Methodological Foundations of Noosphere Education: Comprehension of Aggravated Relevance

Abstract

This article deals with Vernadsky’s concept of noosphere in terms of educational and ideological solutions to global problems. In turn, these solutions should help humankind survive and reveal its technological and creative potential by developing and implementing the “cosmic education” paradigm. The article aims to highlight the relevance, universality and centrality of noosphere education and consciousness as the only tool to save humanity from political and human-made disasters through essayistic and philosophical methods. Research methods mostly include philosophical introverted methods, as well as comparison, extrapolation, dialectical and metaphysical forecasting. Besides, the article discusses and draws philosophical, historical and political parallels proving that noosphere consciousness, noosphere humanism and anthropocosmism, together with system-centric paradigms, should become the basis of post-non-classical pedagogy. Finally, emphasis is placed on methodological coordination and concentration on the theory of noosphere, science and education, as well as on the role of the current education system (at a psycho-pedagogical level) in meeting the demands of time, nurturing social consciousness under the current crisis and the changes that have enhanced the dialogue between human and nature.

Education in the 21st century: philosophical foundations and principles

“…Scientific and technological progress is confidently establishing itself in the paradigm of civilizational development. At the same time, the fact that education is the basis for unlocking the technological and creative potential of human beings should not be ignored (Samodryn et al, 2023). The focus of all spheres of social development, especially education, on people and their potential is a worldview priority.…”