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Концепция расширенной личности как ориентир цифрового пути образования
The paper formulates the concept of an expanded personality as one of the principles of building an education system corresponding to the reality of the XXI century. In defining the concept of an expanded personality, the author is based on the ideas of Joseph Feigenberg, Andy Clark, Michel Serres, Lev Vygotsky, united by the fact that consciousness has ceased to be inside the human skull, but has moved into the world around him: on the one hand into a mobile phone in his pocket, and on the other hand into the Internet. For Lev Vygotsky, this position referred to psychological tools, to what we call today digital tools: all human mental activity is rebuilt thanks to these tools, some skills and actions become unnecessary, they are transferred to tools, others are modified. The whole structure of behavior is being recreated, just as a technical tool recreates the entire structure of labor operations. As a result, in education we begin to interact with an expanded personality, which entails changes in the procedures of training and assessment. There are new opportunities for self-improvement and self-education, etc. in the educational perspective. The teacher also has an expanded personality, including means of tracking the attention of the entire audience as a whole and each student individually, digital recording of the educational process, information about the time spent by students on homework. Today's problems of the school can be solved in many ways if we stop forbidding the student to be an expanded personality, based on the fact that this is a given of civilization today. Such transformations need a digital environment in which the teacher and the student work.