Modeling cognitive thinking style of schoolchildren in the system of advanced education for sustainable development

Abstract

The article is devoted to the analysis of the problem of
sustainable development as the basis of the meaningful life choice of a person in
the unstable conditions of socio-cultural reformation of civilization. It is
emphasized that education is an integral part of the universal phenomenon of
development, the main priority of sustainable development of society. The
author emphasizes that the application of the integrative (centrist) model of
sustainable development allows to expand the scope of education, to fill it with
a personal meaning. In the plane of the above, the peculiarities of the
development of the cognitive thinking style of pupils of teenage ages are
analyzed. The conclusion is made on the necessity of purposeful escort of this
process in the conditions of sustainable development education.