2313-8971Research result. Pedagogy and Psychology of Education2313-897110.18413/2313-8971-2019-5-4-0-11849PEDAGOGICSHigh-tech pedagogy of creation: axiological and evolutionary action-oriented approachesHigh-tech pedagogy of creation: axiological and evolutionary action-oriented approachesMelnikNadezhda MikhailovnaMelnikNadezhda Mikhailovnaprfgo@rambler.ruNesterenkoVladimir MikhailovichNesterenkoVladimir Mikhailovichprfgo@rambler.ruSamara State Technical University20195400

The article substantiates the need for a transition to knowledge-intensive and high-tech pedagogy of creation in the face of the increasing influence of the development of artificial intelligence technologies on changing the environment of professional activity. Flagship universities, directly and naturally connected with the innovative development of the regional economy, are called upon to become the driving force behind the implementation of knowledge-intensive, high-tech, pedagogy of creation. As a result of studying domestic and foreign scientific, pedagogical, special literature, practical pedagogical experience, it is concluded that the essence of creation pedagogy is a qualitatively new pedagogical system that ensures the ability of the subject of activity (student, specialist) to construct new valuable knowledge about the process of organization and implementation of interaction with a real professional environment in real time. Particular attention is paid to building a mathematical model for constructing new valuable knowledge based on the language of parametric representation. It is proved that the language of the parametric representation of the process of constructing valuable knowledge as a sign system adequately reflects the basic processes of creative activity through universal mathematical operations. Mathematical models that use the language of parametric representation create unique opportunities for the axiomatic primary representation of the subject's environment of activity, providing an understanding of the processes that occur when constructing new valuable knowledge. Each operational step in the mathematical model provides a phased unary representation of the evolutionary-activity process of consciously constructing the up-to-date product with the implementation of an epigenetic algorithm – the basis of intellectual-informational support for the subject. A universal set of mathematical operations and principles, expressed through symbols, provides the possibility of a holistic and unambiguous presentation of the processes of designing and evaluating creative activity by the subject itself. The authors argue that the implementation of the mathematical model of constructing new valuable knowledge based on order parameters raises the quality of education services to a new level, providing a transition to knowledge-intensive, high-tech pedagogy of creation (adapting the educational process to changing the needs of the labor market and the needs of students).

The article substantiates the need for a transition to knowledge-intensive and high-tech pedagogy of creation in the face of the increasing influence of the development of artificial intelligence technologies on changing the environment of professional activity. Flagship universities, directly and naturally connected with the innovative development of the regional economy, are called upon to become the driving force behind the implementation of knowledge-intensive, high-tech, pedagogy of creation. As a result of studying domestic and foreign scientific, pedagogical, special literature, practical pedagogical experience, it is concluded that the essence of creation pedagogy is a qualitatively new pedagogical system that ensures the ability of the subject of activity (student, specialist) to construct new valuable knowledge about the process of organization and implementation of interaction with a real professional environment in real time. Particular attention is paid to building a mathematical model for constructing new valuable knowledge based on the language of parametric representation. It is proved that the language of the parametric representation of the process of constructing valuable knowledge as a sign system adequately reflects the basic processes of creative activity through universal mathematical operations. Mathematical models that use the language of parametric representation create unique opportunities for the axiomatic primary representation of the subject's environment of activity, providing an understanding of the processes that occur when constructing new valuable knowledge. Each operational step in the mathematical model provides a phased unary representation of the evolutionary-activity process of consciously constructing the up-to-date product with the implementation of an epigenetic algorithm – the basis of intellectual-informational support for the subject. A universal set of mathematical operations and principles, expressed through symbols, provides the possibility of a holistic and unambiguous presentation of the processes of designing and evaluating creative activity by the subject itself. The authors argue that the implementation of the mathematical model of constructing new valuable knowledge based on order parameters raises the quality of education services to a new level, providing a transition to knowledge-intensive, high-tech pedagogy of creation (adapting the educational process to changing the needs of the labor market and the needs of students).

