{'fraction_non_alphanumeric': 0.017482517482517484, 'fraction_numerical': 0.0017482517482517483, 'mean_word_length': 5.361111111111111, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
SYSTEMITY AND SITUATIONALITY vs TRANSFORMATION OF RUSSIAN EDUCATION

Modern Russian (and worldwide) education is hostage to the controversial situation associated with the pandemic of the new coronavirus infection COVID-19, which invariably entails a reorientation of traditional methods of education. At present, higher education and the entire world education system are painfully looking for new ways and guidelines for their development. Education paradigms that were formed in the preceding historical time and effectively served the needs of this time are not relevant in the conditions of modern sociocultural realities, therefore the problem of teaching is faced with the need to develop new paradigms of one's own existence. Distance learning technologies challenge us to keep up with the times, be progressive and increasingly use high-tech products. At the same time, there is a danger that the world is becoming increasingly virtualized. The “sense of the edge” disappears, the world is mythologized. The article analyzes the existing systemity of Russian education and the need for its transformation in the light of new realities.