POST-PEDAGOGICAL SYNDROME OF THE DIGIMODERNISM AGE
The article considers the consequences of digitalization and metamodern culture on the transformation of pedagogical views on the learning process. This research is based on the post-postmodern era interpretation (Epstein, Kirby, Mensch, Turner, Vermeulen, van den Akker); transdisciplinary approach (Nicolescu), connectivism (Cormier, Siemens). Based on the theoretical analysis, the author shows that in the metamodern era the educational practice and theory go beyond the limits of pedagogical meanings. This is reflected in spontaneous transformation of didactic principles, components of the learning process; pedagogical thesaurus and didactic theories. This phenomenon is defined as a post-pedagogical syndrome of the Digimodernism Age. It violates the fundamental foundations of the educational culture continuity and shows the inadequate resources of pedagogical science that explain the realities of education as a part of the culture of digital modernism and the development of truly innovative ways of teaching. The creation of effective methods of learning in the digital age is possible in the case of rethinking basic didactic categories and concepts on a transdisciplinary basis, considering the pedagogical experience of the analog era. Conclusions are addressed to supporters of education on the interdisciplinary and transdisciplinary basis.