Abstract:

Primary we want to discuss differences of contemporary civilization problems from past time. Education is a result of previous epoch experience but challenges of XXI century demand new approaches.

The situation with knowledge is transforming very fast. For example, 90 % of scientists are our contemporaries and they produced 90 % of science information in the World. Rapid grow of science information lead to situation when necessary information for effective action can be neither obtained, understood no used especially in crisis circumstances. We call this condition as cognitive barrier or cognitive limit. So we need new education technology to change the situation.

Secondary we have another problem when the young person must study too long time to receive necessary information. Division education for many levels is not really solving the problem but create a bundle of new ones.
The aim of this paper is to analyze new approaches in education for XXI century.

The Specific Aims are to investigate using interdisciplinary context and self-organization for innovative educational technologies.
We want to discuss, is it possible to implement new technologies for match education to new reality.
We will provide three examples showing alternative paths to resolve the problem. The main problem of education is: What and How to teach? We find three main strategies of innovation educational technologies.

The first one appeared after teaching young doctors about diagnostic. At the KIAM, the method of “diagnostic games” was proposed in order to teach young doctors how to make decision about diagnosis. This latent personal knowledge (revealed with the help of mathematicians) could be incorporated into a computer based system for decision-making in training courses and books. We named that strategy “firestarter” and use it now for many educational processes.

The second approach connects with teaching command of people. We are using different models and organize the work in a command situational or cognitive center. This normally enables all the participants in the simulation, including the teacher or facilitator, to gain a better understanding of the problem situation and try on different roles in order to better understand one’s true objectives, capabilities or limitations. It is much easier to make mistakes and correct them while ruling virtual cities and countries than make errors in the actual running of the country. We named this strategy “coming down to earth” from virtual reality.

In this paper we argue that changing educational approaches is necessary for future education. From the one hand the very existence of modern society is critically dependent on the presence of responsible, professional, creative people. So new education and science must be differ markedly from before. From the other hand future depend of contemporary education as never earlier.

Keywords:

Innovation, education technology, new strategies of education? modelling, cognitive centres.