the artificial intelligence technologiesinnovative activityhigh-tech pedagogy of creationaxiological approachevolutionary-activity approachmathematical model for constructing knowledgeorder parametersthe artificial intelligence technologiesinnovative activityhigh-tech pedagogy of creationaxiological approachevolutionary-activity approachmathematical model for constructing knowledgeorder parametersСписок литературыAk'julov, R.I. and Skovpen', A.A. (2019), “The role of artificial intelligence in the transformation of the modern labor market”, Discussion, 94, 30-40. DOI 10.24411/2077-7639-2019-10029. (In Russian).Botkin, D.U (1983), “Innovative learning, microcomputers and intuition. Prospects”, Issues of Education, 1, 39-47. (In Russian).Gershunskij, B.S. (2001), “Is modern education ready to respond to the challenges of the 21st century?”, Pedagogy, 10, 3-12. (In Russian).Danieljan, N.V. (2017), “Intensification of “living knowledge” at the transition to “knowledge sosieity: project or reality”, Higher education in Russia, 3(210), 71-77. (In Russian).Sokolov, I.A, Drozhzhinov, V.I., Rajkov, A.N., Kuprijanovskij, V.P., Namiot, D.E. and Cuhomlin, V.A. (2017), “Artificial intelligence as a strategic tool for the country's economic development and improvement of its public administration. Part 1. Experience of Great Britain and the USA”, International Journal of Open Information Technologies, 9, available at: https://cyberleninka.ru/article/n/iskusstvennyy-intellekt-kak-strategicheskiy-instrument-ekonomicheskogo-razvitiya-strany-i-sovershenstvovaniya-ee-gosudarstvennogo (Accessed 9 September 2019).Kepp, N.V. (2018), “Disruptive and supporting innovations: essence, features, development trends”, Organizer of production, 26, 2, 26-52. (In Russian).Klejton, M. (2012), Dilemma innovatora: Kak iz-za novyh tehnologij pogibajut sil’nye kompanii [Innovator's dilemma: How powerful companies die because of new technologies], Al'pina Pablisher, Moscow, Russia. (In Russian).Kuz’minov, Ya.I. and Peskov, D.N. (2017), “What future awaits universities?”, Issues of Education, 3, 202-233. (In Russian).Melnik, N.M. (2017), “The evolutionary action-oriented theory of education – the basis of systemic consolidation of innovation activity of the university, enterprises, business”, The Scientific Opinion, 12, 62-67. (In Russian).Melnik, N.M. (2018), “An active didactic platform for development the flagship university”, Research result. Pedagogy and Psychology of Education, 4, 4, 20-31. DOI: 10.18413/2313-8971-2018-4-4-0-2. (In Russian).Melnik, N.M. (2018), “Pedagogical conditions of professional training at a technical university of a specialist-creator”, Bulletin of the Moscow Region State University. Series: Pedagogics, 4, 129-136. DOI: 10.18384/2310-7219-2018-4-129-136. (In Russian).Ursul, A.D. and Ursul, T.A. (2012), “21st Century Evolutionary Paradigms and Models of Education”, Modern education, 1, 1-67. (In Russian).Fel'dshtejn, D.I. (2012), “Psychological and pedagogical science as a resource for the development of modern society”, Pedagogy, 1, 3-16. (In Russian).Arntz, M., Gregory, T. and Zierahn, U. (2017), “Revisiting the Risk of Automation”, Economics Letters, 159, 157-160.Bang, M. and Medin, D. (2010), “Cultural processes in science education: Supporting the navigation of multiple epistemologies”, Science Education, 94, 6, 1008-1026.Brynjolfsson, E., Mitchell, T. and Rock, D. (2018), “What Can Machines Learn and What Does It Mean for Occupations and the Economy?”, American Economic Association Papers and Proceedings, 108, 43-47.Collins, A. (2017), What’s worth teaching: Rethinking curriculum in the age of technology, Teachers College Press, New York, USA.Deloitte human capital global trends 2017 (2017), Deloitte University Press, available at: https://www2.deloitte.com/content/dam/Deloitte/global/Documents/About-Deloitte/central-europe/ce-global-human-capital-trends.pdf (Accessed 7 September 2019).Estrin, S., Mickiewicz, T and Stephan, U. (2016), “Human capital in social and commercial entrepreneurship”, Journal of Business Venturing, 31, 4, 449-467.Frey, C.B. and Osborne, M.A. (2017), “The Future of Employment: How Susceptible Are Jobs to Computerization?”, Technological Forecasting and Social Change, 114, 254-280.Levy, F. and Murnane, R.J. (2017), “How Computerized Work and Globalization Shape Human Skill Demands”, Learning in the Global Era: International Perspectives on Globalization and Education, in Suarez-Orozco, M. (еd), University of California Press, Berkeley, CA, USA.Kuzminov, Ya., Sorokin, P. and Froumin, I. (2019), “Generic and Specific Skills as Components of Human Capital: New Challenges for Education Theory and Practice”, Foresight and STI Governance, 13, 2, 19-41.Nesterenko, V.M. (2018), “Conceptual principles of engineering education based on the approach to evolutionary activity”, in Handbook on research in the field of engineering education in a global context (pp. 463-476), IGI Global, Hershey, Pennsylvania, USA.Willison, J. and O’Regan, K. (2015), Researcher skill development framework, University of Adelaide, Adelaide, Australia, available at: https://www.adelaide.edu.au/rsd/framework/rsd7/ (Accessed 21 September 2019).