Worldview Accents of an Educational Event

The article presents the results of a search for an answer to the question of how educational events in higher education affect a student’s worldview attitudes, value-normative foundations, and belief system. It notes the vagueness of the theoretical and methodological framework of the educational technology under discussion, the significant lead of practice over theory, and a reliance on pedagogical intuition. Nevertheless, pedagogical thought clearly identifies the essential characteristics of an educational event. The content of any educational event can be described in the language of meanings and values. This means that the technology works effectively in matters of transforming worldviews at both individualistic and collectivistic levels. It is noted that educational events fit organically into the model of transformative learning. Personal participation, the ‘inclusion’ of the student in the subject of knowledge expands boundaries of the worldview, develops a general culture of self-improvement. It is proposed to initiate not only educational events that implicitly contain an exit to the worldview level, but also those specifi cally aimed at solving pressing worldview issues. In conclusion, the general rules of the algorithm for preparing and holding an educational event are defined. The question is raised about the formation of a common educational-event field of the university, designed in relay logic and assuming end-to-end support for the student throughout his entire learning path.