Culturogenic intention of education and the actualization of humanistic paradigm

The article deals with the axiological determination of the humanistic paradigm in relation to the educational tradition of modern and actualizes the tasks of modern innovative processes in the field of education. The necessity of continuity of cognitive and social and cultural principles accumulating absolute ethical and axiological meanings of humanistic education and building the cultural continuum of the human personality, teaching practices and society as a whole is emphasized. The author analyzes the concept of a classical University and the humanistic tradition in higher education, notes the importance of the emergence of a unique cultural phenomenon of education «of the modern era»: the intentions of the educational environment with its unique ethics that determine the search for truth as an existential process and the meaning of cognitive creativity. The article characterizes the ethical and methodological message of Soviet pedagogy, which left the ideal of conceptual gnosis as a way of moral awakening of the individual. It is noted that the axiological meanings of obtaining knowledge are entirely determined by the culture of the individual and the culture of the national, their correlation on a universal scale and in the fundamental personal projection. The versatility of such an educational process is actualized: inherently existentially, ethically directed, centering the cultural component. It is stated that the realities of modernity require essential changes in the existing algorithms of public consciousness, which means that the primary importance is the problem of finding a fundamentally new educational paradigm that can combine into an inseparable whole spiritual, moral, creative andepistemological aspects of education.