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This paper begins a series of articles focused on the problem of digital transformation of organizations. Analyzing the role and importance of key information and communication technologies and consequences of their application in the digital transformation of organizations, the authors conclude that the emergence of economic actors with a new organizational structure is expected in the near future. And since it is necessary to be ready for this now, the problem is posed of describing the features of the expected new structure and determining what will be required for the successful functioning of organizations of this structure both in terms of methodological support and in terms of their technological support. It is clear that readiness for the emergence of economic actors with a new economic structure requires a good knowledge of the current state of the problem of digital transformation of participants in economic relations. In the first part of the article, this problem is considered regarding the object component of economic actors. Its second part will present the results of the analysis of the problem of digitalization regarding the subject component of economic actors, as well as the analysis of what organizational structures of organizations currently exist, how and with what tools their digital transformation is carried out, why they are not adequate to the new organizational structure, where everything is going and what everything can come to. The following articles (after these two parts) will deal with the discussion of methodological and technological issues of the approach proposed by the authors to solving the problem of digital transformation of economic actors.

The article recognizes the ever-increasing costs of digital transformation and notes that the role of philosophy and other social sciences is to justify and develop optimal and safe paths of digital transformation. It is emphasized that the information revolution equips scientists working in the field of contemporary natural science with a new super-efficient methodology capable of leading to epochal discoveries in physics, chemistry, biology, geology and medicine. The criteria for defining the concept of “information society” are presented, and the history of the emergence and development of the information society as a stage of post-industrial society is outlined. The definition of digitalization is given, its history is traced, starting from the discovery of counting, the emergence of the numbers 1 and 0 and the work of the founder of digital transformation Pythagoras of Samos; the views of Plato are mentioned, who believed that “the practice of counting” is a perfect example of “awakening thought”. The article presents the events of all five eras of digitalization - from the pre-Internet era to the era of artificial intelligence. The methodological status of digitalization is considered from the point of view of the philosophical theory of knowledge, the stages of development of science are given. It is noted that digital transformation has greatly contributed to the progress of science communication. A brief history and analysis of the current state of science communication are presented. The problem of changing the content of the concept of “scientific subject” is considered, and the emergence of crowdsourcing as part of the paradigm of new open science is noted. The topical issues that digitalization and the information society have posed to contemporary science are formulated.

Cognitive studies of music have a long history. Thoughts that are consonant with today’s ideas were expressed by G.W. Leibniz in the early 18th century, reconsidered by A. Schopenhauer and got a new impetus after the so-called cognitive revolution, when everything related to cognition was agreed to be understood as the processing of symbols according to rules. People use symbols to record natural speech, which is the main means of information exchange, to operate with quantities and to store musical ideas, but the rules of these symbolic systems differ significantly. That is why within the framework of the classical cognitive approach, the point of view presented in the works of F. Lerdahl and R. Jackendoff prevailed, according to which the talk about the semantics of music in a traditional sense is not relevant, although some neurophysiological data indicate at least a mutual overlap of the “speech” and “musical” regions of the brain. This approach was based on the classical understanding of computation as a rule-based manipulation of symbols. At the current stage of development of cognitive sciences, such an understanding is clearly insufficient. One must distinguish between natural computations and their representations in conscious operations and human communication. The approach, now known as predictive coding, offers a kind of “soft” understanding of computation as any transformation of information, defining the latter (following C. Shannon) as anything that reduces uncertainty. Using Bayesian probabilistic methods, proponents of this concept show possible ways to resolve some paradoxes in neurophysiological data regarding the processing of musical information by the brain.,

The article formulates preliminary critical remarks on the reading of L. Wittgenstein’s Tractatus Logico-Philosophicus and understanding of the rule-following problem proposed by G. Priest in the context of the limits of expressibility at the limits of thought. In the introductory and first sections, we briefly explicate Priest’s position and provide examples of the limits of expressibility both proposed by Priest and our own. The second section formulates the “doctrine” of the inexpressible in the Tractatus in the context of a determined and traditional reading of this Wittgenstein’s work. In the last section, we offer criticism of the relevance of Priest’s reading of the Tractatus and his understanding of the rule-following problem.

