Intellectualization of national education system through universalization
The paper is dedicated to the problem of modern classical Education based on knowledge. This Educational system has, essentially, exhausted its potential owing to the limited biological ability of people to perceive new knowledge, which leads to multiple social problems and conflicts. It is obviou...
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| Дата: | 2014 |
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Інститут проблем штучного інтелекту МОН України та НАН України
2014
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| Цитувати: | Intellectualization of national education system through universalization / A.V. Sosnitsky // Искусственный интеллект. — 2014. — № 1. — С. 6–23. — Бібліогр.: 16 назв. — англ. |
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Digital Library of Periodicals of National Academy of Sciences of Ukraine| _version_ | 1859651259306344448 |
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| author | Sosnitsky, A.V. |
| author_facet | Sosnitsky, A.V. |
| citation_txt | Intellectualization of national education system through universalization / A.V. Sosnitsky // Искусственный интеллект. — 2014. — № 1. — С. 6–23. — Бібліогр.: 16 назв. — англ. |
| collection | DSpace DC |
| container_title | Искусственный интеллект |
| description | The paper is dedicated to the problem of modern classical Education based on knowledge. This Educational system
has, essentially, exhausted its potential owing to the limited biological ability of people to perceive new knowledge,
which leads to multiple social problems and conflicts. It is obvious that further development of the Educational system
should be based on the other fundamental principles that, first of all, make the resources of people’s thinking more
active. But there is no adequate formal theory of animate (intellectual) phenomena for the calculation of such
processes. The method of solving these problems by the application of Universe Model for a substantiated deduction
of the concept of Education and absolutization of the whole system of derivative abstracts is shown in the paper. The
Reform of the national Education system in four consistently developing stages is offered, the final of which is
directed at making people genius by the achievement of maximum thinking by means of an approach to absolute
properties of the Universe. The main principles of genius Education are deduced, which at professional pedagogical
concrete definition can already be assumed today as the basis of the new organization of educational processes and
didactic materials to them with the use of available electronic environments and means of training.
Стаття присвячена проблемі сучасної класичної освіти, що заснована на знаннях. Така система, по суті,
вичерпала свій потенціал через обмежену біологічну здатність людей сприймати нові знання, яка веде до
численних соціальних проблем і конфліктів. Очевидно, що будь-який подальший розвиток системи освіти
має ґрунтуватися на інших основоположних принципах, які активують ресурси мислення людей. Однак для
розрахунку таких процесів відсутня адекватна теорія живих (інтелектуальних ) явищ. У даній роботі
показано застосування Універсальної Моделі для виведення універсальної системи понять освіти і концепції
системи національної освіти на цій основі. Така реформа передбачається в чотири етапи, що послідовно
розвиваються і ведуть до геніалізації мислення за допомогою наближення до абсолютних властивостей
Всесвіту. Виводяться основні принципи геніальної освіти, які при професійній конкретизації вже сьогодні
можуть бути покладені в основу нової організації освітніх процесів і дидактичних матеріалів до них з
використанням наявних електронних середовищ і засобів навчання.
Статья посвящена проблеме современного классического образования, основанного на знаниях. Такая
система образования, по сути, исчерпала свой потенциал из-за ограниченной биологической способности
людей воспринимать новые знания, что ведет к многочисленным социальным проблемам и конфликтам.
Очевидно, что дальнейшее развитие системы образования должно быть основано на других основополагающих принципах, активизирующих ресурсы мышления людей. Однако для расчета таких процессов
отсутствует адекватная теория живых (интеллектуальных) явлений. В данной работе показано применение
Универсальной Модели для вывода универсальной системы понятий образования и концепции системы
национального образования на этой основе. Такая реформа предполагается в четыре развивающихся этапа,
последовательно ведущих к гениализации мышления посредством приближения к абсолютным свойствам
Вселенной. Выводятся основные принципы гениального образования, которые при профессиональной
конкретизации уже сегодня могут быть положены с основу новой организации образовательных процессов и
дидактических материалов к ним с использованием имеющихся электронных сред и средств обучения.
|
| first_indexed | 2025-12-07T13:33:33Z |
| format | Article |
| fulltext |
ISSN 1561-5359 «Искусственный интеллект» 2014 № 1 6
1S
УДК 001.11, 004.81
А.V. Sosnitsky
Berdyansk State Pedagogical University, Ukraine
Ukraine, 07110, Zaporoj’e area, Berdyansk, Schmidt street, 4
Intellectualization of National Education System
through Universalization
А.В. Сосницкий
Бердянский государственный педагогический университет, Украина
Украина, 07110, Запорожская обл., г. Бердянск, ул. Шмидта, 4
Интеллектуализация системы национального
образования посредством универсализации
О.В. Сосницький
Бердянський державний педагогічний університет, Україна
Україна, 07110, Запорізька обл., м. Бердянськ, вул. Шмідта, 4
Інтелектуалізація системи національної освіти
за допомогою універсалізації
The paper is dedicated to the problem of modern classical Education based on knowledge. This Educational system
has, essentially, exhausted its potential owing to the limited biological ability of people to perceive new knowledge,
which leads to multiple social problems and conflicts. It is obvious that further development of the Educational system
should be based on the other fundamental principles that, first of all, make the resources of people’s thinking more
active. But there is no adequate formal theory of animate (intellectual) phenomena for the calculation of such
processes. The method of solving these problems by the application of Universe Model for a substantiated deduction
of the concept of Education and absolutization of the whole system of derivative abstracts is shown in the paper. The
Reform of the national Education system in four consistently developing stages is offered, the final of which is
directed at making people genius by the achievement of maximum thinking by means of an approach to absolute
properties of the Universe. The main principles of genius Education are deduced, which at professional pedagogical
concrete definition can already be assumed today as the basis of the new organization of educational processes and
didactic materials to them with the use of available electronic environments and means of training.
