ОСВІТА ПРОТЯГОМ ЖИТТЯ ЯК ЗАГАЛЬНОЛЮДСЬКА ЦІННІСТЬ У ХХІ СТОЛІТТІ: СИСТЕМНИЙ ТА СИНЕРГЕТИЧНИЙ ВИМІРИ.

The article is devoted to the philosophical analysis of lifelong learning as a universal human value in the twenty-first century. The transition of modern society to the information stage of development has actualized the problem of how changes in the new way of life associated with the emergence of the digital economy have affected social dynamics, structuring of society, and trends in the development of public consciousness. A certain way of understanding these problems was the emergence of the concept of the knowledge society as a social theory that complemented and explained the somewhat economically centered paradigm of the information society. It is the concept of the knowledge society that has prompted philosophers and social scientists to reflect on the specifics of human existence in the information society, where constant updating of information and knowledge, and thus constant self-determination, is becoming an important modus operandi. Thus, the importance of educational activity as a way of such being is also becoming more relevant. Education is the main condition for successful socialization and social adaptation of a person in the knowledge society, and is the key to self-realization. Education as a value is not a unique phenomenon for the twenty-first century. However, the specificity lies in the universalization of education as a value: today it is not one of the options that determines a person's access to the entire spectrum of social interactions, but a prerequisite for the integration of a modern person into society. Moreover, education in the twenty-first century is seen as an ongoing process, since in a knowledge society, it is the renewal of knowledge that is continuous. The general systems theory can be considered an adequate methodology for analyzing the traditional education system. Indeed, admission to professional activity involved the sequential acquisition of educational levels in the learning process, whereby, as a result of the emergence of the property of additivity, a person acquired a holistic system of competencies that could be used for an unlimited period of time. In the twenty-first century, realizing education as a global human value, we must look for new methodologies for its comprehension, as education acquires a new essential quality, being carried out throughout life. An educational trajectory containing unified characteristics is becoming irrelevant, and the idea of an individual educational trajectory is coming to the fore. And synergy becomes an adequate methodological approach in this situation. [ABSTRACT FROM AUTHOR]