Formation of the reflective self-organization culture in the process of educational activities

The article considers various models of education practices development in the context of their relevance for formation of students’ reflective self-organization culture. In this respect, the author suggests to classify educational activities in accordance with complexity level of the set cognitive tasks and type of the approximate base of the educational actions. The formation of the abilities to self-organize reflectively requires transition to the type of education, which creates auspicious conditions for purposeful adoption of the cultural uni-versals, meta-subject knowledge and ability to apply it to any subject material.