CONDITIONS FOR DESIGNING THE SPECIAL COMPETENCES OF DIGITAL PEDAGOGUE-ANTHROPOLOGIST

Abstract

According to modern anthropologists, the program of phylogenetic development of
mankind's and the ontogenetic development of the individual presupposes a certain necessary
adaptation, which is conditioned by virtual reality, the latest technology, high technologies, online
communication models, virtual organization leisure time. Without the mentioned points the
socialization of the person is impossible. According to digital pedagogical anthropologists, it is
time to talk about the computer socialization of the learner, as a component of the general human
socialization process, to review the object of study of pedagogical anthropology, and the
corresponding educational paradigm.
The problem. The rapid development of the digital pedagogical anthropological field on the
basis of techno anthropology leads to the development of a new specialization of digital
pedagogical anthropologist. The professional must have appropriate professional competencies,
ensure the computer socialization of the learners, developing the virtual individual development
maps of the learner.
The novelty of the research. The research provision is substantiated, according to which the
rapid development of digital pedagogical anthropological direction presupposes the formation of a
new specialization - digital pedagogical anthropologists, who, having relevant professional
competencies, will carry out computer socialization of students in the context of general
socialization. Digital pedagogical anthropologists predict that the object of study of pedagogical
anthropology will be the cyber human, and the subject - computer socialization.
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The professional activity of a digital pedagogical anthropologist should be developed in two
main directions: social-humanistic and free-humanistic. The activities should be based on two
main principles: 1․complete research 2․principles of recording changes and regular analysis
during the development process.
The conditions for developing the professional competencies of a digital pedagogical
anthropologist are:
1. Transition from non-formal practical activity to formal professional theoretical-practical
activity
2. With appropriate qualification: training of digital pedagogical anthropologists
3. Specification of the fields of activity of digital pedagogical anthropologists,
4. Clarification of the functions of professional activity,
5. Definition of rights and responsibilities of digital pedagogical anthropologists on the basis
of relevant normative documents
6. Use by digital educators-anthropologists of a range of valid pedagogical tools,
7. Certification of digital educators-anthropologists in accordance with the improvement of
professional competencies.