clear that innovative transition from unsustainable development to sustainable is necessary, it is important to bring together all existing and possible forms and trends, which can solve this basic civilizational issue of the third millennium. In fact, if pedagogical science was not based on «historical» and «translational» model of education, but was based on information and ontological model of the educational process and it would become the official global setting, it could be possible to put the question earlier about the total innovatization and futurization of education and especially the development of anticipatory and global education.

In the educational process information should be transmitted not only from past generations to the present, but also completely new information from the not yet existing future generations to the present (in the form of virtual models of study of future), as well as information about the future from the current generations. In this proposed innovative and information virtual model of the educational process past, present and future will be connected to one systemic temporal integrity. However, here comes the next question: how to obtain new information from the future and about the future?

Such information and educational virtual model contradicts not only a traditional pedagogical science, but also generally contemporary science, which relies on the facts, practice, truth and other similar concepts that form the foundation of the study process. It is obvious that the knowledge

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about the future cannot contain the truth and facts, which are checked in practice in past and present. In this sense, future is detached from official (factual) science, although the prediction and forecasting is recognized as a function of the theoretical level of knowledge. However, if you look closely at what is written in this case about the study of the future, actually main focus is on a linear vision of the temporal process (extrapolation of evolutionary historical trends into the future).

This means that in study of the future and its implementation in the educational process new principles, ways and forms of exploration of the future will be realized.

One of the fastest growing forms is the modelling of what may happen in the future, i.e. proactive modelling in its various forms and especially using new information technologies. This is the way of implementation of the future in innovation and the educational process, which involves the computerization, because only at the information level it is possible to make and study models of the future as regulatory (such as strategies of sustainable development), as research forecasts and predictions. There are possible as linear ways to the future from the past and present, as nonlinear innovative breakthroughs to the extent that it is possible to create models without prototypes in the past or analogues in the present.

Emphasis on the past was the «axiom» of pedagogical activity: textbooks, teaching aids, state educational standards, programs, etc., which are guided by «established» knowledge and other similar information products. If over 95% of knowledge contain information about the past in contemporary science (and mean first of all social sciences), the «educational knowledge» increases this percentage almost up to one hundred.

Schematizing, we can say that in most of cases the teacher was «a transmitter» of outdated information to students, while students were recipients of this information, which they had to memorize.

Of course, such a scheme of the pedagogical process is very rough and simplified, but it is important to show that such a scheme did not focus on the main components of the human mind but not on those of its functions that should be developed in the process of the formation of man and his consciousness. Indeed, Aleksey Ivanitsky said, «the basis of consciousness is the idea of renovation, which gives highest meaning to life and determines the constant human desire for novelty» [Ivanitsky, 2004: 720]. Contemporary education, focusing on the past and memorization of it, is detached from the creation of the future and this contradiction must be solved on the way of adaptation of innovative education to the future.

This means that during the further development of innovative processes in education it is appropriate to eliminate significantly temporal asymmetry of past and future in relation to the present and to start formation of consciousness of man in a different direction.

Focus on the past in education and other sphere of human activity is «temporal strategy» of model of unsustainable development. This temporal focus was manifested in preferential formation and existence of means and mechanisms for conservation and storage of information, without which biological and social organisms cannot exist.

If learning of the past was based on memorization, the inclusion of innovative and proactive modelling in the process is based on the principles of more creative process of developing education.

In my opinion, proactive education, which was proposed for the implementation of the principle of temporal integrity, was the core of education in the interests of sustainable development.

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Temporal integrity and futurization education

The process of futurization of education consists of two important components, happening in the education and in its relation to other areas of human activity. Let us start from the latter relation. In order to implement the transition to sustainable development, during several generations at least it is necessary to form the consciousness of people, accepting noospheric idea, implementing new civilizational strategy, and anticipating the consequences of their decisions and actions. Such anticipatory consciousness (noospheric) is necessary to be formed not only because sustainable development in its global implementation is possible only in the future. This is due to the fact that as mentioned in the publications, a global catastrophe (or series of them), which may happen in the 21st century, won`t enable mankind to eliminate the consequences of it, as it is done now, when local disasters, emergencies happen, and then their consequences are eliminated.

As already noted above, global (and primarily anthropoecological) catastrophe can be prevented only by proactive actions, because there will be nobody to eliminate its consequences.

Therefore, knowledge and understanding of the need of prevention of catastrophes and skills of anti-crisis management in order to avoid occurrence of irreversible cataclysms, which are disastrous for humankind must be included in the education. It is possible, if innovative anticipatory noospheric consciousness, formation of knowledge about the future and the ability and willingness to proactive actions will be rapidly formed in education, being the most effective means.