Keywords: the Universe Model, education Reform, system of national Education,
electronic technologies of Education, World standards of Education, technology of genius Education.
Статья посвящена проблеме современного классического образования, основанного на знаниях. Такая
система образования, по сути, исчерпала свой потенциал из-за ограниченной биологической способности
людей воспринимать новые знания, что ведет к многочисленным социальным проблемам и конфликтам.
Очевидно, что дальнейшее развитие системы образования должно быть основано на других осново-
полагающих принципах, активизирующих ресурсы мышления людей. Однако для расчета таких процессов
отсутствует адекватная теория живых (интеллектуальных) явлений. В данной работе показано применение
Универсальной Модели для вывода универсальной системы понятий образования и концепции системы
национального образования на этой основе. Такая реформа предполагается в четыре развивающихся этапа,
последовательно ведущих к гениализации мышления посредством приближения к абсолютным свойствам
Вселенной. Выводятся основные принципы гениального образования, которые при профессиональной
конкретизации уже сегодня могут быть положены с основу новой организации образовательных процессов и
дидактических материалов к ним с использованием имеющихся электронных сред и средств обучения.
Ключевые слова: Универсальная Модель, реформа образования,
система национального образования, электронные технологии образования,
мировые стандарты образования, технология гениального образования.
Intellectualization of National Education System through Universalization
«Штучний інтелект» 2014 № 1 7
1S
Стаття присвячена проблемі сучасної класичної освіти, що заснована на знаннях. Така система, по суті,
вичерпала свій потенціал через обмежену біологічну здатність людей сприймати нові знання, яка веде до
численних соціальних проблем і конфліктів. Очевидно, що будь-який подальший розвиток системи освіти
має ґрунтуватися на інших основоположних принципах, які активують ресурси мислення людей. Однак для
розрахунку таких процесів відсутня адекватна теорія живих (інтелектуальних ) явищ. У даній роботі
показано застосування Універсальної Моделі для виведення універсальної системи понять освіти і концепції
системи національної освіти на цій основі. Така реформа передбачається в чотири етапи, що послідовно
розвиваються і ведуть до геніалізації мислення за допомогою наближення до абсолютних властивостей
Всесвіту. Виводяться основні принципи геніальної освіти, які при професійній конкретизації вже сьогодні
можуть бути покладені в основу нової організації освітніх процесів і дидактичних матеріалів до них з
використанням наявних електронних середовищ і засобів навчання.
Ключові слова: Універсальна Модель, реформа освіти, система національної освіти,
електронні технології освіти, світові стандарти освіти, технологія геніальної освіти.
The Universe Model for Solving Complicated
Fundamental Problems
Modern Science appeared in a relatively hidden crisis that shows itself in the combination of
major development of comparatively simple areas and chronic stagnation of difficult ones. A criti-
cal analysis shows that the former areas apply to inanimate nature that are studied well by classical
Science, and the latter – to animate nature for which an adequate theory is actually absent [1].
The reason for the problem lies in basically limited character of modern scientific foun-
dation for the formalization of difficult Universe phenomena and it is quite obvious that the
next scientific revolution must happen for that, similar to those fundamental Reforms in
physics, mathematics etc. that had happened before. This Reform is akin to the well-known
attempts of creation of an integrating theory of physical fields and it must solve even a more
serious problem of creation of a unified theory of inanimate and animate nature and, moreover,
unite all scientific areas into a single Universe Model (UM, Model) of Nature [2-4].
It is obvious that a certain UM must become such an integrating theory, from which
the Universe Methodology must deduce the whole existence of our Universe. The creation
of such a Model and such a Methodology (as its part) is an arduous task, but Science is
doomed to perform it in order to remove actual global problems, the number of which
grows infinitely all the time.
For the first time the conceptual fundamentals of such a Model and Methodology that are
universal in the full sense of this word are developed in the following papers [5-7]. They claim to
be a uniform scientific standard and have practical uses in all scientific and applied areas. In fact,
it is the highest meta-theory, allowing manual deduction of secondary concepts of the applied
theories of separate areas as the basis of subsequent formalization of their separate entities. In this
paper it is used for the burning problems of Education of people.
The Problem of Classical Education Based on Knowledge
Education of people is the third important component of Science as a copy of the
Universe in Humanity (Fig. 1) that must satisfy three basic demands:
– external consistency of the Universe;
– internal consistency of a copy;
accessibility to all the subjects of Humanity.
As far as the Universe, Humanity and Science consist of separate mutually similar entities,
then these demands are made on each of them. At the same time, the previously mentioned three
are so interrelated that every achievement in Science generates progress in the corresponding
area of Humanity and vice versa, every shortcoming in Science generates a problem in the
Sosnitsky А.V.
«Искусственный интеллект» 2014 № 1 8
1S
corresponding area of Humanity (Fig. 2). As the rule of invisibility of the subject to the unknown
to it entity dominates, problems are difficult to identify in Science and easy – in existence where
there are many of them at all times.
Figure 1 – General Scheme of Science
Figure 2 – The Illustration of Mutual Correspondence between Shortcomings
(white spots) of Science and Humanity
Therefore, the obvious problems of existence are good identifiers of scientific shortco-
mings. If in the area of natural Sciences some surprisings results have been achieved up to the
limits of existence of our Universe, then in the humanitarian area some obvious deviations are
common at all the levels from personality to international relations which are pay for our
ignorance.
