The authors ask a question and give an ambiguous answer to it. On the one hand, there is no alternative to digitalization of healthcare, as this is confirmed by the global process of the Fourth Technological Revolution, the experience of foreign countries in testing and widespread adoption of interaction technologies between consumers and healthcare providers, as well as Russian achievements in introducing hightech medical care, and significant financial flow from federal structures for the development and consolidation of what has been achieved. At the same time, there are concerns that an alternative digitalization is possible, which the authors called "intermediate braking". "Intermediate braking" of the introduction of modern technologies into the functioning of the health care system is the state of the system characterized by "treading" on the spot and declaring the goals and objectives of digitalization while maintaining imbalances in the software and technical, staffing of innovations, as well as maintaining "paper" medicine along with electronic format of its content. Based on the analysis of publications in the scientific field and on specialized sites, a mechanism is presented that allows minimizing the risk of the implementation of "intermediate braking". It is based on the development and implementation of a single format for the technological and infrastructural development of digitalization of healthcare on a domestic and international scale.

This article focuses on the topic of society digitalization in terms of the negative impact of innovative technologies on the value and citizens’ cognitive potential. Authors pay special attention to the problems facing the system of higher education. The authors’ argumentation is supported by data analysis of publications from well-known websites (including the Times Higher Education, University World News, and All-Russian Internet Pedagogical Council), as well as interviews with students, university staff and personal observations. The survey has shown that the functioning of universities today is complicated by the phenomena known in modern science as functional illiteracy, or ‘digital dementia’ aggressive disinformation. The development and improvement of methods using by society and academic community aimed at enhancing the information content quality that affects intellectual capital of citizens and intensify the efforts of education subjects in the process of eliminating the consequences of the global bureaucratic structures infringement of academic rights and freedoms. Keywords: digitalization of education, Universities, digital dementia, value and cognitive potential of citizens, aggressive disinformation

The author states the problems in the organization of polytechnic education at the world and national levels and offers involvement of innovative approaches to the organization of students training. The author recalls the author’s approach to the assessment of the essence of knowledge. The concept of «knowledge» is systematically used in problematic scientific publications, but the task of its semantic specification remains. This is predetermined by different assessments of the essence of knowledge not only in different scientific areas, but even within them. The author recalls the results of her previous studies where the activity essence of knowledge, principles of its realization, ontological structure of knowledge was specified. On this basis, the author describes the technology of refining the value of knowledge and provides data on the introduction of this technology. The effect of the introduction of technology to clarify the value of knowledge is presented and an invitation to discussion on the humanization of technological education on the basis of innovative assessment of the essence of knowledge and its value is given.

The article focuses on the negative aspects of reflecting the introduction of innovative technologies in the pedagogical context of interaction between students and teachers. It describes elements of a conflict of interest between university administration, bureaucratic structures and educators. It also presents the results of a content analysis conducted over a period of 6 months to compare assessments done by Russian and foreign scientists and practitioners of problems related to the values of subjects of the educational process. The authors of the article prove that imbalances in the internalization of absolute values negatively affect all aspects of socio-cultural practices, both at university level and in the production sphere. It is concluded that thanks to innovative technologies, scientists and practitioners will be able to not only specify and actualize the meaning of absolute values much faster than in the recent past, but also minimize the loss of all subjects of the education system in the process of harmonizing professional and national interests.

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