This paper will study the social and cultural changes in the society which could demand the adequate transformations of the higher school. There are justified main characteristics of the spiritual and creative paradigm suggested for all the levels of education. By doing so, there are proven statements of the creative and innovative paradigm for higher school which is oriented to integration with the production activity, social projects in the society, and the development of great number of cultural activities.
The relevance of the research is due to the destructive influence of digitalization of society, globalization processes, technological and social progress on a person in his spiritual and physical integrity. These are, first of all, such technological and sociocultural factors as virtualization of the individual’s consciousness, cyborgization, loss of subjectivity in the process of merging with information machine complexes, genetic engineering, cloning, pharmaceutical modifying human influence. It is proved that a broad interpretation of educational and pedagogical discourse is adequate for the modern socio-cultural space, which is becoming more complicated for description, which makes it synonymous with such a basic category for pedagogical science as the pedagogical process. The marked tendency is estimated as negative, as the categorical value of basic concepts for pedagogy is lost, the subject of pedagogical science in the system of human Sciences is blurred. Therefore, a highly specialized definition of specific features of pedagogical discourse is justified. It is concluded that the pedagogical category “zone of immediate development” in its socio-cultural hypostasis contributes to the designation of specific features of educational and pedagogical discourse, focusing on specific pedagogical tasks. For example orientation to the zone of the nearest development of the individual in the process of his constant development and self-development assumes permanent diagnostic correction on the part of the teacher in relation to the student. This favors the consistency of the socio-cultural experience transmitted by the teacher with the life experience of the student, the emotional “inclusion” of the latter in the educational process
The methodological problem of student-centered education and the person-oriented paradigm is revealed. The article considers the experience of Norilsk State Industrial Institute on the creation of a dialogue atmosphere «teacher – student – employer», which is characterized by respectful attitude of a student towards a teacher and employer. Our approach implies that student accepts a guiding influence of teacher and employer on his/her personal and professional development. The authors dwell on the model that has been introduced in the educational process to develop hard and soft skills in students demanded by the employer. The employer compiles competency models for every training area. According to these models, the University forms competency maps. A rapid response of the university to the formation of the relevant hard and soft skills is possible due to introducing them into the system of supplementary education, as well as the active participation of the employer at all stages of the educational process. The educational program «Formation of soft skills based on the practice of mindfulness» on the portal of the Norilsk State Industrial Institute is available for free and free training for everyone.
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