The article focuses on a comparative characteristic of predigital and digital education. The study methodology deploys the differentiation of philosophical and scientific paradigms. Pre-digital education is associated with the classical paradigm. Accordingly, the parameters of pre-digital education include the notions of finite and true knowledge, a singular type of learning algorithms, a balanced learning process, and the deterministic influence of educational programs. The indicators of digital education are identified within the framework of the non-classical and post-non-classical paradigms. The non-classical form of digital education is characterized by the presence of alternative educational programs, the polysemantic object of study, infinite knowledge, and pragmatic orientation. This form of education accentuates the subjective and personal context, the opportunities for plural explanations, and the technologies for studying the singular, the local, and the fragmental. Digital education contributes to modeling infinite discourses and intersubjective practices. All educational innovations within digital education appear as a way of ontological and gnoseological construction. Digital education enhances the role of interdisciplinary education. The competencies of “cross-cutting” and extensive understanding of a complex subject appear. Students should be focused on the results of teaching in various disciplines. A consequence of the expanding learning opportunities is the necessary reduction of pedagogical goals and objectives.
Digital education as a method of reducing pedagogical goals and objectives
