Convergent processes in education: origins, factors, dynamics

Abstract

Within the framework of modern interdisciplinary discourse, convergence is understood as a universal way of preserving and translating socio-cultural experience, one of the regulators of the immanent logic of cultural development. It is also considered as an integral property of the processes of interaction between science, technology and society in the postindustrial era. General processes determine the specifics of convergent processes in education. Their noticeable growth may mean, among other things, changes of paradigm in learning models, which, in turn, actualises the problem of operational transformation of all components of educational systems. That is, under the influence of convergent type processes, a new type (model) of education is formed, we mean convergent education. We consider it both in a universalised way (the general methodological understanding of convergence as convergence, convergence of various phenomena and processes is taken as a basis), and in an applied aspect as a tool for updating the complex of anticipating competencies of subjects of the educational process.