Keyword: «humanitarization»

The present paper is devoted to the question of humanitarization of higher education. This subject remains relevant as today’s education faces the shift of paradigm when the main conceptual sign of education changes: “technocracy” is replaced by “culture”. The scientific works in the sphere of education conducted in recent years were analyzed in order to identify the importance of this subject, and it was noted that many works address it. During the analysis the various ways of ascension to the person in teaching were pointed out. The authors offered their approved ways of addressing a personality in teaching, proposed new ideas concerning the implementation of the humanitarian principles in the process of education. The review of the works showed variability and individuality of this approach in the teaching process. Every teacher chooses his own path on the way of humanitarization. The reviewed works reveal some ways of focusing on the personality through the contents, through the pedagogical conditions, with the help of some particular means. Such keen interest of scientists to the process of humanitarization of education helps to comprehend and find problems in the system of modern higher education and, as a result, to solve these problems. The analysis of the scientific works related to the study of the humanitarian component in education also showed the complexity and the multifaceted nature of this process. In its turn, it enables other researchers to find their own ways to promote further higher education humanitarization.

The relevance of the topic is determined by the necessity to develop methodological foundations for studying the interaction of humanitarian and algocognitive cultures in modern education. The article focuses on reinforcing the axiological and cultural functions of education. The introduction of algocognitive culture into the educational system has served to exacerbate the issue of the reduction of value, meaning, culture and morality within the sphere of education. The issue arises from the contradiction between the insufficient methodological development of the advantages and limitations of informatization in education, on the one hand, and the accelerated proliferation of practical pedagogical models concomitant with the digitalization of education, on the other. The aim of the article is to gain theoretical understanding of the modern education methodology through the lens of two cultures – humanitarian and algocognitive. The study is based on a comprehensive approach that incorporates socio-cultural, humanitarian, and hermeneutic perspectives. A critical comparative analysis of Russian and foreign scientific works, coupled with the clustering of the authors’ views has enabled the authors to identify a key limitation of algocognitive culture within the framework of the generally accepted personality-oriented educational paradigm. This is a tendency to undervalue the significance of cultivating a personal system of values and meanings. The authors conclude that the methodology of modern education should be constructed from a human-centric perspective. The authors present a series of conceptual ideas aimed at fostering productive complementarity between competing methodological trends. The article puts forth the argument that the hermeneutic approach represents a fruitful methodology for establishing a system of personal values and meanings based on socio-cultural experience. The theoretical significance of this work is to summarize the scientific ideas about the methodological foundations of education in the context of the interaction between humanitarian and algocognitive cultures. In terms of methodology, the study shifts the focus from an examination of the individual characteristics of the two cultures to an analysis of their meaningful categories. It justifies the importance of values and meanings in digital transformation. From a practical viewpoint, the results and conclusions will facilitate the acceleration of applied methods and procedures, as well as the development of convergent educational solutions that enhance personal significance within the system of values and meanings in society. Furthermore, they will facilitate the development of meaning-oriented competences of teachers and the learning environment, thereby promoting the implementation of the meaning-generating pedagogical model within the context of an evolving algocognitive culture.