SEMIOTICS OF EDUCATION OR "KEYS" AND "LOCK PICKS" TO THE MODELLING OF EDUCATIONAL SYSTEMS
There is no correspondence between the applied ways of education measurement and the essence of education. Determination of the education prices has become a substitute for the measurement. However a sociocultural effect of education is not measurable in money because the unconditional achievements of culture are always invaluable, i.e. they are indefinable by the price of expended resources. The efficiency of education is caused by obeying axiological boundaries, in which the multiple ways and versions of education are realized. In very general terms, the purpose of education is joining the thesaurus of intellectual history, personal adaptation to the social structure of communicative roles and to the process of selecting by person his/her own life goals, developing the skills for achievement of these goals. In the paper 6 statements are justified: 1) the listed components are various stages of information process 2) the ethical foundation of educational systems determines the goals of education; 3) the goals of education determine the distribution of communicative roles in the learning process; 4) the model of communication determines the selection of knowledge interpretations in educational material; 5) all of these (the goals of education, the way of communication and the content of translation) are the semiotic results of the information process stages, and each of these stages has its own characteristic; 6) educational systems are by their nature semiotic. The interrelationship of these statements makes the application of these procedures of measurement on the base of information characteristics (value, quantity, efficiency) possible. The solution to the measurement problem became the «key» to the quantitative modelling of educational systems, namely - the structures of their education levels, the prediction of the content of attractors of their dynamics, the procedures of semiotic diagnostics for determining the permissible limits of modernization.