Dynamics of educational content in the life cycle discourse of industrial civilization

The article analyzes the place and role of changing the knowledge paradigm in the self-deployment of industrial civilization in accordance with the life cycle of the industrial education system; the content of education determines, as it turns out, all other parameters of the teaching and educational process, because it is a product of the development of fundamental science on the one hand, and on the other – determines the state of scientific and technological process on the basis of which there is a revolutionary change in the means of production, which entails a change in the so-called technological structures and poses the problem of compliance of the workforce functional means of production; on the basis of these changes, the global and regional communities have steadily risen along the axis of the evolutionary development of the social world, leaving behind artifacts of culture of one or another historical age on the shelves of the planetary archive; it is argued that two methodological conditions must be used to analyze the dynamics of knowledge change: to apply the civilizational approach and the paradigm of the life cycle of social systems, since this phenomenon has a long-lasting dimension in space and time; it is emphasized that knowledge is the basic and system-forming element of self-deployment of civilization and therefore it can be used (according to Foucault) as a methodological criterion for assessing the quality of life of civilization; the meaning of educational content at each stage of industrial civilization life is distinguished: natural knowledge prevailed at the stage of its origin; at the stage of growth – technical knowledge that corresponded to the essence of civilization itself; at the stage of maturity – scientific knowledge turned into ideologues of social development, which led to the emergence of technocratism and "drove" the planetary community into a dead end; at the stage of decline – technological knowledge led to the loss of mainstream guide of social development and began the catastrophic destruction of the social organism of the planet, which entails a change in the type of civilizational development; the solution is seen in the rise of the planetary community into the space of informational civilization, the transition of education to mastering methodological knowledge corresponds to it.