Образ человека будущего, Том 7 (СИ)

Point or Prezi) - Kamishibai theatre. Kamishibai is part of an ancient visual storytelling tradition that originated during the 12th century in Buddhist temples in Japan (kami = paper, shibai = drama; paper dramas). Monks there used picture scrolls to pass moralistic stories to a largely illiterate audience. Traditionally it is a small theatre box in which large prints can be inserted. On the back of these prints is a story that the kamishibai narrator reads or tells: image and language coincide perfectly. A kamishibai story is reminiscent of delayed animation. For thirty years, from 1920 to 1950, this narrative technique was all the rage in Japan; it was the forerunner of the popular manga culture. For the past several years, this unique narrative form has made a global comeback not only in Japan but also in Europe. Kamishibai stories for educational purposes are still being published and can be found in schools and libraries throughout Japan and more recently, through the efforts of Kamishibai for Kids, in the United States and Canada. (www.kamishibai.com). It is very popular in kindergartens and various types of schools. It is connected with the one of main task of education - morality and sense making. The main approach is to develop thinking of the students, to increase the level of their cognitive ability. Moreover, the one of the efficient methods is implementing of philosophy in the system of high education. This approach is well known in the pedagogics. PHILOSOPHY FOR CHILDREN (P4C) is a worldwide educational movement that began in 1972 with the work of Professor Matthew Lipman and colleagues at the IAPC. Mattew Lipman wrote special "philosophical novels" for use with children and comprehensive "manuals" of accompanying resources. He also suggested the "community of inquiry" as an appropriate method and aim of P4C. Now Philosophy for Children is practiced in more than thirty countries around the world (www.P4C.co.uk). Doubtless, this approach with the proper impact of visualization should be implemented (in accordance with the age psychology and axiology) into the system of high education. Luck of values platform for the successful adaptation and personal self-development of youth is the one of the most fundamental and painful problem nowadays.

The normal practice of using innovative cognitive technologies is video scribing in the education processes. It is really practical because of possibility in a 5 steps to create your own whiteboard video (http://www.videoscribe.co). The same approach proposes other companies like Sparkol - Doodle Video, etc. This is sort of a new type of kamishibai: an interactive approach in drawing the pictures and following speech.

It is actual, that the above cognitive educational technologies are aimed to the involvement and motivation for learning of youth. Video and graphic connects with young people. Multimedia whiteboard videos are not just fun - they are shown to grab attention, invite engagement and boost retention for exams. In addition, it will help to empower teachers by using interactive visual communicative technologies (Video Scribe, in particular) to illustrate complex and difficult for understanding ideas. These technologies will bring dry topics

104 Future Human Image. Volume 7, 2017

Educational Cognitive Technologies as Human Adaptation Strategies by Marja Nesterova

alive, teach storytelling, design and media, to learn IT skills. The results of the application of the above cognitive educational technologies - new educational tools, new approach for subject education, methodological courses for supervision and upper-qualification of teachers (especially of high education schools).

Methodological foundations of cognitive educational technologies

It is necessary to find methodological foundations for the implementation of new approach in the educational system. This approach should be based on the recent achievements of cognitive researches, neurosciences, social\communicative educational technologies implementation, etc. It should be taken into the consideration that practical educational tools also need to be upgrade according to the recent innovations. It means that cognitive technologies (for example, Interactive Visual Communicative Technologies - IVCTs) both as advanced courses and as important educational tools should be precisely implemented into the education system. This process should be based on the relevant aspects of European educational policy (including social cohesion and transversal competences studies). The main task is the dissemination of this direction of educational policy cognitive principles. Innovations in high education should be based on the latest scientific researches, approaches and technologies. Therefore, the one of the most perspective direction is cognitive.