Abstract

In the second half of the twentieth century in the socio-political, economic, cultural life of society began transgressive changes that opened new prospects for the development of society in general and man in particular. The main civilizational tendencies that prompted these changes and continue to be affirmed in the 21st century are: firstly, the tendency towards global social development; secondly, humanity’s acquisition of the ability to self-derail, which is associated with the development of nuclear technologies and global environmental problems; thirdly, the transition of humanity from industrial to scientific and information technologies. It was these trends that initiated the transition to a new type of organization of public life of people, which was called “information society”. Informationism is a strategy to focus on information technologies development, to create multiple ways of accumulation of knowledge and to provide increasingly complex information processing. However, when it comes to the formation of an information society, it is understood not only as a stage of technological development, but as a new stage of spiritual development of mankind. For the first time, the information society produces in the general social volume such features of social existence, which require new approaches to the formation of structural, functional and value components of the social organism. The education system within the framework of the new paradigm is designed to function as a direct generator of new social realities that produces social changes. Accordingly, the educational circuit, as the institutional functioning of a certain value system, should cover all spheres of life, become the core of sustainable social development in general.