The features of modeling of the cognitive component of social and humanitarian systems have been considered. An example of using multiscale, multifractal and network complexity measures has shown that these and other synergetic models and methods allow us to correctly describe the quantitative differences of cognitive systems. The cognitive process is proposed to be regarded as a separate implementation of an individual cognitive trajectory, which can be represented as a time series and to investigate its static and dynamic features by the methods of complexity theory. Prognostic possibilities of the complex systems theory will allow to correct the corresponding pedagogical technologies.

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The features of modeling of the cognitive component of social and humanitarian systems have been considered. An example of using entropy multiscale, multifractal, recurrence and network complexity measures has shown that these and other synergetic models and methods allow us to correctly describe the quantitative differences of cognitive systems. The cognitive process is proposed to be regarded as a separate implementation of an individual cognitive trajectory, which can be represented as a time series and to investigate its static and dynamic features by the methods of complexity theory. Prognostic possibilities of the complex systems theory will allow to correct the corresponding pedagogical technologies. It has been proposed to track and quantitatively describe the cognitive trajectory using specially transformed computer games which can be used to test the processual characteristics of thinking.

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For this column, I am pleased to share Olena Tarasova's impressions of American English teaching and Kathy Megyeri's reflections about teaching English in the Ukraine. Olena met Kathy when they both participated in an international conference in Delaware in 1998. Later that year, Kathy spent two weeks in Kiev teaching and observing. She and Olena worked on projects together and hope to continue their partnership in the future. These articles open our eyes to the differences and similarities of teaching English in both countries. The writers remind us that teaching English is, indeed, a global process.