Introduction. In the conditions of the new world order, the urgent task of the state is to ensure not only technospheric (technological sovereignty), but also noospheric (ideological sovereignty) security. The noospheric university appears as a Russian conceptual “answer” to instrumental Western European educational analogues. The authors focus on the philosophical and general scientific foundations of the noospheric university as the main actor in spiritual production. Methodology. Methodologically, the analysis was carried out within the framework of systemic, synergetic and spheric approaches, allowing us to consider the paradigm of the noospheric university at three levels - things, properties and relations, to show the environmental nature of its “plan of content” through the prism of the synergetic structure of the surrounding reality. Discussion. Philosophical analysis allows to define the noospheric university as one of the currently important models of a post-non-classical university. The “noospheric” trend within Russian university education is outlined, demonstrating the relevance of the analyzed paradigm. The heuristics - the value and necessity - of the noospheric paradigm in the context of higher education and the fundamental cognitive contradiction between the “old” and “new” universities are revealed. The mission (formation of the super-complex consciousness), the dual goal and specific tasks of the noospheric university in the context of the transition of “biosphere and technosphere to noosphere” are defined. The system of its philosophy is substantiated within the framework of the universum concept and ideas about the all-human. The dual nature of the noouniversity is recorded through the dialectics of material/spiritual, material/ideal, real/virtual. The cognitive “equivalence” of subject and object in noospheric educational discourse is noted, and the essential system-forming relations are listed. The “signification” procedure is considered as central to the noospheric paradigm. The post-non-classical university is presented as a point of assembly of spheres, forming a noospheric worldview and a noospheric picture of the world. Conclusion. A comprehensive analysis of the concept of a noospheric university allows to state that its competitive advantages are a holistic vision of the world, the co-evolution of natural reason and artificial intelligence, an orientation towards noospheric understanding of a super-complex reality, and the acceptance of pan(all)-humanity as an ethological regulator.

Introduction. Sociological research shows that, compared with their teachers, modern students have a different set of basic values and different patterns of behavior. The gap in worldview and behavioral attitudes creates a number of problems in the educational process. In this regard, the concept of “generation” is becoming one of the central concepts in the modern philosophy of education. The necessity of a critical analysis of the theory of generations and its adoption by modern education is actualized. Methodology. The methodological basis of the research is: the theory of generations by N. Howe and V. Strauss, the theory of intergenerational dynamics by V. Radaev, the method of comparative analysis of the concepts of “changeable fatality” in the works of A. Bergson and J .Ortega y Gasset. Discussion. The author has identified four main features of the theory of generations, ways of their application in the organization of education, the definition of its goals and objectives. The article shows that in the philosophy of education, the theory of generations and the philosophy of “changeable fatality” seems to be a methodologically effective complement. Conclusion. A comparative study of the theory of generations and the philosophy of “changeable fatality” shows the irreducibility of the intergenerational gap, and at the same time it demonstrates the blurring of the boundaries of “generation” as a unity of peers with the same set of values and behavioral stereotypes. Consequently, the prognostic application of the theory of generations and the philosophy of changeable fatality seems to be feasible in the field of education. Based on them preventive and correctional educational strategies will be subject to the law of “constant delay”. The methodological significance of the concept of “changeable fatality” for the philosophy of education and its limiting conditions are associated with the concept of “the main a priori of history” in the interpretation of J. Ortega y Gasset and the concept of “basic intuition” by A. Bergson. Overcoming the shortcomings inherent in both theories and developing more effective strategies in the field of modern education require interdisciplinary research in the field of age psychology, personality psychology and philosophy of education, as well as differentiated sociological research.

Introduction. In the last decade, the field of education has become one of the industries where digital technologies are widely used in order to improve the quality of education and control the educational and educational process. The use of digital tools allows creating predictive models based on the analysis of historical data and current trends, which contributes to more effective and accurate monitoring of the quality of education. This paper examines the impact of digital transformation on the monitoring system for assessing the quality of education, examines the possibility of predicting the future development of the education system and suggests methods and tools to continuously improve the educational and educational process. Attention is focused on the need to adapt existing approaches to assessing the quality of education to the new realities of the digital world, including the use of big data, artificial intelligence, machine learning and other innovative technologies. The research methodology includes the analysis of current scientific research and the use of modern data analysis methods to predict the development of a monitoring system for assessing the quality of education. The discussion of the article focuses on the impact of digital transformation on the processes of monitoring and evaluating the quality of education, as well as on possible ways to improve the monitoring system. The concepts of “digital transformation” and “quality of education” are analyzed, as well as the main aspects of the education quality monitoring system. In conclusion, it is concluded that forecasting the development of the monitoring system for assessing the quality of education in the context of digital transformation is of critical importance for improving the effectiveness of the educational process and maintaining a high level of educational standards.

