Innovative learning technologies in the context of the new philosophy of education

the article is devoted to updating the problem of introducing innovative technologies in the context of modern scientific, philosophical and educational approaches. Particular attention is paid to competency, activity, information approaches as the leading grounds for the meaningful introduction of innovative technologies into real pedagogical practice. The purpose of the study: to identify the essence (theoretical provisions, scientific ideas) of the new philosophy of education in the process of introducing innovative technologies. Theoretical research methods: study and analysis of scientific and pedagogical literature, generalization, comparison, analogy, synthesis; practical: observation, conversations. The analysis of scientific and pedagogical sources used the works of modern scientists (E.A. Drugova and A.I. Vanieva, S.D. Karakozova and E.A. Samokhvalova, M.L. Kuryan and E.A. Voronina, E.N. Patrikova) based on the leading ideas of classical teachers (J. Ravn, K.D. Ushinsky and others). As a result, the target settings of the studied scientific approaches (activity, competence, information), their achievements and "growth points" in the field of technology use in accordance with the main provisions of each of them were identified.

philosophical and educational concepts, scientific ideas, competence approach, informatization, activity approach, information approach, gamification