Keyword: «post-nonclassical paradigm»

The article poses an urgent problem of transition from a set of scientific paradigms of education to one new paradigm. The presence of a full-fledged scientific paradigm becomes the most important condition for solving both the most common and many specific problems of modern education. The aim of the article is to develop methodological support for education that corresponds to the development of a modern scientific and technical information society. The study of the problem was carried out on the basis of the concept of the historical dynamics of the scientific knowledge by Thomas Kuhn. This approach allows to consider modern methodological models of education as components of revolutionary transformation in the period of a new education paradigm formation. On the base of domestic and foreign literature review, it was concluded that the development of pedagogical ideas within the technocratic paradigm was in the direction of the knowledge base and the creative state of the individual strengthening, provided with his worldview potential. It is shown that the consistent implementation of humanistic ideas in theory and practice of Russian science since the 80's of the XX century led to approval of the personality-oriented education paradigm. It is argued that many new paradigms resulting from the formation of new pedagogical vision can be defined as applied or "particular new" ones. All " particular new" paradigms are associated with the "old" paradigm, which gave birth to them. Between themselves, " particular new" paradigms are connected through the "old" paradigm as a source. They are also connected to each other by the subject of research. It is proposed to unite paradigms on the basis of the methodological principle of complementarity, since each " particular new" education paradigm contains model elements of the "old" paradigm. Theoretically it is shown, that in the search for a new paradigm, there is a convergence and a consistent unification of separate particular paradigms. The article presents a dialogue of paradigms, currently taking place in science, leading to their definite conjugation and formation of one common new paradigm. The fundamentalization of modern education practice in mastering nonclassical and post-non-classical paradigms is substantiated. This is necessary for highly qualified specialist training who is interested in self-change, capable of creating his own image of the studied academic discipline, ready for professional self-realization. The article gives an analysis of the conditions for the professional self-realization of a specialist's personality, important for the practice of modern education, including his personal-semantic, motivational and needful, instrumental, emotional-volitional, reflexive-evaluative characteristics. It is argued that self-realization considering as a complex concept was the result of the unification, convergence of particular paradigms in pedagogy and psychology in achieving a common goal - understanding the essence of self-realization phenomenon. At the same time, the contents of the concepts "self-expression" and "culture of self-expression" are revealed. In conclusion, it is asserted that the modern period of pedagogy development corresponds, in the context of the concept by T. Kuhn, to the period of scientific revolution, preceding the design of a holistic, time-appropriate, new scientific education paradigm.