Abstract: Knowledge-based society is one of the dominating paradigms of a modern socio-economic development which was formed at the second half of the XXth century. The process was reflected in culture, social structure, economic tools and education. The purpose of the present article is to define contents of the theoretical concept of education in a knowledge-based society in terms of origin of its social reality. The research methodology involves cultural-historical epistemology that is based on the analysis of socio-economic attitudes to knowledge and cognition including academic learning as well as comparative analysis of references and comparison of theoretical propositions to reality. It is well shown that development of the knowledge-based education concept started in the 1950s - 1960s and was conditioned by the appearance of new qualities of an industrial worker that are then inherited by an knowlege worker. It was the period when Peter Drucker proposed the idea of proactive trainign (1957) as well as the principle of continuous education of a knowledge worker (1968). The author of the present article describes how aforesaid ideas relate to the concept of distributed education offered by Drucker which was supposed to be implemented after continuous education becomes a norm. The author also states that the key institutions for the development of the knowledge-based society include universities and schools built on the principals of research education and academic continuity. The author gives a definition of dynamic competence and describes the relationship between the idea of creative education adn the theory of knowledge-based society. The author also provides an analysis of fundamental contradictions that accompany education development in a knowlege-based society.

Abstract: The basic concept of the research is the education theory – the problem-oriented program, which is a form of realization of cognitive interests of both an individual student-researcher and a team. This problem of cognitive interest is considered not through the prism of assimilated knowledge and activities but as the formation of a person in his/her spiritual and social prospects. This view results in expanding the scope of the concept of the problem-oriented program, which can be described as “teaching self-formation”. The purpose of the article is to reveal the existential and social status of the problem-cognitive program and the basics of its methodology with reference to the modern model of research education. In the development of the subject of the article, methods of socio-philosophical analysis have been used as well as methods of structure functional and cognitive analysis of pedagogical activity and academic and cognitive practices. The methodology of the study relies on 25 years of experience of the Russian scientific and social programme “The Step into the Future” educating young researchers – schoolchildren and students, this programme currently including more than 150 thousand participants. The connection between the problem of “teaching self-formation” and the essence of education is examined. The meaning of the concept of “a problem-cognitive program” asa special form of the socio-cognitive form of students’ development through research methods of cognitionis disclosed. Methodological principles of its development are formulated; the components of its cognitive potential are defined; examples from pedagogical practice are provided. It is shown that the research methods of cognition provide both the student and the teacher with an effective tool for practical application of the subject knowledge, for associating them with specific professional areas and professions, for receiving cognitive results possessing real life value.

Abstract: In his research article Karpov provides the results of studying the new model of science education that ensures the formation of the knowledge-based society. The main cognitive tool of this education model is the scientific research and the main pedagogical objective is raising young people capable of creating new knowledge. The research education becomes the mission of not only a special research university but also a special 'scientific school'. The need for the continuous cognitive development of a researcher as a person requires development of general epistemological and didactical positions at universities and schools. The purpose of the present article is to analyze the concept of the transformative education programme, based on the results of such analysis formulate and prove cognitive generative principles of the research education, define types of transformative frameworks of education and determine the relation between education and truth. Researcher's attitude to truth is not only ethical but also professional basis for research knowledge. The methodological basis of the research involves interdisciplinary synthesis of contextual activity pedagogy, cognitive psychology, epistemology and education ontology. Karpov shows the role of the research education in the socio-cultural and economic development of the knowledge-based society as well as the importance of research competencies on the modern labour market. The author also offers a definition of generative didactics as the theory of research education. In addition, Karpov views the idea of knowledge transformation in terms of research education epistemology. He also describes the concept of the transformative academic programme that is capable of rebuilding its own structure and the schemes of cognitive activity taking into account generative assessment of a student. According to the researcher, the basic cognitive generative principles include cognitive flexibility, cognitive generativity and socio-cultural interactions. Karpov also analyzes transformative education frameworks associated with these principles including didactical, epistemological and ontological (environmental) concepts. The author underlines that in order to arrange for the research education it is very important to look at research as the way to find the truth.