Madzhuga Anatoly Gennadievich
Доктор педагогических наук, Dr. Sci. (Pedag.), Prof., Head of the Department of Pedagogy, Psychology and Health Care, Institute of Education Development of the Republic of Bashkortostan, madzhuga.anatolij@inbox.ru, Ufa
Polikarpova Elena V.
Доктор философских наук, Dr. Sci. (Philosophy), Prof., Southern Federal University, evpolikarpova@sfedu.ru, Rostov-on-Don
Gadaborsheva Zarina I.
Кандидат психологических наук, Cand. Sci. (Psychol.), Assoc. Prof., Head of the Department of Preschool Psychology and Pedagogy, Chechen State Pedagogical University, zgadaborsheva@mail.ru, Grozny
Dzhegistaeva Larisa I.
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof. of the Department of Pedagogy and Preschool Psychology, Chechen State Pedagogical University, li_dzhegistaeva@mail.ru, Grozny
Dashkueva Petimat V.
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof. of the Department of Primary Education Methodology, Chechen State Pedagogical University, pv-dashkueva@mail.ru, Grozny

Features of the Formation of Fractal-Holographic Thinking of Students: Perceptual Challenges of the Digital

Introduction. The article examines the features of the formation of fractal-holographic thinking of students in the system of modern education, starting from kindergarten and ending with university, in the context of the methodology of transdisciplinary research, organically linked to the synergetic paradigm, the key point of which is the fractal approach. The purpose of the article is to consider the essence of fractal-holographic thinking of students and the features of its formation in the context of the perceptual challenges of the digital age. Methodology and methods of research. The methodological basis of the research is fractal and transdisciplinary approaches that allow us to consider the process of formation of fractal-holographic thinking of students, emphasizing the perceptual challenges of the digital era in the context of the interaction of trends in aestheticization and technologization. Building the scientific concept of “fractal-holographic thinking of students”, philosophical statements about man as a bio-psycho-socio-cultural-existential phenomenon are taken into account. The results of the study. For the first time, the authors explore the fractal-holographic thinking of man from the perspective of such fundamental concepts as the concept of “beauty of fractals”, expressing the laws of harmony of nature, the concept of T.V. Chernihovskaya “The universe is a work of Baroque art”, as well as the archetypes of the unconscious Jung. Special attention is paid to the mechanisms of formation of fractal-holographic thinking of students, which functions in the context of an aestheticized and technologized world. The content of the study describes fundamentally new approaches regarding the phenomenology of “perceptual challenge”, which make it possible to effectively form fractal-holographic thinking of students in the era of digitalization. For the first time, an attempt has been made to classify and describe the perceptual challenges underlying the formation of fractal-holographic thinking of students of the third millennium in the context of the interaction of aestheticization and technologization trends. Conclusion. When explaining the essence of fractal-holographic thinking, its relationship with holographic and synergetic thinking is shown, the role of fractal-holographic thinking in the hierarchy of human thinking types is determined, and the emphasis is on the importance of art, which among human activities has the highest degree of creativity.
transdisciplinary methodology; holonomic approach; post-non-classical paradigm; post-non-classical education; fractal approach; holonomic mode of consciousness; thinking; multidimensional thinking; fractal-holographic thinking; perceptual challenge; principles of formation of fractal-holographic thinking; digital generation; art

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