The content of the educational process in higher education from the standpoint of metacognitive science

The article considers the possibility of restructuring the content of the educational process in higher education from the standpoint of metacognitive studies. Such restructuring presupposes a new principle of structural organization of the content of professional education, the relevance of which is revealed in the need to resolve the contradictions that exist in the system of university training of future specialists. First of all, this is a contradiction between the knowledge-subject-centered and holistic-humanitarian models of education, between awareness and proper-human education of students, between the technocratic thinking of a future specialist and the humanitarian. The author substantiates the introduction of a metacognitive component into the content of education, designed to resolve these contradictions and focused on the holistic development of the individual, on the formation of subjectivity, awareness, and creative activity in students. The essential characteristics of such a component are revealed. It is proposed from the standpoint of the methodology of metacognitive studies to model a new design of the content of the educational process, the central structural link of which is metacognitive knowledge - knowledge about the structure and functions of the individual's consciousness, as well as the experience of metacognition, including the experience of self-observation, self-reflection and management of the process of cognition of one's subjective experience. The textual-dialogical educational technology acts as the main method and condition for the formation of such knowledge and experience. The novelty of the study lies in the idea of structural reorganization of the content of the educational process based on the principle of metacognition and textual-dialogical activity