Global Journal of Management and Business Research, B: Economics and Commerce, Volume 21 Issue 5

pedagogical activity organized in this way could significantly increase the effectiveness of studying. The PCB theory allowed revealing the phenomenon of risk behaviour of students, predetermined with the presence of many irresistible P С Bs in their educational consciousness. It is this phenomenon that is manifested in the students' stress, in the formation of their image of complete uncertainty and, naturally, in their weak current educational results, which today are defined as school (educational) failure (Pilipenko, et al., 2021a, 2021b). And, meanwhile, the ability to overcome the PCBs in the learning process is the most important quality of an intellectually autonomous personality. A high level of education allows an individual to adapt to any uncertain environment, identify problems in professional activity, understand the reasons for their occurrence and make a non-trivial decision from the set for their successful solution (The Economist, 2020a; Dam, 2019). Based on the developments of Russian scientists in the field of human psychology (Slobodchicov, et al., 1995; 2020; 2013), human development psychology (Slobodchicov, et al., 2020] and educational psychology (Slobodchicov, et al., 2013), the authors highlighted the fundamental changes associated with education in the context of the conditions for constructing a human-centric system on the technological basis of the 4th industrial revolution. For the purposes of constructing post-covid reality, education should be aimed at the formation of an intellectually autonomous personality capable of self- development on the basis of the qualities of reflection (self-reflection) and transcending acquired in the educational process (Ananiev, 1977; Ushinsky, 2005; Vygotsky, 1960; Slobodchicov, et al., 2013; Piaget, 2008; Elkonin, 1989). This is preceded by the minimization of the gap between “what to teach” (from the side of the teacher) and “what to learn” (from the side of the student) in the learning process, which indicates the formation of the ability to overcome the PCBs of the participants in the educational process. Then, upon completion of training, individuals capable of self-development objectively need socialization (integration, inclusion into the various structures of society), since it mediates their self-development. It is necessary to emphasize here that the educational component of personality self-organization is only one side of the dialectical pair of phenomena. Its second side is the socialization of the student. Only the provision of the dialectic of education and socialization of the individual will allow to complete its self- organization and, at the "exit", to obtain an intellectually autonomous personality for capable of self- development. Thus, it is only as a result of education that a person develops dialectically interconnected abilities for reflection and for transcending, which predetermine his socialization. In this process, a self- developing personality structures his inner subjectivity in the process of his self-organization, and objectifies it outwardly by transcending. From a theoretical point of view, a self-developing intellectually autonomous individual is distinguished by the ability to reflect or to realize the boundaries of his own subjectivity and the ability to transcend these boundaries, which opens up new opportunities for the realization of the individual self outside of him (in society). The latter is the content of the process of socialization (inclusion) of the individual into various structures in society. It is in this sense that the essence of the technological revolution 4.0 is realized under the condition of in-depth knowledge of mankind about what is actually human in a human. The dialectic of the interaction of reflection as a result of learning of an individual and transcending as the basis of his socialization predetermines the essence of the mechanism of human self-development. If a person in the process of education was unable to form the ability to transcend, then this means that in the process of self- reflection he did not learn to overcome the PCBs. As a result, his level of education and ability for self-reflection are insufficient to become an intellectually autonomous person in an uncertain reality, and to fully realize himself through transcending. This makes him helpless in overcoming the diverse PCBs that he may face in an uncertain future. It is logical to assume in this regard that the crisis of modern education is caused by the growing gap between a person's ability to self-reflection and his ability to transcend, i.e. between the self-organization of his inner subjectivity and self-development as a manifestation of his individuality (self) outside in the form of intellectual autonomousness. This is essentially. In practice, it is about breaking the dialectic of self- organization of a person, which must harmonize the ability to learn (self-education) and to transcend (to socialize himself or to integrate into society). Moreover, the authors insist that the ability to overcome PCB both in education and in socialization is the main distinguishing feature of an intellectually autonomous personality. Then the crisis of modern education (for some reason they forget about socialization) is, first of all, the failure of a person to overcome PCBs. And, meanwhile, the role of PCBs in self-organization and self-development of a person, the ability to overcome them play a fundamental role in self-movement of the human. In addition, in this case, overcoming the PCBs mediates a turning point in the operation of the dialectical laws of unity and struggle of opposites, the transition of quantitative changes into qualitative and double negation. Something similar is described by the authors in relation to the embeddedness of shocks in the mechanism for the implementation of the above laws (Pilipenko, 2021b). Uncertainty of the Post-Covid Future: How will Humanity Solve this Puzzle? © 2021 Global Journals 58 Global Journal of Management and Business Research Volume XXI Issue V Version I Year 2021 ( ) B