Abstract:

Education in the field of archaeology and higher education, in general, are increasingly dependent on the development of information technology. To understand the degree of this dependence, one should trace the relationship between the level of information technology development and the specifics of the archaeological discipline. Information technology is traditionally associated with the advent of the computer era. As shown by S.N. Grinchenko and Yu.L. Shchapova, technologies for converting, storing and transmitting information existed long before the use of computers. From this perspective, we can distinguish information technologies of articulate speech, writing, the invention of printing, computers and information networks and information nanotechnology. Each stage corresponds to the specifics of its own type of education on the whole and archaeological education in particular. The development of any knowledge and the method of its transfer, which is education, implies the availability of a textbook, a special dictionary, scientific works reflecting the change of paradigms dominating in science. In this case we consider the notion of paradigm the way it is described by T. Kuhn. Special education in general and archaeological - in particular, includes the transfer of information about the material, object, subject of research, the basic theory that exists within the dominant paradigm, the use of mathematical apparatus and terminology serving this theory. This article examines the change in the specifics of archaeological education depending on the change of information technology according to the listed features. The authors of the article draw conclusions about the changes in archaeological education from its first beginnings within the framework of the so-called "folk archeology", highlighted by L.S. Klein, to modern multidisciplinary archaeological knowledge. Multidisciplinary archaeology requires the training of a specialist not only in field archaeology, described by the term "dirt and dust archaeology", but also cybernetics, biology, theory and history of art, religious studies and philosophy. To train such a specialist at the modern level, it is necessary to use information technologies, taking into account all the accumulated experience.

Keywords:

Archaeological education, information technology, scientific paradigm, T. Kuhn, S.N. Grinchenko, Y.L. Shchapova, L.S. Klein.