Theory of structuralism on the diversification and modernization of education

In the article using the strategic audit, are considered the basic ideas of the theory of structuralism, which is based on methodological principles, didactic methods, educational models, developed modern science and practice. The authors carry out a reflection on the mechanisms of cognition, considered as a synthesis of cognitive practices, the search for a new conceptual framework that meets modern existentialanthropological discourse of pedagogy, represents a heterogeneous content in need of revision of the categorical apparatus, whose definition as a result of evolution and socio-cultural changes that either do not match or have a specific meaning due to the semantic connotation of the concept. Mechanisms of diversification and modernization of the education are considered by the authors through the prism of the internal structure of educational theory and practice, through relationship with other phenomena in the appropriate social and cultural systems, through social institutions that shape human experience. A significant role in the diversification and modernization of the education belongs to the teacher, as an architect of the transmedia products, that have reputational capital, high personal effectiveness, duplicating the best of educational practice and environment with properties of adaptation, self-organization, has a consolidating effect. The theory of structuralism refers to the didactic valence of education, diversification and modernization which manifests itself in the individualization of education (form, speed, training model); in the formation of the subject of education cognitive skills in a practice-oriented nature of educational process through the life.