EDUCATIONAL PROCESS MODERNIZATION IN POST-INDUSTRIAL CULTURE ERA

The paper studies and presents the main characteristics of post-industrial culture. The paper examines and defines the specific nature of culture-centered approach to the design of the educational process. Such concept as multicultural education is determined. The article substantiates the need to modernize the educational process in post-industrial era by identifying and resolving contradictions that destroy its integrity. The paper considers the following basic components of the educational process: semantic, environment-analytical, goal-designing, organizational and managerial, content-based, technological, communicative, and system-developing. The structure of tasks of pedagogical activity aimed at the educational process modernization in the conditions of post-industrial culture establishment is developed. The article also presents methods for teacher training (students-future teachers) to understand and solve these problems based on the development of multicultural competence, which involves the study of the development and transformation of the main cultural spheres (archaic, industrial, and post-industrial) and their influence on the development of humanistic pedagogical paradigm. Besides, the paper considers the design of educational content based on multiculturalism taking into account the growing cultural diversity; the use of interactive technologies that promote intersubjective interaction of participants in the educational process; the educational process improvement and the educational outcome update through the development and implementation of various pedagogical innovations taking into account the specific nature of post-industrial culture.


Introduction
Education is the basic constituent element of culture, which performs the functions of cultural genesis, exerting a developing influence on the consciousness of the subject due to the activation of the potential component of pedagogical culture. The implementation of a new stage in the evolution of civilization depends on the result of the influence of education on the social and cultural development of a man and humanity.
According to Vidt (2006), the historical change of cultural epochs and the associated transformation of education took place during its development through three consecutive stages, i.e. in fact, they were three different cultural ages. The first stage was associated with archaic culture, which has a traditional type of education based on the experience of everyday life, on traditions passed down from generation to generation. Traditional experiences have been passed down from older generations to younger generations or through experience, cultural traditions, and social relationships.
The second stage began with the uprising of an industrial culture, which corresponded to an instructive type of education. The main carrier of this culture can be called the accumulated scientific knowledge, which was passed on to subsequent generations through written or printed sources in the form of guidance and instructions. The dominant function of the organizer and regulator of educational processes was performed by the State.
The modern historical period is associated with the post-industrial culture uprise within which the development of creative education takes place the main content of which is universal, epistemic knowledge. The most important way of storing information is printed and electronic media, and the way of transmission is continuous cognitive activity and communication of various social levels and age groups of the population. Various institutions of civil society and specially created social and pedagogical infrastructures become the organizers of the educational processes.
Based on the principle of isomorphism of the type of culture and the corresponding type of education, the modernization of the educational process occurs on the basis of solving educational problems that arise due to the manifestation of the essential characteristics of post-industrial culture:  Rapid changes taking place in all social spheres necessitate the transformation of education to ensure the sustainable activity of the university graduate in the context of globalization and constant changes in the post-industrial society. In these conditions, social adaptability and free consciousness are needed as the main strategy of education in higher education.
 Integrity and universality of modern culture require the future specialist to have the ability to think freely, to make independent decisions regarding the choice of an educational path.
 Need to create social and cultural educational environment that provides the context of continuous education.
 Presence of diverse communication ties both within a certain social and cultural group and between different groups and levels require an educational process that ensures the development of socially significant competencies and social and cultural awareness among student taking into account all the conditions of the polylogical, multicultural principle of choosing the content and method of education. https://doi.org/10.15405/epsbs.2021.11.216 Corresponding Author: Svetlana Uskova Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN:  1639  Multilevel nature of modern information culture requires from the modern generation a freedom of ideas and a responsible individual choice of the path and content of the educational process.