In this paper from all the spectrum of shortcomings of Science and Education we are going
to limit ourselves to the central problem of exhausting the resource of classical scheme of
Education, based on Knowledge owing to the basic limited ability of a typical biological type of
a man to perceive knowledge above a certain volume and speed, and the amount of knowledge
produced by modern Science is increasing dramatically (Fig. 3) [8-12].
Figure 3 – The Scheme of main problem of modern Education based on Knowledge
Knowledge
The Mankind
Science
The Universe
Shortcomings
Knowledge
The Mankind
Science
The Universe
Harmonizing
Methodology Copying
Time
Development
of Science
Biological limits of
human ability to
perceive knowledge
Start of
degradation
Humanity
Amount of
acquired
knowledge
Intellectualization of National Education System through Universalization
«Штучний інтелект» 2014 № 1 9
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Because of this shortcoming Humanity is forced to 1) increase the terms of Education up to
the continuous lifelong, 2) increase the intensity of training, 3) apply more effective didactic
facilities, 4) limit other natural necessities of people, 5) increase the retirement age, 6) deal with
the prolongation of life etc., which overstrains its biological ability and generates many social
problems. It is obvious that 1) all the attempts of cosmetic Reformation of classical Education
only preserve the crisis and 2) the problem can be solved only within the framework of the other
paradigm of Education.
Figure 4 – Characteristic Distribution of Education in Modern Society
Figure 5 – Characteristic Distribution Tendency of Education in the Near Future
Zero
Elementary education
Secondary education
High education
Engineering activity
Scientific activity
Science highest level
Subcrime ~ 70%
Elite ~ 5%
Productive
population ~ 25%
Unlimited development of Science
Zero
Elementary education
Secondary education
High education
Engineering activity
Scientific activity
Science highest level
Subcrime ~ 20%
Elite ~ 10%
Productive
population ~ 70%
Unlimited development of Science
Sosnitsky А.V.
«Искусственный интеллект» 2014 № 1 10
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The problem of Education has a World character and is caused by the followings
negative system factors:
1. The growth of the level of World Science is increasing, which extends the spectrum
of erudition of people from a zero and to the highest levels (Fig. 3). The greater part of people
cannot reach the highest levels and “falls out” of the growing requirements of Civilization
because of biological and social insufficiency, increasing a relatively uneducated part of
Society as a source of different forms of crime (the literal meaning of this word is wrong
thinking) up to terrorism that is already observed everywhere nowadays (Fig. 4).
2. The rapid growth of Knowledge has made impossible their full-fledged adoption even
from old times. The tendency of reduction of academic disciplines in favor of the introduction of
the newest modern continuously arising progressive theories has outlined today. The limit of
“saturation” of factual memory of people that is increasingly substituted for computer information
resources is approaching, and that substitution eases the problem slightly, but does not solve it.
The Idea of Education Based on Thinking
Our Universe is thus arranged that giving rise to a problem it always gives means of its
solving which is simply necessary to discover and apply. The idea of this paper is in showing
all the people as Universe entities and deduction from the UM a full-fledged conception of
their maximum Education with the mobilization of all the possible resources of the Universe
(Fig. 5) [13]. For this purpose it is necessary to have the Model itself and some preliminary
formal definitions of all the concepts that are relevant to this deduction. For the first time the
fundamentals of such an approach were put forward in the above-mentioned papers.
Figure 6 – The General Scheme of Application of Educational Concepts
In fact, the obtained concept will become a methodological basis for genius Education of
people, allowing to radically change people, families, teams, states and Humanity as a whole,
and while achieving the absolute level of use of the Universe resources to solve all the known
and future problems of Civilization. The most complete effect of new Methodology will be
achieved at the level of nations that will experience radical development and advantage in the
World Civilization.
System of educational concepts
Application of educational concepts
Deduction of
Education concept
Initial concept of the Universe
Concept of Education
Intellectualization of National Education System through Universalization
«Штучний інтелект» 2014 № 1 11
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The central part of this idea is a transition from Knowledge teaching to Thinking
teaching that allows to reduce the volume of the transmitted knowledge at the expense of
its acquisition by a logical deduction (as a part of knowledge) inside subjects (Fig. 6). The
problem of thinking has always been and will always exist, and it determines all the
internal and World problems in the long run.
Figure 7 – The Scheme of Reduction of the Acquired Knowledge by Means
of Virtualization
While experiencing reflex teaching (knowledge) a man obtains some incomplete
copies of interacting with them entities (information). However, there are some additional
stages of teaching which follow from the UM and which are incompletely used during
classical teaching such as understanding and research.
The transition to those stages by means of the Universe Methodology opens giant
additional resources of Educating people without excessive material costs that are already
available to every national system of Education of even modest states. The problem of
Education mainly consists in the correction of a subjective part as it is the most inertial part
of such a system.
The Principles of Educational Reform
The implementation of educational Reform is possible by gradual consecutive and
parallel (within the framework of every educational discipline, class, educational establish-
ment and nation) transition from the modern classical paper-oriented system of national
Education to a new technical, informative, organizational, methodological and didactic
basis, including four components:
– electronization of Education (E-Learning);
– democratization of Education;
– World standardization of Education;
– genealization of Education.
The Component of Electronization of Education
The purpose of this educational component is a complete transition from the paper-
oriented educational technologies to electronic forms for automation of all the educational
activities. This transition is feasible by means of popular computer support, and it satisfies
the basic part of educational requirements.
