«The innovation to preserve»: an implicit resource in preparation of psychologists within a traditional educational ecosystem

The paper deals with the reinterpretation and the development of the well-known principal of ecology of change or finding out an implicit resource in a traditional ecosystem of the preparation of a psychologist which the author coins in terms of «the innovation to preserve». The conceptual foundation is the original theory of change and development or the theory of Ecofacilitation (P. Lushyn). The paper also presents the analysis of the transitional forms of development in self-organizing educational ecosystem as well as the processes of their generation, maintenance and change which is sometimes called a paradoxical or ambiguous control in a spontaneously changing reality (VUCA-world). The examples of transitional forms could be spontaneous violation of norms, accidental change of events, ambiguities and paradoxes within traditional psychology classes in a higher educational establishment. The transitional forms like mentioned above constitute the informal aspect of the preparation of psychologists making the traditional educational setting and the content of the preparation in terms of effective and constantly evolving flow of relevant psychological and learning emergent. The flow is also interpreted within the social psychoimmunity concept characterized by a certain predictable and administered sequence of educational events which could be statistically measured by temporal units like thesis-antithesis-synthesis