Now we can come to the conclusion that education for such a global process as sustainable development will have to develop not only more rapidly than contemporary education, but also significantly anticipate other forms of activity, on which it has significant influence, orienting them on implementation of the model of sustainable development. Dynamism of futurization of innovative processes in education must be significantly different by its pace from modernization of education (although it is formed on its basis). In case of futurization, normative part of the study of the future should significantly influence on it, because this part will be the basis of formation of education for sustainable development. However, this does not exclude, but also involves a search part of the study of the future, because only in this way other more effective ways of survival and further progress of humankind can be found.

Now it is clear that the transition from modernization to futurization of education is not just a theoretical fiction of individual scientists, but it is the imperative of time, without which the survival of humankind in the form of its transition to a sustainable future is simply impossible.

Futurization of education is a necessary component of the transition to education for sustainable development (ESD). ESD is not just a new field in contemporary education and not even its modernization. ESD in its developed and holistic form is a fundamentally new form. If you wish, it can be called a radically different type of innovative education, which fully corresponds to evolutionary ontological approach to education. Indeed, in this case formation of man, which is carried out with the help of ESD, will be fully included in the ontology of the process of transition to sustainable development.

However, during the formation of ESD anticipatory processes cannot be reduced just to a more rapid and accelerating process of taking a priority place by education (with science) in civilizational transition process to a new evolutionary strategy. Processes of futurization must occur in the content of education, when this content will be more and more filled with «innovative future». Contemporary education even in terms of accelerated development of

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innovative processes and modernization in it still remains very conservative system, mainly due to the dominant ideology of learning to fundamental educational knowledge, which even because of this interpretation shouldn`t be new knowledge at the same time.

Emergence of anticipatory mechanisms and forms in innovative educational process is caused primarily by accelerating of process of aging of as scientific, as also educational knowledge and acceleration of generation of scientific (and technical) information. According to estimations of experts, working in the information field, doubling of the scientific and technical information now happens less than for a year, possibly even for ten months (although doubling of all information, not just scientific, takes just a few days, taking into account contemporary global communications and especially Internet). This requires, of course, replacement of outdated technologies and means, forms of scientific knowledge, functioning in the sphere of education (educational knowledge on new more contemporary forms (on what «smart education» is aimed), but also simultaneously generation and implementation of other ways of transformation of this knowledge and means of knowledge.

Among these methods, which should be in focus of teachers-innovators, synthesis and interdisciplinary synthesis and fundamentalization of scientific knowledge, which is «implemented» in the educational system and functions here for a certain time. Moreover, the reason is obvious: more general and fundamental knowledge becomes outdated much slower and therefore it does not require additional educational and methodical work. However, it is hardly possible to restrict solutions just by synthesis even of general scientific knowledge and fundamentalization of knowledge and it is necessary to make a positive innovative movement from «imperatives of modernity» on the way of futurization of education as general civilizational process and formation of innovative anticipatory education (but certainly not in the direction of the postmodern, randomizing future and present).

Proactive education as a kind of «top» of innovative aspirations in education should involve such a new content, which will appear only in the future, but will be generated only by virtual computer ways and proactive modelling, which will have conceptually theoretical or information computer forms. The property of anticipation in innovative educational process will mainly be concerned with goals and content of education and to a certain extent organizational status, role of the whole process of learning and education among other areas of social activity. If the transition to sustainable future depends on the new type of education, then legal, regulatory, managerial, and organizational methods and forms should legalize functional role in the society.

It is quite clear that no matter how education was modernized, no matter what innovative processes filled it, essence of upcoming transformations is not in this. The main innovative process, which should cover all the world education in general, is in its futurization (both associated with globalization) and display of all currently existing and possible proactive factors and mechanisms. This will ensure temporal integrity of the educational process [Ursul, 2005; Ursul, 2008a], which is now significantly disrupted by focus of teaching activity on the past. However, restoration of the temporal integrity of education will be accompanied by its globalization and the emergence of global education.

It is appropriate to introduce a special principle of «temporal study» in any field of scientific and educational activity – a principle that connects not only the past and present but also the future in one global systemic temporal whole. Thereby interrelation between temporal worlds is formed, where not only a linear relation, but nonlinear interaction of periods is

Temporal integrity implies that what we call time connects all three modes of temporal worlds (periods) – past, present and future in a single (linear or nonlinear) system. When

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analysing the role and interconnection of all three temporal worlds (past, present and future) in most areas of social activity in the contemporary unsustainable development, including global processes, attention is drawn to clearly set asymmetry or inequality. This inequality is that science, education is focused on the past and present, and the future is on the periphery of our attention and interest. Of course, depending on the type of activity proportions of temporal worlds (i.e. past, present and future) are different. However, the fact that the future is not in «favor» is obvious and many activities, including scientific and educational, show neglect of the future in the current model of unsustainable socio-economic development.

