Global challenges of the XXI century: new paradigm of science and education

The challenges of the modern civilization are largely conditioned by the latest development of science, emerging techno-science and NBIC-technologies. In turn, redesign of the social environment of techno-science involves it in completely new practical contexts and creates conditions for transformation of the methodology of research and adaptation of the education system. The paper shows that the challenges of globalization conditioned by the development of modern science and education lead to the need for deep transformations associated with the coming of a new metaphysics based on the ontology of the process and environmental consciousness, both of the individual and society. Today academic laboratories are losing their significance as the main core of the knowledge production in favor of R&D units of large corporations. In its turn, the reformatting of the social environment of technoscience, involving this latter in completely new practical contexts, creates prerequisites for changes in methodology of scientific activity and educational system. In the conditions of changing technological paradigm including digitalization and the context of super-complexity, the main task of the university is the formation of a person who is able to act responsibly in a complex non-linear world. The indicated transformations in science and education are global in its nature. The idea of the global evolutionism becomes dominant in the knowledge synthesis. The basic principles of the global evolution conceptual model and, as a result, new models of social management and of work with information, as well as new aspects of scientific ethics are considered. Ecological ethics is among such aspects. The paper reveals the connection of the ecological ethics with the concept of global evolutionism: "ethics is a code of behavior with evolutionary fine-tuning" (E. Jantsch). In the concept of global evolutionism, morality accumulates the life experience of such a fine-tuning. Preservation of evolutionary ability and increase of diversity can be considered both as the basis of ecological ethics, and as the law of evolution. It is shown that the condition for the formation of ecological ethics is, firstly, the revision of metaphysical paradigms; secondly, the ecolo-gization of education. In this connection, the model of the ecological university of R. Barnett is analyzed. The ecological university rests on the ideas of deep ecology, «reminding humanity that the world does not exist somewhere outside, even as an object that must be saved from extinction by the efforts of humanity, but has intrinsic value, and that humanity is deeply involved in its ecosystems» (R. Barnett).

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