Education in the era of infogigapolises
For a couple of years, as a new era has dawned - the era of "Infogigapolises" - the "population" of social networks - "virtual gigapolises" - is tens and hundreds of millions of people, and the population of the largest social network - Facebook - was 1.6 billion people, thus overtaking China. All these people really "live side by side" - in a couple of clicks-seconds to contact each other, generating hundreds of billions of transactions a day. That is, the connectivity in social networks is so great that it allows us to speak of them as unified systems in a confused (coherent, "quantum") state.
This can be seen not only in the virtual world - already megacities are so highly knit that they can also be attributed to intangible systems - when daily in a confined space, too, there are billions of transactions. Such an information flow requires completely different competencies in working with it.
It would be possible to take as a basis industrial megasystems (for example, army, railways, air transport) - which also involve millions of people at the same time, but industrial systems work differently - the connections in them are strictly regulated, as a rule - vertically, nodes of one rank can communicate in strictly defined protocols.
The difference of the quantum system is precisely the connection of "all with all", which generates the effect of coherency.
Thus, if we are designing a new model of education (rather than trying to nostalgize in different ways through the old industrial model), then we need to understand what to prepare for in the era of free communication of billions of people.
For (at least) a basic understanding of the problem, let us consider two basic processes of a confused (quantum) system - decoherence and coherence.
Decoherence is the process of the observer's influence on the state of the quantum system, physically consisting in isolating from the intangible state of the system states associated with past and future moments of time. It can be assumed that this process is associated with a designation, which in turn requires the development of a naming skill.
It also shows the duality of the Russian word "obrazovanie", as "education" - on the one hand, this is learning, and from the second - "obraz" means "image", "imagination" - the process of creating in the image. That is, education is the creation, decoherence of a certain reality, as a rule, the designation of reality through a sign system - whether it is the language of mathematics, music or the Russian language.
Coherence is the reverse process, that is, it involves a connection with the confused system, the "dissolution" of the observer in the observed process. This is the skill of defocusing, non-selection of objects, which runs close to the work of Oleg Bakhtiyarov. Let's take the next step: Defocus => non-selection of objects => non-observance (non-action?) => Coherence (confusion) => samadhi.
Turning to history, it turns out that in working with global coherent systems, the best practice is the practice of meditation, pray, in which decoherence is worked out also - through rejection of the observer's role, as a rule, by self-abasement, so choosing the right reality by actually praying - turning to God .
It remains to add that the role of monotheistic religion in the organization of uniform production standards, and, consequently, in the formation of industrial systems is completely unexplored (apart from the "Protestant Labor Ethics" of M. Weber, it is difficult to find anything else) and, therefore, is underestimated. However, this is important, since no culture based on polytheism has reached the industrial level of development. (the question - why did only the Protestant branch of Christianity come out?)
Work in the infogigapolis will require a single approach from people of different worldviews, that is, one can foresee the spread of pantheistic philosophy.