- Exploration of options for new roles, relationships, and actions;

- Doug"s discussions with his group allowed him to explore this "misfit" how competition wasn"t always the best approach to performance situations and explored other potential roles or approaches" [Mezirow"s Ten Phases of Transformative Learning]. This approach seems to be a very actual in the "rainy days", which we are experiencing now. The modern society, which is oriented on to the competitiveness and "success race", should be changed to the society of support and cohesion. Therefore this finding balance approach is suitable for the transformation way.

A few years after the establishment of the theory in 1991, in response to criticism and suggestions, Mezirow revised its initial position and extended the original 10-steps model of the transformation process through the inclusion of an additional step: "review of existing and constructing of new relationships" on the basis of critical reflection and rational discourse [Mezirow 1994: 224]. This step can be regarded as a test on the formation of the individual as an autonomous, communicative

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and responsible subject of social relations. Therefore, we can consider this step in the direction of critical reflection as methodological basis of human adaptation strategies.

Critical reflection as foundation of educational cognitive technologies

The way of cognitive transformation starting from competitiveness to the cohesion could not be realised without proper changes in the way of thinking. Many followers of Mezirow also assign an important role to the critical reflection in the educational processes, especially in the processes of transformative learning. "Critical reflection is a tool that we use in our beliefs and assumptions, assessing their validity in light of new experiences or knowledge, considering their sources, and learning background, their underlying" [Cranton, 2002: 65]. Patricia Cranton explains that "transformative learning theory leads us to see learning as a process of understanding assumptions and their assessment" [Cranton, 1994: 730]. She also states that we always proceed from the existing complexes of assumptions that define our teaching practice, and stresses that "if basic assumptions are not challenged, the change cannot take place" [Cranton, 1994: 739].

Therefore, finalizing main principles of the transformational learning and the difference between instrumental and transformational learnings we can share the following suggestion:

"Instrumental learning is the acquisition of skills and knowledge (mastering tasks, problem solving, manipulating the environment: the "how" and the "what"). In contrast, transformative learning is perspective transformation, a paradigm shift, whereby we critically examine our prior interpretations and assumptions to form new meaning the "why." This perspective transformation is achieved through (1) disorienting dilemmas, (2) critical reflection, (3) rational dialogue, and (4) action" [Mezirow"s 10 Phases of Transformative Learning].

Conclusion

New educational paradigm offers the concept of cognitive effectiveness and how to reach it through educational technologies. It includes topics of creative thinking, teambuilding abilities, effective decision-making, engagement in the learning and teaching processes, cognitive skills improvement, etc. The idea is application of innovative cognitive technologies (interactive visual communicative technologies, gamification, mediation, etc.) in to the system of education. It will change the existing approach to the teaching and learning in secondary schools and universities. The perspective direction of further researches is to find a methodological base for the platform for realization of innovative services for educational programs: integration of flexible teaching methods, the latest hardware and software, digital 3D-objects and multimedia content and elements of augmented reality.

In addition, the focus on transversal competences and their development by the way of applying the cognitive technologies in education will improve the process of real cognitive effectiveness and human adaptation. First, it leads to the theoretical and practical implementation of the achievements of cognitive sciences and technologies on the matters of educational motivation, creativity, values, cognitive effectiveness, etc. To increase social and personal impact it is necessary to deliver tailor-made courses on visualisation, gaming, decision-making, creativity, mediation, facilitation, non-violence communication, etc. These courses should help to improve the human adaptation strategies. However, our analysis, in any case, does not purport to cover all the problems of human adaptation strategies. We have

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highlighted just the areas and identified the ideas, on the basis of which we will build proper development of cognitive technologies.

Therefore, we have considered the implementation of new cognitive technologies, primarily focused on the development of the "21st century skills." transversal competences. These competences connected with the social intelligence, in particular, with the social cohesion development. These types of technologies are very effective because of their impact on the development of human"s social adaptation.

 References

Cranton, Patricia. Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. San Francisco: Jossey-Bass, 1994.

Cranton, Patricia. Teaching for Transformation. In New Directions for Adult and Continuing Education. No. 93. Contemporary viewpoints on teaching adults effectively. San Francisco, CA: Jossey-Bass, 2002: 63-71.

Delanty, Gerard. The University and Cosmopolitan citizenship. In Higher Education: New Challenges and Emerging Roles for Human and Social Development. New York, 2008: 374.

Future Work Skills 2020 https://www.scribd.com/document/94872255/Future-Work-

Skills-2020

Lytovchenko, Iryna. Role of adult learning theories in the development of corporate training in the USA. In Future Human Image. Volume 6, 2016: 67-81.

Mezirow, Jack. Education for Perspective Transformation: Women"s Re-entry Programs in Community Colleges. New York: Teacher"s College, Columbia University, 1978.

Mezirow, Jack. Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass,

1991.

Mezirow, Jack. Understanding transformation theory. In Adult Education Quarterly. 44 (4), 1994: 222-232.