Logic
deductions
(virtualization)
from knowledge
Demanded volume
of knowledge
Available
volume of
knowledge
Convolution of
conclusions to
real level
Virtual volume of knowledge
Limiting ability of person
to learn knowledge
Sosnitsky А.V.
«Искусственный интеллект» 2014 № 1 12
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For the first time in the last few years computer environment has become widely
available in the World according to all the relevant to universal Education indications:
acceptable cost for a greater part of pupils and educational establishments;
availability of free of charge information and software;
wide spread of cheap global and local mobile networks;
certified facilities for distance learning;
universal computer literacy of pupils and teachers.
For the first time making Education electronic ensures:
electronic forms of teaching without lecture notes;
completely accessible curriculums and didactic materials;
efficient perfection of individual materials;
arrangement of materials from authors’ originals (euronorm);
complexification of materials (text, graphics, video, sound, motion, color);
World and national database of didactic materials;
maintenance of a high standard of study quality;
distance learning (independence from the pupil’s location);
continuous availability of materials to pupils according to the 24/7/12/365 principle;
on-line inspection of educational process;
continuous on-line connection with pupils;
complete multilevel integration of teaching;
on-line educational reporting;
World standardization of Education;
elements of technology of genius Education and Training.
Making Education electronic improves all the important educational indicators in a
complex way:
on average, makes teaching quality twice as high in complexity;
controls according to the principle “all is accessible, understandable is possible”;
increases activity and independence of thinking of pupils;
develops professionalism and competence;
universalizes academic disciplines and globalizes Education as a whole;
commands mutual respect of participants and stabilizes the educational process;
facilitates the work of all the participants of educational process;
duplicates easily educational technologies;
ensures complete transparency and control of teaching at all the levels;
initiates an complete system of national Education.
The Component of Democratization of Education
The purpose of this educational component is the creation of effective flexible adaptive
progressive complete national structures of Education management, at the head of which the
“expert – teacher – pupil” triad is placed.
The arrangement of educational process participants changes radically. Experts and
teachers are placed at the head of the above-mentioned triad as they are the most competent. The
Ministry coordinates the activity of this triad at all the levels to meet the needs of the nation in
Education.
Key specialists are united in specialized councils of experts for reasons of reliability and
they bear full personal responsibility for the quality of the national Educational system under the
control of the Ministry. The activity of the specialized councils is controlled by the central audit
Intellectualization of National Education System through Universalization
«Штучний інтелект» 2014 № 1 13
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council. All the councils are fully transparent and must reasonably react to all the questions
within their area of competence with the use of administrative apparatus of the Ministry.
Expert councils in specialities:
determine qualifying requirements to the stages of Education;
determine the content of Education;
determine the trajectories of the complete Education in the system of educational
establishments;
develop educational standards of specialities and educational establishments;
prepare model programs, methodologies and textbooks of disciplines;
issue certificates of quality for teachers and educational establishments;
monitor progress in Education at educational establishments.
The Ministry coordinates all the national educational processes:
keeps classifying records of specialities;
determines the perspective requirements of the state in specialists;
coordinates speciality councils of experts;
approves complete curricula of specialities;
runs electronic databases of materials for tests and pupils’ certificates;
provides material support for the system of Education.
Regional components of the Ministry:
approve work programmes and didactic materials according to the established standards.
Educational establishments (teachers):
on the basis of model programs prepare work programmes, didactic and testing
materials according to the real conditions of educational establishments which are added to
the database of the Ministry;
realize individual educational processes with testing through the base of the Ministry.
Students:
study and choose the trajectories of receiving Education in specialities;
meet the requirements of an educational process in educational establishments and
hand in testing materials and results of final tests to the database of the Ministry;
obtain individual electronic certificates.
All the unnecessary traumatic forms of pupils’ knowledge control are cancelled
except those by interested educational organizations, bearings responsibility for the quality
of the knowledge provided by them. The receiving educational establishments check the
grades of individual electronic certificates by the repeat control in the relevant educational
disciplines with the comparison in the database of testing materials of the Ministry.
The Education System becomes democratic and marketable, and pupils independently
choose the volume, quality and cost of Education in accordance with their desires and possi-
bilities. They have full right to that in our age of limited resources as the leading participants of
an educational process with the support of the state.
The Component of World Standardization of Education
The purpose of this educational component is the compatibility of the national system of
Education with World educational standards as far as not a single country can compete with
the whole World. Compatibility is achieved by the participation in development and application
of the well-known special and integral international standards in national Education and allows
Sosnitsky А.V.
«Искусственный интеллект» 2014 № 1 14
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stronger integration and democratization of World Science and Education. The World standar-
dization opens the possibility of free Education in different World scientific and educational
establishments.
The Component of Genealization of Education
The purpose of this educational component is the maximum use of the Universe
resources for the highest Education within the framework of possibilities of people. The
Universe and its resources are infinite, but each of them taken separately, as well as their
sum, in each situation is limited. It is therefore necessary to look for, determine the
volumes and use resources in the specific conditions of each person.
The problem of Education has been continuously solved from the moment of the
origin of Humanity up till now, which testifies to the incompleteness of the attained quality
of educational technologies, using only a part of educational resources. For more complete
use of the resources it is necessary to conduct special research, impossible within the
framework of modern Science owing to the extraordinary complexity of the phenomenon
of Education that is incomprehensible by the empiric methods. Such resources can only be
deduced from the UM that is shown in this paper.
Genealization of Education is a final central special-purpose component of the Reform, in
which thinking becomes the main resource of the growth of people’s Education, allowing to
coordinate it radically with the requirements of modern Civilization.
