Keyword: «self-organization»

The twentieth century is considered to be the “century of crowds” (S. Moscovici). The whole series of studies is devoted to studying the phenomenon of the crowd, in which the crowd (mass) is presented in general as a “social animal” that needs taming. Today, the research of mass spontaneous behavior continues – with the only difference that a “negative” anthropology, based solely on distrust of the phenomenon, has been replaced by a “positive” one: the crowd, being an ambivalent phenomenon, being at the intersection of the individual and the collective, conscious and unconscious, can show different sides – to be both as "stupid" (mostly destructive), and "clever" (G. Reingold). A radical change in the view of the crowd as a social phenomenon, its revaluation was promoted by the relatively recent theoretical shift in its consideration: from the crowd as an object to the crowd as a subject of social action. In this connection, it became possible to identify the essential signs of “clever crowd” (ability for self-organization and rationality). The article details the content of negative and positive views on the crowd, their advantages and disadvantages; technology of working with the crowd, including those that allow you to turn it into a “clever” one, thereby opening up new horizons for the development and renewal of the democratic form of society.

The relevance of the study is determined both by the rapid development of digital technologies and by the circumstances that resulted from the forced transition of the education system to distance learning during the spread of COVID-19. The results of scientific research and experience in the implementation of distance learning technologies have shown that high schools students experience great difficulties associated with the unpreparedness to carry out educational activities in online and offline modes. Distance learning can be called “self-regulated learning”, since learners independently manage their time, plan their work and take an active part in the interaction with classmates and the teacher. The aim of the study is to work out diagnostic tools for defining the levels of formation of students’ regulatory actions within the system of basic and secondary education in the context of distance learning. The theoretical significance of the study is due to the contribution to the development of scientific ideas about diagnostic materials in the field of assessing the regulatory activity of students. On the basis of a comparative analysis of domestic and foreign scientific research, the authors highlight structural components of the regulatory learners’ universal educational actions in the context of distance learning: self-organization, goal-setting, planning, forecasting, self-control, self-evaluation and reflection. The most significant structural component is self-organization of students during the distance learning period, which involves drawing up a daily routine, registering completed tasks, monitoring their actions in accordance with the daily routine, as well as independently determining the time to complete homework. In the course of the study, diagnostic material was worked out and described for finding the level of formation of regulatory learners’ universal educational actions in the context of distance learning, based on reflexive self-assessment of students, which relies on the personal action of self-determination and the regulatory action of students' assessment of their activities, as well as the adequacy of understanding the reasons for success or failure. The practical use of the research results will allow us to identify problem areas of the regulatory activity of students and highlight specific actions that complicate the process of distance learning.

The modern science of synergetics allows us to describe the development of nature as a change of structures born out of chaos, which for some time have stability, but then again tend to a chaotic state. Many natural objects are complex, open, non-equilibrium systems, which are quite difficult to predict the development of. Thus, the analysis of the possibilities of further evolution of complex natural objects is presented as an unpredictable process, associated with many random factors, which can become the basis for new forms of evolution.

This article discusses the gamification method. During the description, the following questions will be considered: what are the key features of this method? The main advantages and disadvantages of this method. Ways to modernize the gamification method will also be proposed.

The article argues for the need to use developing types of education in higher education. The formation of educational activity as a means of active acquisition of knowledge is called one of the important directions in the development of the student's personality. The technology of conducting a master class has been refined, which includes organizational stages, such as: updating, conducting a simulation game, modeling, reflection. It is concluded that active teaching methods, for example, master classes, encourage students to active mental and practical activities in the process of mastering educational material.