NATIONAL ACADEMNY OF SCIENCES OF UKRAINE

INSTITUTE OF TELECOMMUNICATIONS AND GLOBAL

INFORMATION SPACE

Oleksandr Stryzhak
APPLICATION OF ONTOLOGICAL
SIMULATION METHODS TO DEVELOP
THE EDUCATIONAL STANDARDS
The situation is reminds the biblical story of
the mixing of the languages starting from the
level of scientific disciplinary knowledge,
and old approaches in education rather
aggravate the situation.
Modern civilization crisis is characterized
by the growth of information in the
aggravation regime and, as a consequence,
creates fragmented perception of the
world, the crisis of self-determination of
both the individual and social groups,
tensions in interethnic and interfaith
relations, in the relationship between man
and nature, culture of science and culture
of humanities.
Quantity of academic disciplines
data from the National Science Foundation
2000 - 8 000 disciplines
(8 000 ways to search for reality)
XIII century 7
disciplines,
(trivium and quadrivium)
1950 - 54 disciplines
To withstand the chaos, to develop strategies of
behavior in it new prevention strategies of
education and new transdisciplinary meta-language
of horizontal connections are needed.
The integrity of
knowledge, as a priority
of new educational
approaches have to
solve the problem of
two cultures, to restore
the harmony of man and
nature, to reduce social
alienation.
Charter of transdisciplinarity
(Adopted at the First World Congress of Transdisciplinarity, Convento da
Arrabida, Portugal, 2-7 November 1994)
modern multiplication of academic and non-academic
disciplines leads to an exponential growth of knowledge,
making global view of human existence impossible
current gap between the increasing quantitative
knowledge and the increasing impoverishment of the inner
identity leads to the birth of new forms of obscurantism
with incalculable social and personal consequences
historically unprecedented growth of knowledge increases
the inequality between those who have and do not have
this knowledge, thereby creating growing inequality
within and between the peoples of our planet;
Charter of transdisciplinarity
Authentic education can not put an abstraction above
other forms of knowledge. It should teach contextual,
concrete and global approaches. Transdisciplinary
education revives the role of intuition, imagination,
sensuality and the body in the transmission of the
knowledge.
The cornerstone of transdisciplinarity - semantic and
practical unification of the meanings that are in the area
of intersection and are beyond different disciplines. This
assumes the rationality of open thinking, reinterprets the
concept of "definition" and "objectivity." Extreme
formalism and severity of definitions and proof of absolute
objectivity, entailing the exclusion of the subject may only
have a life-denying consequences.
Three methodological principle of
transdisciplinarity:
1) The existence of levels of reality,
2) The logic of the included middle,
3) The understanding of reality, which is
expressed in the interpenetration of its various
levels in each other
(Director of CIRET Basarab Nicolescu)
Transdisciplinarity
provides network communication of
disciplinary metasystems (self-
organizing communication of the
educational environment)
Transdisciplinary education today is just
beginning its way, to its field can be
included many interdisciplinary
subjects: cybernetics, systems analysis,
anthropology, ecology, culture, concepts
of modern science, the theory of public
administration ..........
United informational
educational environment
(distributed information resources)
META OBJECTS OF
TRANSDISCIPLINARITY
PROPERTY
INTERACTION
INTERPRETATION
TODOS Transdisciplinary Ontology
Dialog of Object-oriented Systems

GENERAL THEORETICAL BASIS

Transdisciplinarity - performs classification and
systematization of formal understandings of the relationship
of individual disciplinary knowledge. Disciplinary knowledge
becomes fully prepared for its share in solving educational,
research and practical problems of any difficulty and
complexity.
Ontology is explicit, clear, coherent specification of
conceptualization, where conceptualization acts as description
of the set of objects and relationships between them.
Dialog is a form of socialization organization,
communication, exchange of remarks (replicas) between two
or more people.
GENERAL THEORETICAL BASIS

Object-oriented approach - a special way of organizing
sets, objects of which may be members of different classes,
that express common properties of objects.
Systems - support interaction with the human culture that
serves to storage, structure and present information that is the
content of accumulated knowledge, and for its transmission,
processing and mastering.
TODOS Transdisciplinary Ontology
Dialog of Object-oriented Systems

TECHNOLOGICAL BASIS
KONSPEKT SYSTEM construction of terminological trees
based on the analysis of natural language text;

CONFOR SYSTEM generation of taxonomy of domain;

EDI TOR SYSTEM formation of ontological models;

ALTERNATI VE SYSTEM ontology of solving selection
problems;

SEARCH ENGI NE Search of lexical structures based on
linguistic processing of large amounts of text arrays;

LI NGUI STI C CORPS Electronic Library with semantic related
information arrays associative search facilities

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>1000000
documents
Internet
resorces
Achieve
documents
Mass
Media
CLASSIFICATION
STRUCTURIZATION
SEMANTICALLY LINKED
INFORMATION ENVIROMENT
Libraries
STAGES OF FORMATION OF
TRANSDICIPLINARITY SCIENCE AND
EDUCATION ONTOLOGIES
unstructured text;
glossary;
taxonomy;
thesaurus;
ontology;
transdisciplinary electronic libraries
Books
Monographs
Articles
Manuals,
Tutorials
Dictionaries

Taxonomies
Thesaurus
EUCATIONAL
STANDARTS
ONTOLOGIES
National Qualification
Framework
Educational Qualification
Characteristics
Educational Professional
Programs
Curricula
Credit Modules
WORLD INFORMATION RESOURCES
TECHNOLOGICAL NQF FORMATION CYCLE
BASED ON ONTOLOGIES
LIBRARY TRAINING MATERIALS
THE CREDIT MODULE TAXONOMY

LIST OF TRAINING PROFESSIONAL
SUBJECTS
EDUCATIONAL QUALIFICATION
CHARACTERISTIC TAXONOMY
SPECIALIZATION KNOWLEDGE
INFORMATIVE CONTENT
FORMATION OF COMPETENCE
DESCRIPTIONS
DESCRIPTORS TAXONOMY
NQF TAXONOMY

Technological Advantages of The Ontologies Usage in the
Development of Educational Standards
Objectivity in the creation and context development of the unified
accumulation and transfer system between the levels of the National
Qualifications Framework curricula and credits;
Objective definition contexts of formation and development of the
national education system throughout working life;
Objective description of requirements to the practical competences
(knowledge) from a unified standpoint;
Unification of quality assurance, assessment and recognition of learning
outcomes;
Objective assistance to educational institutions, professional training
system, post-graduate, doctorate in planning and development of new
educational programs, consistent with the requirements of the national
labor market;
Ensuring the optimum context connectedness available national
developments in the educational (sectoral educational qualification
standards) and professional (Reference professional qualification
characteristics and sectoral editions to it) classification spheres

Thank you for attention!