Implementation of the Educational Reform
The Reform supposes an immediate soft evolution from the current to the special-
purpose state with the coexistence of both forms of Education as all the four components
develop at the followings major levels:
personal (an educator, a teacher, a lecturer);
a subdivision (a children's group, a class, a department, a faculty, an institute);
an educational establishment (a kindergarten, a school, a lyceum, a college, a university);
a region (a village, a district, a city, an area);
a Ministry (a state).
The Reform consumes financial resources, but it is mainly within the framework of
state budgets in combination with fully affordable accumulative expenses of pupils, parents
and sponsors with the term of technical renewal of about five years. The most problematic
is a conservative subjective part – experts, teachers, management, and the system of
training and retraining of pedagogical staff.
The Paradigm of the Universe Model
The dogmatism presupposes empirics and heuristics of obtaining and verification of
phenomena formalism hypothesis with our difficult of access, deeply internally divided
Universe (Fig. 8a). It is possible only for simple phenomena.
Universalism presupposes the deduction of phenomena formalisms from the UM,
previously obtained from the Universe (Fig. 8b). The UM exceeds (virtualizes) the pro-
perties of the Universe and is easily accessible by all its components for the phenomena of
any complexity which Intelligence is.
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Copy
3
…
The Absolute
Copy
4
Copy
2
Copy
5
Copy
1
Copy
6
The Universe and its entities-copies
Figure 8 – The Schemes of Phenomena Formalization in the Dogmatic
and Universal Paradigms of Cognition
The key problem is in obtaining and continuous development of the UM until the
achievement of the Cognition limit the Absolute UM which generates the other absolute
scientific paradigm of the Universe. The Universe (Absolute) remains the highest criterion
of truth in all the paradigms.
General Conception of the Universe Model
General architecture of the Universe is based on the 5 Postulates of Absoluteness:
Abstractness, Harmonicity, Cognoscibility, Holographic Character and Totalitarianism
deduced from its highest properties [10-11].
Absoluteness is the origin of the Universe and its entities by means of partial copying from
the initial Universe entity the Absolute which is hypothetically represented by the concept of
Nothing that has several mutual conditions and certain exact formulas (Fig. 9) [10-11].
The Absolute forms the unity of the Universe formalization.
Figure 9 – The Scheme of the Postulate of Absoluteness
Abstractness is the division of the Universe into the system of enclosed invisible
Abstract Worlds (AW) in the form of the Universe’s Abstract Pyramid (UAP) up to level
of the visible Real World (RW) (Fig. 10). The entities of the UAP (abstracts, concepts, and
categories) are inserted from the top to the bottom up to the phenomena of the RW and are,
in fact, a genetic code (ontology) of the Universe design. The whole knowledge is abstract.
Abstractness forms the Universe formalization.
Heuristica
Phenomena
formalizm
The Universe UM
Phenomena
formalizm
The new paradigm of Cognition:
universalization
C
he
ck
in
g
of
fo
rm
al
is
m
s
The present paradigm of Cognition:
empiricism, heuristics and dogmatization
a b
Sosnitsky А.V.
«Искусственный интеллект» 2014 № 1 16
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The Harmonicity is general connectivity (Harmony) of entities and the SuperLaw of
its increase (harmonization) up to the achievement of the Universe Purpose the Absolute
Harmony of Nothing. Harmonicity is the source and the propulsion device of the entities:
Harmony (Entity (State (Time))) → max
Entity (Condition (Time))
as part of the Universe
Figure 10 – The Scheme of the Postulate of Abstractness
By the definition of the Universe, Cognoscibility is a basic possibility of full Cognition
of each phenomenon by any other phenomenon, beginning with a zero starting ability of
Cognition. There is an initial stage of harmonization and the SuperLaw guarantee of achievement
of the ultimate Purpose of the Universe. Cognoscibility forms the `completeness of the Universe
formalization.
By the definition of the Universe, the Holographic Character is the only possible
interrelationship of the Universe’s entities, formed by the origin from the only initial entity
of Nothing. The Holographic Character forms the consistency of the Universe formalization.
Totalitarianism is a hypothesis of strict execution of concepts of the Universe
according to the principle "It is strictly possible only what is allowed". Totalitarianism
forms the accuracy of the Universe formalization.
The UM inherits these Postulates, however, it consistently exceeds (virtualizes) the
possibilities of the Universe for harmonization of naturally divided parts.
The Harmonious Classification of Phenomena
Internal harmonization generates a natural classification of the phenomena depending
on the extent of the access to Time axis that has consistently developed and involved the
internal structure of phenomena for harmonization with the external relations (Table 1, Fig. 11).
Scope of
abstract
Light part
of UAP Level of
the STM-
Complex
A phenomena
АМ
АМ
UAP
…
АМ
Concretization of
the abstract
Nothing
The Real World
Dark
part of
UAP
An abstract
(concept)
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Table 1 – Harmonious Classification of the Universe Phenomena
Class
№
Class name Internal
structure
Harmonious resource Harmony
Class
1 Chaos
(Thermodynamics)
None Real relations in the Present Starting
2 Natural selection
(Mechanics)
Available + Virtual relations on an
interval of the Past
Passive
3 Life (Intelligence) STM-Complex
Copy
+ Virtual relations on an
interval of the Future
Active
4 The Highest
Reason
Complete
STM-Complex
+ Real relations on all the axis
of Time and multiple Present
Complete
5 Absolute Nothing None No relations Absolute
Figure 11 – The General Scheme of Harmonious Classification of Phenomena
The Universal System of Cognition Concepts
The concept of Cognition is deduced from the concept of Relation [] as a cyclic
development in Time of an object copy in a subject (Fig. 12). Every cycle consists of 4
stages of advancement of an object copy to a subject: 1) Information, 2) Knowledge, 3) Under-
standing and 4) Research. Information is a copy of an object on the frontier with a subject,
Knowledge is a copy of an object inside a subject, Understanding is a varied agreement
(harmonization) of the Knowledge of an object with the other Knowledge inside a subject,
Research is an acquisition of additional Knowledge about an object in accordance with the
subjective Purpose of cognition development.
