The prospects for library education in the context of synergetic paradigm

The author examines the ways to improve library education in the modern postnonclassical era. The author emphasizes the demand for and potential of the higher library education in the context of societal system transformation, scientific and IT revolutions, new status of socio-humanitarian knowledge, and library activity specific character. The author suggests that the synergetic model of integrated world cognition forms must become the fundamental paradigm of socio-humanitarian education. The author substantiates the innovativeness of the methodological approaches and its adequacy to the library phenomenon. She argues that synergetics would enable the evolutionary shift of library science and education; she also forecasts system application of postnonclassical methodologies, e. g. holism, polyparadigmality, synergetics, convergence, and transdisciplinarity in the library studies.

Holism as the strategy of integral vision of global processes in scientific knowledge will make the foundation for transition to synergetic education. The role of holistic (comprehensive, nonlinear) thinking is essential for building the new paradigm of library education. The ways to widen the single-field library thinking that aligns to general scientific postnonclassical outlook, are examined.

The goals for learning subjects in building holistic thinking are defined. The author suggests the concept and structure of synergetic paradigm of the higher library education within the convergent system of related disciplines and specialities in the information and communication sector. The concept is based on the complex system theory, innovative modern knowledge, theoretical and methodological foundations, and experience of synergetics implementation into Russian education.

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