The concepts of «innovation» and «novation» in educational and scientific discourse

Abstract

Mankind is currently experiencing an innovative type of progress in all areas of its activities, which is characterized
by rapid changes in technology and knowledge. First of all, it is a time of improving the basic sciences, improving
knowledge-intensive technologies and applied projects. This, in turn, requires, first, the formation of a new
type of person, which is characterized by innovative models of behavior and the implementation of acquired
knowledge; secondly, the perfect mastery of the ability of society to transform knowledge and innovations
produced by them into effective results of their own activities, to implement innovations in various spheres
of their lives. The ability to manage the mechanism of innovation will be a prerequisite for radical positive
changes in various spheres of human activity, including political, economic, spiritual and others. The key tool
for implementing these decisions should be innovation as a driver of society.
In accordance with the purpose of this study, the article provides a comparative analysis of the concepts
of «novation» and «innovation» in their dialectical relationship based on the work of domestic and foreign
scientists, revealed a general and specific vision of researchers on these phenomena; the essential characteristics
of the studied phenomena at the philosophical, general theoretical and empirical levels are determined. It is proved
that the concepts of «novation» and «innovation» have in common a common characteristic — renewal and
development, but a significant difference is how effective they will be in human activities. Analysis of scientific
discourse has shown that the studied concepts differ in the stages of life cycles, their features. The article considers
the specifics of innovations in the field of education, the reasons and features of their occurrence. The definitions
of «novation» and «innovation» are proposed, in particular in the context of education.
The material states that innovation should be a key tool for implementing educational reforms. It was also
emphasized that it is important to understand the specifics of both concepts, algorithms for their implementation
in order to effectively implement the new knowledge produced by members of society.