HUMANITARIAN COORDINATES OF PEDAGOGICAL EDUCATION

Introduction. The article analyzes the different scientific approaches to the definition of the concepts of «humanitarian education», «noosphere», «noosphere education», and «noosphere pedagogy», and the interpretation of their content in the modern conditions of transition to a new stage of human development - to the knowledge society, called «noosphere» – the stage of development of the biosphere, in which human, forming its orientation, is the main driving force of the development of not only the biosphere but also the entire planet Earth. Methods. The methods of analysis, synthesis, induction, deduction, comparison, as well as critical analysis of literature sources, were used. Purpose. Through the prism of the personality of V. I. Vernadskyi, to notice guidelines for improving the educational mechanisms of forming the personal potential of a progressive teacher for the success of effective shifts in the system of education and science in the direction of the noosphere. Results. Given that human has acquired the power capacity, in case of its unreasonable use, not only to cause significant damage to the biosphere but also to destroy human civilization, in the foreground, there are problems related not only to the further successful development of the noosphere but also to the creation of preventive mechanisms that would make it impossible to plan and act to destroy the nature of the Earth, to destroy humanity as the highest form of biosphere development. Political and public figures convince us that the security system of human development should be based on certain organizational mechanisms – e.g., collective security systems of groups of countries, development, and active actions of international organizations such as the United Nations, the UN Security Council, UNESCO, etc. However, Volodymyr Vernadskyi and his modern followers believe that this is not enough. An additional system of precautions is needed to be related to the formation of a new morality of mankind, the basis of which should be humanitarian education, which determines the dominant factors of human development – freedom of speech, assembly, association, obedience to the law, choice of activity, legitimacy of action, openness, etc. Originality. Humanitarian education, covering the socio-cultural parameters of life on the planet, creates a scientific picture of the world and at the same time a certain value map of the planet and the individual. Development is a multivariate and nonlinear process, requiring rational navigation with the establishment of a balance between efficiency, freedom, and justice, which are the basis of noosphere humanism. Conclusion The model of society «power» should grow into the model of society «teacher», where education will lay all the trajectories of development. Therefore, in the future, we will need a real teacher of adults and youth as an information expert and decoder of ideas, a new pedagogical culture. Realizing that society depends on the system «Teacher» and its pedagogical ability to accompany Time (biosphere design with the participation of an educational resource) – the ability to organize creative mental interaction «teacher–student» in the conditions of continuous accelerated «redirection of human to noosphere levels» in the conditions of digitalization, the article proposes components of such a system.