Problem Statement
Many researchers highlight the fact that today there is a development of a new type of culture, which is a synthesis of the achievements of previous eras. Currently, we can state the transition to a new form of social communications based on the continuous development of interactive technologies and the enhancement of the creative qualities of a modern person. Such social and cultural changes in the field of education openly and clearly manifest the processes of the development of a completely new type of culture, based on the establishment of a globally integrated educational space. In modern pedagogical science, the phenomenon of multicultural education is considered in detail. Gukalenko (2004) defines "multicultural education" as "the process of development of students' ideas about the diversity of cultures in the world and their country, fostering a positive and tolerant attitude to the cultural differences, development of humane attitude, productive interaction with the carriers of other cultures" (p. 62). Novolodskaya (2015) considers "polyculturalism in education as a cultural pluralism, recognition of the equivalence and equality of all ethnic and social groups that make up a given society, the inadmissibility of discrimination against people by nationality or religion, gender or age" (p. 27).
The ongoing changes in culture, the growth of manifestations of post-industrial culture give rise to many new contradictions in the implementation of the educational process in modern conditions. The problem of identifying these contradictions in the educational process becomes urgent the solution of which will contribute to the modernization of the educational process (TALIS, 2009(TALIS, , 2013.

Research Questions
The subject of the research is the main components of the modern educational process (Uskova,

2019):
Each characteristic of the educational process is provided by specific component functioning of its Modernization of the educational process in the era of post-industrial culture requires a special component of professional and pedagogical competence, which Khazova (2015) defines as the teacher's multicultural competence and considers it as an integrative personal and professional quality, which determines his or her ability to effectively participate in the social processes of a multicultural society, to carry out intercultural interaction, to take into account the multicultural composition of subjects of professional activity and to use its characteristics and features to solve pedagogical problems, as well as to carry out multicultural education of students.

Purpose of the Study
The purpose of the study is to define the tasks of pedagogical activity aimed at modernizing the educational process in the era of post-industrial culture on the basis of resolving the contradictions that arise during the design and implementation of the main components of the educational process.

Research Methods
The study was based on methodological principles that reveal the concept of a culture-cented model of education in the era of post-industrial culture:  Interconnection of the semantic and content aspects of education is the main feature of Russian culture, which would allow students to develop the qualities of an internally free, socially responsible and creatively intentional person as a reflective form of understanding spiritual values.
 Implementation of the main goals of human culture, which are expressed in the development of students' social and cultural identity, value system, moral and intellectual qualities maintaining the dynamics of the individual potential.  Markov (1996) states that the educational process is "... a super subject, value-oriented system of knowledge that develops the image of a specialist's personality as an integral subject of culture" (p. 73).

Findings
Arkhipova (2009)  This interpretation is related to the synergetic paradigm in modern science and indicates the need to take into account continuous changes of the environment at the level of its elements, which, of course, has a significant impact on the educational process aimed at the developing students' needs to expand their cultural horizons as a process of preserving and transmitting knowledge and spiritual achievements accumulated by generations. https://doi.org/10.15405/epsbs.2021.11.216 Corresponding Author: Svetlana Uskova Selection and peer-review under   1643 4. Organization of the educational process based on the value-semantic dialogue of its participants, which implies a change in the leading role of the teacher: from the information carrier to the moderator of joint research activities in the space of post-industrial culture.
5. Educational content design based on multiculturalism taking into account the growing cultural diversity.
6. The use of interactive technologies that promote intersubjective interaction of participants in the educational process, which contributes to their cultural self-development.

Conclusion
The training of teachers (students-future teachers) able to understand and solve these problems is carried out in the process of polycultural competence development as a special component of their professional and pedagogical competence. The method of polycultural competence development (students-future teachers) involves the following:  Study and testing of new organizational forms of the educational process (tutoring, distance learning, polylogue).
 Study of national, civil and international levels of culture, motivation for the need for a person's own efforts to acquire new knowledge in the field of the latest science, culture and art, as well as the desire to apply the acquired knowledge, skills and competencies for the benefit of the surrounding society and the entire world community.
 Study of pedagogical conflictology and modern psychological and pedagogical methods for resolving conflicts arising between participants in the educational process.


Mastering pedagogical innovations carried out in accordance with the characteristics of postindustrial culture.
In the practical part of the study, this method was successfully tested with students of the pedagogical universities and teachers of various disciplines in the process of improving their qualifications. It has proved its relevance and usefulness. .