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Purpose. Research on the main transversal characteristics of the polyparadigmal educational space. methodology. The scientific discourse of domestic and foreign scientists as for the given problem; historiographic method of continuum of educational space’s scientific concepts; technologies of the reflexive analysis of scientific community’s achievements and our own experience in the field of management of social environment and its structural systems; modeling of the process of transversal connections; methods of mathematical analysis for establishing real patterns of the transversal correlation or concepts conflict of polyparadigmal educational environment. findings. It is found that transversal character of the polyparadigmal educational environment is its implicit methodology, which enriches it with new “composite” forms. This creates conditions under which the emergent factors and new phenomena arise in the field of educational paradigms. A scheme of author’s technology of the analysis of emergent zones of transversal interaction of educational paradigms is developed. The internal logics of paradigmality are briefly disclosed in the author’s scheme of transversal interaction of domestic polyparadigmal educational space. Content components of transversal interaction of the educational space’s paradigm are defined. The approbation of results for three years is carried out in the educational process of training of educational managers according to specialty “Management of educational establishment”. Originality. For the first time, the concept “polyparadigmal educational space” has been proposed and introduced into scientific discourse; factors of dual transversal interaction of the educational paradigm have been defined and the scheme of transversal interaction of educational paradigms has been developed. Practical value. The use of results raises the scientific discourse on the problem of methodology of polyparadigmality and transversality of the educational space. The developed technological schemes and models can be used in further scientific research and educational process in preparation of educational managers.

The transversal character of polyparadigmal educational space