CHANGES IN THE WORLDVIEW PARADIGM OF POST-WAR EDUCATION
DOI: https://doi.org/10.17721/2415-881x.2025.97.187-198
Abstract
The article addresses the issue of changes in the worldview paradigm of post-war education. The new worldview paradigm of post-war education is analyzed, which is based on the provisions of humanistic and post-non-classical science, where the key role is played by the subject-subject (anthropological), creative-integration, synergistic approaches, a human-centric philosophical and educational concept that has a deep value-spiritual content, contributes to the development of a thinking-deliberative type of cognition and is closely correlated with the problem of the national idea.
The content of the concepts of «paradigm», «educational paradigm», «humanistic paradigm», «post-non-classical paradigm» is revealed. It is emphasized that education should be aimed not only at reproducing the workforce, even when it comes to specialists focused on fundamental science and the development of innovative technologies, but also at developing the spirituality of the individual, which is based on the highest universal moral qualities and national culture.
The role of the teacher as a driving force of innovative activity in education, with a developed adaptive and innovative potential, capable of renewal, open to new ideas and inclined to solve educational problems in an unconventional way, ready to use a variety of educational tools and aimed at achieving competitive advantages, is emphasized.
It is proven that it is innovative and humanistic education that will be able to provide a worthy response to the key challenges of post-war reconstruction associated with the shortage of human capital, material resources and time constraints.
Keywords
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