Functioning of the competency approach to education in communicative ontology

Communicative ontology as a principle of social organization is one of the branches of philosophical thought most promising for further development today. The increasing complexity of social relations in the multi-vector background of virtually all aspects of modern society requires the establishment of a theoretical basis that could be the basis of the social organizing. The place and role of education in society are closely connected with the information and communication environment in which they are located. Institute of Education in the framework of communicative ontology acquires the status of social organization that can be formed to introduce the subject in social reality, imparting its knowledge and skills to work with the information. The pedagogical paradigm is organized according to trends of pluralism of concepts and practices, of building a dialogue of cultures. Education understood as a combination of communicative action and communicative interaction aims at the development of an individual in a certain way, at the development of knowledge and skills for successful existence in the society. This is targeted development perceived as a natural way of being. The person in the communicative ontology is a continuously changing being, not the "initially prepared''. The changes are a natural process, as this mode of existence is relevant to the dynamics of the society itself. In general it can be noted that the communicative purpose of educational ontology forms is aimed at educating a communicatively competent person by means of communicatively organized programs and resources of educational process organization with the use of communication methods and techniques. The modern phase of the reorganization of the Institute of Education has entered the stage of establishing the competency approach to education as the dominant one, which involves the development of means to maintain it. Features of the competence-based approach are that it is aimed at introducing the forming subject to the social reality by providing their knowledge, skills and abilities (primarily, work with various kinds of information), i.e., through the acquisition of the necessary skills. Such modern educational technologies as projects, model training, case study, small groups work, distance learning, and information technology developed from the pedagogy-centered educational theories and communicative practices of the early 20th century and, accordingly, are most relevant to the competence-based approach to education, which aims at the introduction of the subject of the contemporary social reality termed as communicative ontology.

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