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The purpose of the paper is to carry out the philosophical conceptualization of the projective-and-personal education paradigm, to define the essence, place and role of education in the life strategies of modern humans. Research methodology use as the basis of the study the principles of philosophical anthropology, which allow to consider and analyze the educational principles of the human self-affirmation, the formation and deployment of his I-concept. According to the principle of humanism, the goals, forms, content and methods of teaching in higher education should be oriented towards the personality (or rather, the projective personality) of the student. “Humanizing” education as a way to “humanize” the economy, politics, the media and other institutions is an urgent need of the present, a pledge of the creativity freedom, human rights and freedoms, enshrined in the provisions of national programs and documents of strategic direction. Subject of research. Education is an important component and factor in the human capital formation – all that creates the potential of the individual, increases his ability to solve life problems, and improve qualitatively the most important competencies of a person and a citizen. The education system ensures the preservation and reproduction of the fundamental society values, supports sustainable development and prepares the necessary changes. At the beginning of the XXI century, the understanding of the place, role and value of education is significantly changing and get1 Dr. hab. of Philosophy, Associate Professor, Professor of the Department of Humanitarian Sciences, Kharkiv State Academy of Physical Culture, Ukraine 2 Dr. hab. of Philosophy, Associate Professor, Professor of the Department of Humanitarian Sciences, Kharkiv State Academy of Physical Culture, Ukraine © Beilin Mikhail, Karpets Lyubov 93 Project-and-personalized paradigm of education: social-and-antropological... ting deeper. A new way of knowledge is formed, as well as a new image of a specialist and higher education as reflected in the projective-and-personal education paradigm. We are eyewitnesses and participants in the emergence of the new social reality features with other dimensions of space and time, new speeds and unprecedented opportunities in the comprehension of the world, understanding of human nature, in achieving of new living standards. Qualitative changes in revolutionary character are taking place at the intersection of digital technologies (digital-revolution), biotechnologies, linguistics, robotics, etc. “Day of risk” turns into an era of rising turbulence, and nobody is able to predict its consequences: humanity is undergoing a phase of military conflicts, revolutions, the destruction of authoritarian regimes, the revitalization of fundamentalism and terrorism. All this places on the agenda the search for ideological landmarks that would allow a person to find the basis for optimism, adequate guides and guides, which will serve as a guarantee of confidence in the fundamental human values. Conclusion. The projective-and-personality education paradigm represents a higher level of a person's life project formation, in which education acts as a constitutive element and an important adjustment factor in life strategies, competence as a specific configuration and practical orientation of different types of intelligence, which, combined with practical skills and experience, allow you to successfully adapt to changing conditions, anticipate and successfully solve emerging problems; it is proved that knowledge is the way and the result of sense production, and information is the resource and the potential for knowledge creating; the competence bases of educational strategies, which should be focused on the intellectual principles and personal dimensions improvement, universal and vocational education are substantiated; reveals the content of intellectual strategies aimed at educating of future professionals who will act as initiators and participants in innovative processes. 1. Вступ Сьогодні процес становлення інформаційного суспільства супроводжується різким зростанням обсягу знань та інформації, які втілюються в суспільну практику утвердженням ідей культурного й цивілізованого плюралізму, множинної ідентичності особистості. Знання постає як практика та умова адекватного освоєння проблемного поля людського існування. Проективно-особистісна парадигма освіти в

PROJECT-AND-PERSONALIZED PARADIGM OF EDUCATION: SOCIAL-AND-ANTROPOLOGICAL CONTEXTS