Cognitive turn of modern science and change of fundamentality as a feature of modern university education

The cognitive turn of modern scientific knowledgeis discussed in the article. The following arguments are offered for it: knowledge becomes similar to information in its ability to be constantlyproduced in the way of development, movement and modification of information flow. Modern knowledge transforms into information andacquires characteristics of constant growth, movement, change of information streams. As a result of this specificity, there has been a shift ofattention in modern science from its efficiency in the form of discovery to its developing with concentration on the ways of producing the scientificresult. In this context the work of cogito attracts special attention, since it has no transcendental or a priori-given bases any more. Cogitodoes not work in an a priori regime; it reveals itself in different and unique contexts. Therefore it is necessary to change the form of modernscientific knowledge fundamentality. As a new form, a contextual one is considered. The consequences of the cognitive turn of modern scientificknowledge and its contextual fundamentality for higher education are viewed in the article. The conclusion about the necessity to keep suchcriterion of higher education as its fundamentality in a new form is drawn. And so the main thesis of this article is the thesis about the change ofthe form of fundamentality of modern science and education. It is of importance from two points of view. First, it is necessary to endure scientificattention from the result of scientific discovery to the process of this discovery; second, to see modern science as a unity of all scientificdisciplines. This science is based on two principles. The first principle is the cognitive turn and the second principle is interdisciplinarity. Itsignifies that modern science and modern education change the form of fundamentality. Therefore, the author speaks about the cognitive turnand interdisciplinarity as forms its fundamentality. The new forms of fundamentality are of importance for modern education in connection withits turning to form cognitive ability or the ability to learn scientific truth. Education in a classical university continues to be classical if it is organizedin this form of fundamentality. Today the word educated person signifies to know how to produce knowledge.

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