Dystopia of Transhumanism in the Context of General Eschatology

doi:10.35940/ijitee.a9225.119119

Cited by 1 publication

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References 3 publications

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“…138], with anthropoinnovations (integration with artificial intelligence, cyborgization, genetic engineering, etc.) [34; 35], with the corresponding differentiation of society and the competitive advantages of the elite [36].…”

Section: Is There a Future For Adaptive Learning?mentioning

confidence: 99%

Traditional and adaptive learning paradigms as integral components of the innovation-oriented education of the future

Kochetkov¹

2022

P Sci Edu

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Introduction. Traditional education is often opposed to other approaches as some kind of unacceptable extreme. Meanwhile, traditional education represents the nature of a person's creative potential, where both reproductive and creative aspects are significant. The task of innovation-oriented education is due to the balance of the noted aspects of creativity in the context of the content of education, its temporal and other limitations, and, most importantly, the actual as opposed to the declared demand of society for the creative qualities of a citizen, primarily his or her capacity for breakthrough innovations. The purpose of the study is to substantiate the theoretical and practical foundations of innovation-oriented education. Methods. The legacy of John Amos Comenius, the "flipped learning" paradigm in its evolutionary development according to the creative and co-creative methodological foundations of the author’s technology and the "adapting learning" paradigm, a model of education in the discourse of an elitist socio-cultural reality are used herein as a methodological basis for the training of an innovative specialist. Results. The author's technology of "adaptive learning" is revealed. It provides for the organization of training in the form of an unconventional sequence of classes. At the same time, practical or seminar classes held before the lecture are aimed at self-actualization of the educational material problems by the trainee. Adaptive learning can be perceived as a modern version of the "flipped classroom" technology ("flipped learning"), which, under conditions of blended learning, becomes the dominant paradigm of education. It is recommended to widely introduce the adaptive learning technology (paradigm) based on the creativity and co-creation methodology. Conclusion. In the future, the academic lecture inherent in traditional education will act in the system of higher education as a significant feature of an advanced educational institution. The key features of innovation-oriented educational activity are associated with harmoniously combined reproductive and creative manifestations of the learning process, being determined by the coordinated change of the teacher and student. They are conditioned by the search, self-actualized, "problematically matured" cognitive activity of the student. These features characterize a promising technology (paradigm) of "adaptive learning".

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Section: Is There a Future For Adaptive Learning?mentioning

confidence: 99%

Traditional and adaptive learning paradigms as integral components of the innovation-oriented education of the future

Kochetkov¹

2022

P Sci Edu

View full text Add to dashboard Cite

show abstract

Dystopia of Transhumanism in the Context of General Eschatology

Cited by 1 publication

References 3 publications

Traditional and adaptive learning paradigms as integral components of the innovation-oriented education of the future

Traditional and adaptive learning paradigms as integral components of the innovation-oriented education of the future

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