The Formation of a New Paradigm in Education: From Convergent Technologies to Understanding Social and Technogenic Transformations in the World

Abstract

At present, dramatic changes in the modern scientific picture of the world are taking place, which urgently require a review of the existing worldview and its social and humanitarian component. The study of a multifaceted reality led to the fact that instead of an integral picture of the world, science obtained a kind of mosaic with varying degrees of completeness of the studied and understood phenomena due to the isolation of the nature model segments accessible to analysis. Nanotechnology led to a change in the research paradigm: if earlier scientific cognition was of an analytical nature (“from top to bottom”), now it has moved to a synthetic level (“from the bottom up”), which required the narrow specialization abandonment and the transition to the creation of various materials and systems on atomic-molecular level. Convergent technologies, being a material foundation of the convergent approach, based on nanotechnological methodology, changed the paradigm of cognition from analytical to synthetic, giving rise to modern industrial technologies that erased narrow interdisciplinary boundaries. The technologies existing today are able to change the evolution of nature in the context of the development of the technogenic society. Misconceptions about social processes in sociology, economics and fragmentation in different sciences, contribute to a misunderstanding of the modern world, which has an impact on the content of educational curricula in education. In the formation of the scientific and theoretical foundations for the creation of a new paradigm of education, it is necessary to take into account the features of modern socio-technogenic development of the world.