Abstract-The article is devoted to the analysis of communicative practices congruent with the socio-cultural type of the social system. The semantic scope of the concept of "communicative practices", their advantages, functions and structural components are discussed. The main purpose of the article is to reveal the threefold significance of communicative practices. They are manifested as the tools for constructing the image of reality, as the ways of reflecting the features of individual consciousness and as the means of shaping intersubjective interactions. The author shows that the fielddependence -field-independence are the basic determinants of communicative style. Communicative practices are analyzed on the basis of an interdisciplinary approach with reference to conceptual ideas by E. Bern, P. Bourdieu, and G. Shchedrovitsky.The focus of attention is shifted to the semantic aspect of the communicative process and basic communication strategies. Particular attention is given to the effects of successful communicative influence and communication patterns accompanying them. The author views manipulation as "the greatest evil" of the 21st century and offers an analysis of manipulation tactics. In conclusion, the author emphasizes that the basic requirement of the modern age is the ability of individuals and social groups to avoid pitfalls of intercultural interaction, using successful communication patterns.

Abstract-The article is devoted to a critical examination of modern transformations in the educational process. The author seeks to substantiate the philosophical meaning of modern transformations. The article draws attention to four main aspects. First, the article reveals the shortcomings of the modern educational model based on competencies, which, having a formal character, control the free manifestation of personality. Secondly, the advantages of "paideia", which unites education, training and culture, are shown. Attention is drawn to the meaning and potential of the model of personal knowledge. Thirdly, the article describes a wide range of basic methodological approaches. The focus of attention is shifted to heuristic methods and cognitive practices that are related to motivation and a value-oriented approach. Fourth, the negative effects of the info-centric world are critically analyzed. The author shows the deformations of the cognitive structure of thinking, which arise in the conditions of the infocentric world. The conclusion in the article is that the philosophical meaning of the transformations of the educational process is based on philosophical wisdom and the ideals of genuine humanity. In this connection, the article highlights the significance and role of the socio-humanitarian examination.

Анализируются порожденные цифровой эрой тенденции, свидетельствующие об изменении современного человека. В фокусе внимания детерминанты троякого рода: цифровые трансформации социальной онтологии, в поле которой вынужден существовать современник; антропологические трансформации, вызывающие необходимость обретения «цифровых навыков» и компьютерно-опосредованной «аренды знаний»; функционально-когнитивные трансформации как следствие доминирования техносоциализации и феномена, получившего название «просмотрщики контента». Ключевые слова: цифровая эпоха; отношение «человек-мир»; «цифровые навыки»; «аренда знаний».

Показана модификация постнеклассической методологии с учетом конвергенции социогуманитарного и естественнонаучного знания. Описываются сильная и слабая версии конвергенции, проблемы междисциплинарности, постнеклассические концепты первой и второй волны. Оценивая сложность как ведущую тенденцию современной эпохи, автор критически анализирует модификации субъектности в условиях инфомира, противопоставляет им антропологическую перспективу и показывает значение надэмпирической трансляции опыта. Ключевые слова: методология; конвергенция; концепты постнеклассики; «наука о сложном»; эмержентность; аутопоэзис; субъектность.

The article considers modern transformations of education in the digital age. The main purpose of the article is to provide a critical analysis of the approach based on the formal dominance of competencies. The authors offer a historical perspective and reveal the advantages and disadvantages of the paideia model, which combines education, training and culture. Attention is given to the priorities of personal knowledge. Modern transformations of education are analyzed with reliance on the principles of exteriorization and internalization, the principle of development and the activity approach. The focus of attention is shifted to the semantic aspect of transformations in educational practices. With due regard to the collaboration between social and humanitarian disciplines, the article reveals certain drawbacks of the contemporary education system in the digital age. It is also emphasized that in the light of the growing dependence of modern society on the Internet, importance should be assigned to information ethics. As a result, the author comes to a conclusion that the process of combining basic "digital skills" with creative search and critical thinking should be guided by the meanings and principles of humanism.