Education that extends the boundaries of knowledge

The article considers the principles of cognitive extension of the boundaries of modern scientific research and is called epistemological mechanisms of the educational process that will enable verification of the «unknowable» in scientific creativity. Objective reality is called the phenomenon a «new level of consciousness» for academic science, education and modern society in General. The necessity of the reorientation of existing methodological principles in scientific work at a new cognitive level, the importance of the dialectical continuity of the methodological principles arising in the new conditions of scientific work. Essentially emphasized the importance of the ethical factor in the knowledge of prior intellectual aspect of reflection, value orientation and efficiently defines the nature itself of humanistic perspectives in the existing research, which in turn causes the primary educational objective of all educational practices designed to build a conceptual image of education and science of the future. It is suggested that the development of the world not analogous to the formation of the personal worldview of the individual, even one who has mastered speech and text, therefore, emphasizes important personal ideological act - an independent development of meaning: criteria of humanism «centering» the individual, the attainment of conscience precedes rational goal-setting. Set out tasks for the scientific and educational community, to philosophy of education, the solution of which will allow to speak about a new quality of fundamental knowledge to formulate new principles of the enlightenment and characterize the learning process as the primary connection formed ethical and intellectual beginnings: how the subjectivation in the process of cognition of all diversity -«birth of knowledge» - like existence in its ethical and personal formation «transcendent», a transcendent beginning. In this context, there are given the parameters of genius.