FORMATION OF A NEW EDUCATIONAL PARADIGM IN THE TRANSITION FROM THE INFORMATION SOCIETY TO THE KNOWLEDGE SOCIETY

The article is devoted to one of the key problems of modern education: search and study of ways to create a new educational paradigm in connection with the transition from the information society to the knowledge society. The authors proved the possibility and efficiency of social constructivism methodology application in the emerging personality-oriented educational paradigm. To achieve these goals, the authors used the following methods: social constructionism and epistemological constructivism. The role of knowledge in modern society is changing. It can be the basis both for the development of new forms of inequality, social conflict and for social solidarity. Due to the ongoing development of powerful information, people have managed to accumulate a strong knowledge base and technological strength, so today they should bear a greater responsibility for the improper use of it. The paper highlights the main differences between the information society and the knowledge society. It is shown that in the information society, knowledge was the prerogative of scientific activity, and in the knowledge society it has become a source of innovation. Changing the educational paradigm is associated with the transformation of the educational process of the transfer of information to the ability to think well. Achievements of cognitive technology are related to the recognition of the key role of self-organization in learning, decision-making, pattern recognition. Also, the change of the educational paradigm changes science requirements: it must now provide the public not only with general knowledge of the nature of things, but also with the knowledge that helps address specific social, economic, environmental and other issues. The differences between social constructivism and constructionism are described. It is proved that the sociology of knowledge is concerned with the analysis of the social construction of reality. It is proved that the constructivist didactics influenced the formation of a new personality-oriented educational paradigm.