As also noted above, education, anticipating many activity-related processes in the formation of man, during formation of sustainable future must be developed more rapidly in all respects (particularly in terms of financing and provision of other resources) than all other forms of social activity. In this perspective education won`t just translate from generation to generation already significantly outdated knowledge for decision-making, but will also contribute to better understanding of the need for anti-crisis actions to move to sustainable development. Only proactive innovative education of sustainable development will become an integral component of human activity on the survival of civilization and conservation of the biosphere. However, this feature of anticipatory education will be the most obvious and, so to say, lying on the surface of the process of formation of education of sustainable development. Basic and profound essence of the model of «sustainable education» still is in the emphasis on the issue of the future in the content of education of sustainable development.

It is appropriate to say a few words about the education of sustainable development and anticipatory education. It is quite obvious that they are different types and forms of innovative processes in education. Anticipatory education includes futurization and proactive mechanisms for any options of vision of the future, not just normative sustainable development.

In this sense, it can be used beyond the education of sustainable development and in any other discipline, course and field of education because this is an innovative process, which is focused on the future. In this sense a special anticipatory education such as, for example, environmental and economic types of education cannot be.

However, if there is a science of the past – history, there are sciences of the future – futurology, prognostics and other forms of study of the future, which may be included in the educational process as something temporally symmetric to traditional historical approach, significantly supplementing it and implementing the principle of temporal integrity.

Futurization of all education can be in significantly increased attention to the future in all possible subjects and fields of the educational process. If this field of futurization coincides with the introduction of sustainable development in education, then it will be «sustainable futurization» when, as stated in the UNECE Strategy, there must be «the acquisition of knowledge by teachers, allowing to include issues of sustainable development in their disciplines» [UNECE Strategy, 2005].

Conclusion

At this stage it is most important to include issues of social development to all courses and educational disciplines, what happens in EU countries and other countries. Such inclusion, as well as the formation of special areas of education of sustainable development (innovative diversification process) means that proactive education of sustainable development will be implemented. This process was significantly intensified, when in June 2012 UN Conference

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on sustainable development was held in Rio de Janeiro. Many higher education institutions made commitments regarding practice of provision of sustainability according to this and subsequent Conference. ESD proved to be one of the key mechanisms for achieving the Millennium Development Goals, as well as 17 new global sustainable development goals that were adopted at the Summit on sustainable development of the 70th UN General Assembly, adopted the agenda of sustainable development up to 2030.

To some extent, the emergence of anticipatory (as noospheric) intelligence for the whole civilization will continue the process of cephalization, taking the baton from biological and social evolution, using the latest information technologies. Due to proactive collective intelligence civilizational process will be adapted to sustainable future and the natural environment, providing further secure evolution of global space system «man-society-nature.» Educational process, which is still focused on the formation of individual, to some extent spreads on more extensive – supraindividual sociosystems, being included in integrative information structures of noospheric intelligence and the process of creation of sphere of mind and in perspective in creation of noospheric global space socio-ecological system. There is expected unification of learning and education as important subsystems of future noospheric intelligence into one holistic system.

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Philosophical Reflection Smart-Society as a New

Model of the Information Society and its Impact on the Education of the 21st Century

Valentina Voronkova – Doctor of Philosophy, Professor

Zaporizhzhya State Engineering Academy

(Zaporozhe, Ukraine)

E-mail: [email protected]

Olga Kyvliuk – Doctor of Philosophy, Senior Research Fellow

National Pedagogical Dragomanov University

(Kyiv, Ukraine)

E-mail: [email protected]

This article presents philosophical and educational reflection of smart-society as a new model of the information society and presents its impact on human (intellectual) capital. It reveals timeliness of this topic, which is innovative and hardly developed. It analyses international experience in establishment and growth of smart-society and dimensions of axiological field of smart-society, which is based on axiological matrix of information and knowledge, which are considered and being civilized dimensions of modern society. The main idea is to prove the evolution of the information society to smart-society and the possibility of establishment of smart-society in Ukraine. The analysis of smart-society formation was made and its characteristics were defined, which claims priority role in the world information space formation and contribute to the competitiveness of Ukraine in the international information space.

Key Words: smart-society, sustainable growth, human capital, intellectual capital, information, knowledge, education, knowledge economy

Introduction

Timeliness of the research topic

The first, implementation of smart-society strategy (smart, intelligent, high-tech, digital) is the continuation of the previous research theme «Improving of the information society growth mechanisms as civilization paradigm of modern Ukraine under the conditions of globaliza-tion», in the context of which we have analyzed the evolution of the information society to a smart-society that needed further study and identification of established consistent patterns of formed model of smart-society (theories, concepts).

The second, the formation of smart-society is an important socioeconomic, scientific and technological world-wide problem, as the concept of smart-society is the basis of modern

╘ Voronkova, Valentina, 2017

╘ Kyvliuk, Olga, 2017

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axiological cultures of western and eastern societies that are included in the state program of growth of many leading countries in the USA, Europe, South Korea and Japan. Currently, smart-society is the main trend and priority of global growth of modern civilization of the 21st century, which, developing market of information services and products, promotes smart-edu-cation, smart-technology, smart-identity.