Fundamental Models of Education of the Future

Abstract

Overcoming a discord with representations of the phenomenon lies in ontological roots of education of the future. Hence, problem-cognitive and memory-based models that shape approaches to the truth of the phenomenon and completeness of its image through epistemological and cultural-historical dimensions are identified as fundamental models of education of the future. With regard to problem-cogni­tive education, its conceptual foundations are formulated; differences from collec­tive, problematic and traditional (translational) methods of learning are shown; the content of paradigmatic relations is revealed: functions, forms, methods and imper­ative of being. When explicating the memory-based education, the “memory-based cognition” and “memory-based knowledge” concepts are defined. An epistemic thing containing a cultural implant and an epistemic collection is presented as a model of “memory-based knowledge”. Memory-based learning is described, and its relation to the “chronotope” concept introduced by A.A. Ukhtomsky is shown. The conclusion is drawn that the truth of being of education is achievable by leav­ing the track of centuries-old class-lesson (lecture-seminar) system and transition to a new ontological onset beginning – its anticipatory image is given by problem-cognitive and memory-based models of education.