Figure 12 – The General the Scheme of Cognition
The Universe
in the Present
The Future
Time
Entity in the
Present
(class 1)
The Present
Volume of
Harmony of
an entity
Entity in the
Present
+ Past
(class 2)
Entity in the
Present
+ Past
+ Future
(class 3)
The Past
Object Rela
-tion
Research
Understanding
Subject
Knowledge Information
Environment
Sosnitsky А.V.
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Cognition is so far carried out according to the Scheme of Teaching, which is a particular
case of Research by means of an indirect copying of object copies through intermediate subjects
(Teachers) (Fig. 13).
Figure 13 – The General Scheme of Teaching
The Concept of the Universe Virtualization
Definition. Virtualization is exceeding the properties of the Universe.
Definition. A mechanism is the main effect of a certain property.
Virtualization allows to overcome natural internal divisions of the Universe by way
of their copying into chaotic parts of phenomena and search for harmonizing decisions on
copies with their subsequent realization.
Cognition uses the three main classes of phenomena virtualization:
Time virtualization,
Abstract virtualization,
Harmonious virtualization.
Time virtualization is carried out for harmonization of the Universe’s separated
character in time into three distantly related parts: the Past, Present, and Future with the
relations only in the Present. In class 3 there is a possibility of virtualization of relations of
copies on a limited interval of Time near the Present (Fig. 11).
The phenomena of class 3 (Life, Intelligence) contain the subjective analogs of the
STM-Complex that allows active internal virtualization of external objects on such an
interval []. The mechanism of Time virtualization (Thinking) has three stages: 1) object
observation by the subject and development of its current model on some preparatory
subinterval of Time, 2) leading development of the model on a certain future subinterval of
subjective time and achievement of the forecast of a target condition of the object, 3) return
into the real Present.
Abstraction has two main places of virtualization:
1. Singling out invisible phenomena abstracts (concepts) and their copying into the
visible RW (Abstract Cognition);
2. Variation of visible material abstract copies (Abstract Harmonization) for the
achievement of the purpose of entities.
Abstract Cognition is carried out by many mechanisms, the basis of which is the
SuperLaw of Harmony. There are three main mechanisms that specify classical induction
and deduction [].The Dog mechanism restores concepts upwards, the God mechanism
deduces concepts downwards from the highest reached concepts, and the God/Dog
Subject 1
(Teacher)
Object
Absolute
(natural)
subUAPs
Subject 2
(Pupil)
Copy 1 Copy 2
(of copy 1
of object)
Copy 2
subUAP
of object
Copy 1
subUAP
of object
Artificial
subUAPs
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mechanism cyclically combines the first two mechanisms in all the problematic places of
restoration of the subUAP phenomenon. Abstract Harmonization combines the discovered
concepts of the subUAP of the object for the achievement of the purpose of the subject.
Harmonious Virtualization is every admissible under the current conditions rearrangement
of all the relations of the subjective copy of the object for phenomenon transfer from the initial
into a target harmonious condition для subsequent implementation into the Universe.
The Principles of Genius Education
The UM must become a new scientific and educational standard, the approaching
(absolutization) to which allows to improve radically the quality of existence at the expense of
attraction of more exact Universe concepts. The model establishes new principles of organization
of teaching and educational process as well as didactic materials of educational disciplines, the
universality of which follows from the super high level of abstraction and isolation (the presence
of a single initial center) of the applied concepts that ensure external and internal consistency of
pedagogical theory.
Let us sum up here some initial principles of Cognition:
1. Absoluteness as belonging of entities to the Absolute (the highest degree of current
Harmony). It symbolizes exactness and completeness of entities.
2. Abstractness as belonging of entities to the UAP. It symbolizes hierarchy and
ontology (origin) of entities.
3. Abstracting as singling out the highest abstracts of entities. It symbolizes
genealogy (ontology) and centralization of entities by means of its definition.
4. Concretization as singling out derivative entities in the UAP from a certain entity.
It symbolizes an inferior part of the UAP (subUAP) of entities.
5. Harmonicity as coherence of entities. It symbolizes the presence of three parts of
entities: origin (genealogy, ontology, history, purpose), definition (essence) and inheritance
(consequence, result).
6. Harmonization as the SuperLaw of aspiration of entities for an unlimited Education and
development of relations.
7. Harmony as a Universe quantity that determines the potential (possibility) of
harmonization of entities.
8. Cognoscibility as a possibility of unlimited complete copying of entities from the
initial zero level of the development of subjects. It symbolizes unrestrictedness of coherence
and development of subjects.
9. Structural (qualitative) methods as initial priority methods of cognition. They
symbolize secondary character of the other methods of cognition, as entities are no more
than enclosed structures of relations.
10. An entity as a part of the Universe singled out by a certain relation as a single unit. It
symbolizes the variability of entities within the framework of internal division of the Universe.
11. A relation as a copy (and copying) of one entity in the other entity. It symbolizes
variability of entities as partial copies of other entities.
12. A property (concept, quality) as a structure of relations of entities. It symbolizes
variability of properties of entities within the framework of their definitions.
