Regulated intentionality as a Modern Educational Model: Philosophical and Cultural Analysis

The article is devoted to new directions of personality formation in the postnonclassical value- semantic paradigm of education and science. The existing multidimensional understanding models are in close relationship with the reorientation of a goal-oriented education from a knowledge-centered to a competency-centered one. This shift requires new strategies and techniques for personality formation, with new mentality and objectives. A key role should be devoted to creating a special phenomenological educational environment with intentionality as the driving force of complex structures of consciousness which ensures the identifiability of an object and construction of its meaning. This process becomes possible only within the framework of an intentional act, when the perceptions of the object and its essential content are exposed. As mental intentions and the intentional of the Other are unknown, but new meanings are closely interconnected in the consciousness. In this way knowledge is created: transcendental experience integrates new meanings with those acquired earlier. Sense formation is regulated unconsciously in the mind of a subject. But within the framework of a modern education system, this process can ascend a superior level by regulated meaning formation based on conscious and unconscious intentional acts. Therefore, the development of mechanisms for managing intentional acts of a subject that are relative to sense formation through one’s transcendental experience should be the main focus of innovative education.

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