THEORY OF EXCESS KNOWLEDGE: «FOR» AND «AGAINST»

Abstract

The article presents the expediency of developing theories of excess knowledge as one of the positions of modern pedagogical theory within the study of educational and self-educational activities. The general guidelines of substantiation of the theory of excess knowledge are presented. The system-­forming element of the theory is a potential surplus of educational information, formed within formal or non-formal education, that has passed or is testing a practical test and may become a base on the basis of certain competencies (educational, professional, professional, etc.) in the activities of a socially developed person. Based on the principles of fundamental, science-­intensive, dynamic educational process, the theory of excess knowledge is focused on supporting the idea of lifelong learning and the formation of a new type of personality that complies with the requirements of a globalized knowledge society. The idea is proposed that the most relevant theory of excess knowledge may be in the context of further development of topics related to the ideas of human capital development, and the formation of science-­intensive components of general secondary, pre-vocational and vocational education.
An analysis of this phenomenon was carried out with the establishment of facts „for” and „against” the effectiveness and functionality of the theory of redundant knowledge in the context of the formation of the fundamental field of modern pedagogical research. It was found that the studied phenomenon has both positive and negative facts, which already allow us to talk about the theory of excess knowledge in the format of a weak version of pedagogical science. This statement suggests that the theory of excess knowledge will seek other facts for the realization of its existence, using the scientific bases of various sciences – philosophy, anthropology, psychology, culturology, etc. Detailing the prospects for substantiating the theory of excess knowledge allowed to draw conclusions that motivate a deeper understanding of the initial provisions of the phenomenon and the presentation of sound evidence in favor or rejection of the idea of the research topic.