13. A direction is an asymmetry of properties from some entities to the others. It symboli-
zes irreversibility of processes of entities.
14. Entity as an infinite enclosed structure of properties. It symbolizes variability of
entities depending on their internal relations.
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15. Transparency (fullness) of relations as an extent of absoluteness of entities. It symbolizes
the degree of absoluteness of entities.
16. Purity (whiteness) of relations as an extent of the internal consistency of entities.
It symbolizes the degree of development stability (harmonization) of entities.
17. Homotropy of entities as an extent of unity of properties. It symbolizes partial
homogeneity (identity) of Universe entities and their copies (descriptions, formalizations).
18. Finiteness of abstract entities. It symbolizes the possibility of their complete
cognition by the finite subjects.
19. STM-structure of time entities (below the STM-Complex) of 3 Complexes:
Space, Time and Matter (Objects and Processes). It symbolizes the corresponding origin
and structure of entities.
20. Class character of component structure of time entities. It symbolizes the general
internal form of time entities of 8 classes of components.
21. Infinite enclosed character of time entities. It symbolizes possibility of absolute
cognition of the Universe by every subject in principle.
22. Motion as a change (development) of entities. It symbolizes possibility of
achievement of absolute Harmony of entities in principle.
23. Regularity as a direction of motion of entities. It symbolizes the presence of me-
chanisms of achievement of absolute Harmony of entities.
24. Purposefulness as a general direction of motion of entities. It symbolizes the
presence of the finite state of motion that is searched for.
25. Process character as a structure of time entities in Time. It symbolizes a single
structure of processes of time entities.
26. The centrality of an entity in the form of (an abstract) definition. It symbolizes the
presence of an abstract beginning of every entity.
27. Variability as the presence in entities external and internal movements that
change their structure. It symbolizes the basic mechanism of Harmony change of entities.
28. Determinism (passivity) as the dependence of entities from the incoming external
relations. It symbolizes the influence of environment.
29. Freedom (activity, independence) as the dependence of entities from internal
relations. It symbolizes independence of entities.
30. Regularity (homogeneity, cyclicity, repetition) as the equality of copies in the
Complexes (STM). It symbolizes the equivalence of the results of harmonization of entities
in some parts of the Complexes.
31. Inaccuracy as incompleteness (not white copying) of copies. It symbolizes the
divergence of the copy with the original.
32. Virtuality as the excess of the copied properties of entities in the copies. It
symbolizes the overcoming of existing problems on the copies of those problems.
33. Closure as finiteness of entities, their ancestors and descendants by a part of the
UAP. It symbolizes the integrity (exactness, absoluteness) of entities in the corresponding
closures of the UAP (subUAP of entities).
Similar principles are infinitely generated by the UM and are set forth in a highly
abstract interpretation for the support of compatibility with the Model, but they have fully
applicable expressions which must be formulated by the pedagogical Science that is
responsible for it.
For example, failure to observe the principle of closure of objects leads to heterogeneous
cognition and domain structure of knowledge with poor coherency (Fig. 14) which limits the
distribution of logical conclusions by the domain borders and reduces harmonizing ability of a
Intellectualization of National Education System through Universalization
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subject in principle. So we have a limited system of inexact concepts leading during multistep
logical processes to deviations from absoluteness up to opposite decisions, the examples of
which overfill our reality.
Figure 14 – The Scheme of Limitation of Thinking Processes by the Heterogeneity of
Education
The Initial Scheme of Application of the Universal Principles
The universal principles are quite practical right now. Their realization must take
place at all education levels, the key of which are:
experts developing curricula of specialities and standard programs of academic
disciplines;
teachers of academic disciplines developing work programs of academic
disciplines and methodological and didactic materials to them;
students learning the UM and the systems of universal concepts of a special
academic discipline.
Work programs and methodological and didactic materials are subject to universali-
zation in the following general order:
1. To reconsider elementary coherent portions (paragraphs) of a teaching material
according to each of the specified principles and to find relevant universal concepts. To express
these portions in the new system of concepts with the help of an available semantic opportunity.
Moreover, it is necessary to use terminology familiar to students whenever possible.
2. It is often the case in scientific and pedagogical literature that some sense of
portions is omitted by default, then it must not to go into the new version of the teaching
material, and it should be openly declared about it in the text in order to avoid the
assumption that it will be defined further.
3. To repeat items 1-2 for the more general portions of teaching material – sections,
topics, chapters, etc.
4. To harmonize in the sense of the universal principles the structural and logical
scheme of an academic discipline and to repeat items 1-3.
5. To harmonize in the sense of the universal principles the intersubject relations of
an academic discipline with the relevant academic disciplines.
6. To develop universalization of academic disciplines as far as the universal
principles are introduced.
Education
Domens of
knowledge
Limitation of
thinking
process
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«Искусственный интеллект» 2014 № 1 22
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It is expected that use of the universal principles will allow to increase the perception
of a new teaching material as far as students develop standard universal informative
mechanisms forming the system of effective educational reflexes that make cognition and
thinking genius.
Owing to the high level of abstraction of concepts such work is recommended to be
done under the supervision of expert specialists in the UM. As far as the experience is
gained, more concrete guiding methodological materials can be created.
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Research Forum. - Glasgow, UK : 2008, Vol. 1. - pp. 34-40.��
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RESUME
A.V. Sosnitsky
Intellectualization of National Education System
through Universalization
The modern national System of Education based on Knowledge has, essentially, exhausted
its potential owing to the limited biological ability of people to perceive new knowledge, that
now and in the long term leads to multiple social problems and conflicts.