Introduction. Analysis of the established discourse about the media space in relation to new educational guidelines in their interaction with the global world system reveals heuristic reserves for the dynamics of improving Internet communications and expanding ideas about the world as a new ontology of educational activity. Having identified the goal as the practical resolution of crisis trends in the field of public education, it is advisable to conduct a comprehensive analysis of the media space using the methodological principles of ontology, epistemology and axiology of educational activity. The methodology of theoretical research in the interpretation of the prolegomena of the media space is determined by intentional guidelines for their integration into the methodology of Chinese and Russian philosophy of education. Phenomenological approaches to finding the potential opportunities of the media space for new forms of educational practices are of decisive importance in the study. In the discussion, the prolegomena of the media space (media, media system, mass media, new media, communication, audience, cybersocialization, global worldview, media education, etc.) become the object of study, expanding its understanding to a global evolutionary interpretation as a single categorical space of educational reality. Other potentially containing concepts, concepts, and ideas for setting the goals of developing education, literacy and competence in the space of universal education are also considered. Conclusion. A single categorical space of educational reality, viewed through the prism of media space and media education as harmonious categories, actively integrated into the globalizing world and the philosophy of education of China and Russia. These events update a new understanding of the role and significance of a more in-depth development of ontology, epistemology and axiology of education. The presented methodological potential of the philosophy of education has a heuristic potential for the dialectics of the media space in relation to universal education.

Introduction. Considering learning as a complex process of interaction between various subjects in order to acquire knowledge, skills, and abilities, it is necessary to comprehend artificial intelligence as a generative educational technology. Generative artificial intelligence (neural networks) is a transitional stage from “narrowˮ artificial intelligence to “generalˮ artificial intelligence. Their impact on learning processes is the focus of scientific and social reflection within the framework of two problems: the complexity of developing methodological foundations and the need to develop a new didactics. The research methodology is based on the theoretical principles (traditional and progressive) of artificial intelligence research and its practical impact on the educational process as a new didactics and the possibility of artificial intelligence to become the “third” subject of educational interaction. Discussion. The leading thesis of most works is the understanding that for education generative artificial intelligence should be considered not only as a benefit, but also as an existential risk (limitation of the field of subjectivity of an individual). Considering the changes taking place in learning under the influence of the “directˮ integration of artificial intelligence applications (neural networks) into the content of learning (electronic tutor, digital consultant, etc.) means not only a new stage in the development of specific learning practices, but also a change in all components of the educational process. When discussing the problems that arise when using neural networks in learning, it becomes clear that a simple transfer of intuitive knowledge, systems and institutions of didactics of traditional learning to a new educational space will not be correct. At the same time, the lack of the right to make mistakes and the lack of knowledge about the “workˮ of “generalˮ artificial intelligence and the consequences of its application in educational interactions clearly require a rethink of the didactic foundations of learning as a process. Conclusion. The use of generative artificial intelligence in learning today is episodic, but its capabilities are expanding every day, influencing a person’s understanding of reality and himself. The phenomena of “destruction of responsibilityˮ that arise in this case, “moving into a comfort zoneˮ, mean a “blurringˮ of human subjectivity, especially in an educational environment, the consequences of which are not fully realized.

Introduction. The task is set to identify the possibilities of transformation and prospects for the development of methods for teaching artificial intelligence technologies in the context of digitalization of Russian society. This task is updated by the growing importance of artificial intelligence in all spheres of society. The rapid development of AI has led to the need to train a new generation of personnel with skills in the field of information technology. But the task of updating the content and methods of training future artificial intelligence technologies teachers has acquired the greatest importance. Methodology. Analysis of changes in methodology as a component of personnel training that fulfills one of the tasks of an educational institution, solved within the framework of an even larger task - the formation of conditions for the sustainable development of the country as a whole, involves the use of structural-functional and systemic approaches in the research process. Discussion. The work also presents an analysis of regulatory documents and training programs. A retrospective analysis of the content of the traditional training of future computer science teachers in the basics of artificial intelligence revealed a fairly strong lag behind what is in demand by society and the level of technology that is being implemented everywhere today, which makes it urgent to set the task of reforming both the content and methodological support. The analysis performed demonstrates the possibilities of modernizing the methodology for training future computer science teachers in the use of artificial intelligence technologies, which are embodied in the model developed by the authors for preparing future computer science teachers for teaching artificial intelligence. Conclusion. Testing of the model showed effectiveness in developing students’ skills in mastering technical information technology, as well as the ability to transfer their knowledge to students. The results of the study demonstrated the success of the attempt made in the study to solve the existing problem of updating the content and methodology of training future teachers.