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In modern conditions of intensive growth and differentiation of scientific knowledge, continuing reforms of educational systems, the pedagogical society is constantly facing the problem of justification of the content of education and its structuring. One of the tasks referring to this problem is a task of development of the description language of the educational content structure. Research objective consists of justification of the possibility of use of fractal geometry statements for the description of the educational content structure. As a main research method we have chosen a theoretic methodological analysis of scientific works concerning a development of an educational content theory and describing empirically stated defining peculiarities of its structure. Comparison of the description language of the educational content structure accepted in pedagogy and the description methods of structure of objects researched by the fractal geometry. The hypothesis about fractal nature of the educational content structure has been formed and proved immediately by means of the empiric material: the content structure of education and its "through" branches has a mosaic nature consisting of elements with different qualities (for example, mathematic, scientific and humanitarian disciplines or: basic, vocational and polytechnic education. The mosaic elements create a multistage system and are characterized by essentially divergent proportions. With the increasing of density or weight (with respect to "size") of elements of bearers of some properties we can state that the element of a larger proportion consisting of smaller elements expresses mainly the given property (so it plays a key role). The general picture looks like a mosaic board consisting of elements made themselves as mosaic pictures. This procedure occurs again on several levels. This description presents properly an idea of a multifractal formed by means of overlapping fractals, because the iteration procedure of creation of geometrical fractals looks on every step as a mosaic picture. The article may be useful for educationists researching the questions concerning the educational content and its structure and also for practitioners selecting the training documentation while developing different levels of educational programs.

Introduction. In recent decades, the problem of the formation of a holistic perception in students’ minds of the surrounding reality in the field of education has become acute. The buildup of scientific knowledge, which is a determinant of the structure of the content of education, occurs impetuously. Students’ thinking and consciousness become fragmented due to the exorbitant, permanently increasing amount of information that is presented for learning, but cannot be fully mastered by students. The root cause is imbalance in the curriculum levels of integration and differentiation (with a roll in the direction of the latter). To compensate the current imbalance and reverse the dangerous situation that threatens society with extremely negative consequences, an audit of the structure of educational content and the search for its new conceptual models are required.The aim of the publication was to show the importance of using the phenomenon of symmetry in the construction of structures of scientific knowledge and the content of education.Methodology and research methods. The study was based on the ideology of F. Klein “Erlangen programme”; E. Wigner’s scheme, showing the division of areas of scientific knowledge; generalised idea of symmetry by G. Weyl; the personal-activity approach to structuring the content of education, improved by V. S. Lednev; and also on the theoretical and methodological analysis of other scientific sources related to the topic under discussion.Results and scientific novelty. The general idea of symmetry, borrowed from geometry, but nonetheless having a general methodological rather than a particular character, is proposed as the basis for systematising sections of scientific knowledge and structuring foundation of the content of modern education. The ability of symmetry to combine the merits of the primary deductive concept and the general inductive concept reflects the tremendous work performed by mankind in the course of history to identify stable patterns, sets of invariants (the allocation of which is the basic condition for the development of intelligence) and the corresponding forms of symmetry. That is, the forms of generalised symmetry accumulate in a compact form all the available knowledge and serve as a tool developed by society for systematising the phenomena and laws of the surrounding reality. The examples convincingly demonstrated the integrative property of forms of symmetry, manifested in the relationship between its principles, the laws of nature and natural phenomena. The principles of symmetry set the structure to areas of the laws of nature and natural phenomena, which, in turn, in the form of cross-cutting lines (according to V. S. Lednev) can determine the content of education. In addition, it justifies the expediency of introducing a special cross-cutting Symmetry line, consisting of a course system – apical elements, supplemented by implicit elements scattered in courses of other cross-cutting lines. Such an approach will eliminate the narrow specialisation in the learning process and avoid fragmentary perception of educational information and the surrounding reality. Practical significance. The research materials presented in the publication can be useful both for scholars and educators, who study the content of education, as well as for practitioners involved in the selection of educational material in the development of educational programmes at various levels.

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Гапонцева Марина ГермановнаАннотация. Целью второй части статьи является демонстрация воз-можности включения в общие естественнонаучные курсы, построенные на основе принципа симметрии, элементов религиозного знания, содержащегося в Священном Писании и Священном Предании.Метод, применяемый в работе, сводится к сопоставлению сформиро-ванных в науке принципов инвариантности (принципов симметрии) и пред-ставлений о формах симметрии, в частности о пространстве-времени, с со-держанием Книги Бытия. Такое сопоставление неожиданно обнаруживает, что наиболее глубокие знания из области современных точных наук ближе к положениям Священного Писания, чем те, которые существовали на более ранних этапах развития науки. Это позволяет выдвинуть гипотезу о том, что по мере развития научного знания постепенно происходит его сближение с религиозным мировоззрением. Темп этого процесса медленный, его резуль-таты становятся заметны только сейчас, через 3500 лет после установления истин Ветхого Завета и через 2000 лет -Нового Завета.Результаты и научная новизна. На основе модели Мирового кристалла Кляйнерта -Планка и представлений о свойствах вещества и поля, связанных с законом сохранения четности волновой функции, интерпретируются поня-1 Начало публикации см. в № 4 (123), 2015.