Any further development of national Education should be based on the other fundamental
principles that, first of all, make the resources of people’s thinking more active. But there is no
adequate formal theory of animate (intellectual) phenomena for the calculation of such processes.
This paper shows the method of solving these problems by the application of the Universe
Model for a substantiated deduction of the concept of Education and absolutization (making
adequate) of the whole system of derivative abstracts.
The Reform of the national educational System of four consistently developing stages is
offered, the final of which is directed at making people genius by the achievement of maximum
thinking by means of an approach to absolute properties of the Universe.
The main principles of genius Education and Upbringing are deduced, which at
professional pedagogical concrete definition can already be used today as the basis of basically
new organization of Educational processes and didactic materials to them with the use of
available electronic environment and means of training.
The article entered release 20.12.2013.
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| id | nasplib_isofts_kiev_ua-123456789-85286 |
| institution | Digital Library of Periodicals of National Academy of Sciences of Ukraine |
| issn | 1561-5359 |
| language | English |
| last_indexed | 2025-12-07T13:33:33Z |
| publishDate | 2014 |
| publisher | Інститут проблем штучного інтелекту МОН України та НАН України |
| record_format | dspace |
| spelling | Sosnitsky, A.V. 2015-07-24T11:33:04Z 2015-07-24T11:33:04Z 2014 Intellectualization of national education system through universalization / A.V. Sosnitsky // Искусственный интеллект. — 2014. — № 1. — С. 6–23. — Бібліогр.: 16 назв. — англ. 1561-5359 https://nasplib.isofts.kiev.ua/handle/123456789/85286 001.11, 004.81 The paper is dedicated to the problem of modern classical Education based on knowledge. This Educational system has, essentially, exhausted its potential owing to the limited biological ability of people to perceive new knowledge, which leads to multiple social problems and conflicts. It is obvious that further development of the Educational system should be based on the other fundamental principles that, first of all, make the resources of people’s thinking more active. But there is no adequate formal theory of animate (intellectual) phenomena for the calculation of such processes. The method of solving these problems by the application of Universe Model for a substantiated deduction of the concept of Education and absolutization of the whole system of derivative abstracts is shown in the paper. The Reform of the national Education system in four consistently developing stages is offered, the final of which is directed at making people genius by the achievement of maximum thinking by means of an approach to absolute properties of the Universe. The main principles of genius Education are deduced, which at professional pedagogical concrete definition can already be assumed today as the basis of the new organization of educational processes and didactic materials to them with the use of available electronic environments and means of training. Стаття присвячена проблемі сучасної класичної освіти, що заснована на знаннях. Така система, по суті, вичерпала свій потенціал через обмежену біологічну здатність людей сприймати нові знання, яка веде до численних соціальних проблем і конфліктів. Очевидно, що будь-який подальший розвиток системи освіти має ґрунтуватися на інших основоположних принципах, які активують ресурси мислення людей. Однак для розрахунку таких процесів відсутня адекватна теорія живих (інтелектуальних ) явищ. У даній роботі показано застосування Універсальної Моделі для виведення універсальної системи понять освіти і концепції системи національної освіти на цій основі. Така реформа передбачається в чотири етапи, що послідовно розвиваються і ведуть до геніалізації мислення за допомогою наближення до абсолютних властивостей Всесвіту. Виводяться основні принципи геніальної освіти, які при професійній конкретизації вже сьогодні можуть бути покладені в основу нової організації освітніх процесів і дидактичних матеріалів до них з використанням наявних електронних середовищ і засобів навчання. Статья посвящена проблеме современного классического образования, основанного на знаниях. Такая система образования, по сути, исчерпала свой потенциал из-за ограниченной биологической способности людей воспринимать новые знания, что ведет к многочисленным социальным проблемам и конфликтам. Очевидно, что дальнейшее развитие системы образования должно быть основано на других основополагающих принципах, активизирующих ресурсы мышления людей. Однако для расчета таких процессов отсутствует адекватная теория живых (интеллектуальных) явлений. В данной работе показано применение Универсальной Модели для вывода универсальной системы понятий образования и концепции системы национального образования на этой основе. Такая реформа предполагается в четыре развивающихся этапа, последовательно ведущих к гениализации мышления посредством приближения к абсолютным свойствам Вселенной. Выводятся основные принципы гениального образования, которые при профессиональной конкретизации уже сегодня могут быть положены с основу новой организации образовательных процессов и дидактических материалов к ним с использованием имеющихся электронных сред и средств обучения. en Інститут проблем штучного інтелекту МОН України та НАН України Искусственный интеллект Концептуальные проблемы создания систем искусственного интеллекта Intellectualization of national education system through universalization Інтелектуалізація системи національної освіти за допомогою універсалізації Интеллектуализация системы национального образования посредством универсализации Article published earlier |
| spellingShingle | Intellectualization of national education system through universalization Sosnitsky, A.V. Концептуальные проблемы создания систем искусственного интеллекта |
| title | Intellectualization of national education system through universalization |
| title_alt | Інтелектуалізація системи національної освіти за допомогою універсалізації Интеллектуализация системы национального образования посредством универсализации |
| title_full | Intellectualization of national education system through universalization |
| title_fullStr | Intellectualization of national education system through universalization |
| title_full_unstemmed | Intellectualization of national education system through universalization |
| title_short | Intellectualization of national education system through universalization |
| title_sort | intellectualization of national education system through universalization |
| topic | Концептуальные проблемы создания систем искусственного интеллекта |
| topic_facet | Концептуальные проблемы создания систем искусственного интеллекта |
| url | https://nasplib.isofts.kiev.ua/handle/123456789/85286 |
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