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

Table 1 does not even highlight the results that education, on the one hand, and socialization, on the other, should provide. And without such a division, it is difficult to identify ways to bridge the gap between what is and what one would like to have, through education and with the help of socialization; Misunderstanding of the importance of a person's ability to overcome PCBs both in professional activity and in life in general; Underestimation of the role of intellectually autonomous individuals in the structuring of future reality, etc. Thus, education in dialectical unity with the socialization of the individual has a priority role in the construction of the future post-covid reality. In this context, it becomes clear why the future intangible economy is the result of the professional activity of individuals with the qualities of intellectual autonomousness and of adequate socialization, capable of overcoming all barriers in their life path. IV. E mpirical E vidence The authors propose analytical models that make it possible to concretize two dialectical components of a human self-organization. First, it is about education, and then the assessment of socialization is given. Considering the problem of constructing an educational process focused on the formation of an intellectually autonomous personality, the authors proceed from the following provisions (considerations). First, we offer the following, more modern, interpretation of the triad of the methodological system proposed in the 50s of the XX century by A.A. Pinsky (Pinsky, 1978) (Fig.7): Source: the authors’ development Figure 7: Methodical triad of A.A. Pinsky 1. “What to teach” should be considered as an object component of the process of self-organization of the intellectual and cognitive sphere of a person- learner; 2. “How to teach” should be considered as a subjective component of the process of self- organization of the intellectual and cognitive consciousness of a person-learner, which is based on reflection when processing information structured by the teacher; 3. “How to learn” should be considered as a process component of the self-organization of the intellectual sphere of a person-learner, based on self-reflection. In the opinion of the authors, the active role of students in the creation or construction and structuring of knowledge is based on their own cognitive activity through reflection of the methods (samples) of structuring educational and scientific information by the teacher. Through self-reflection of their own mental strategies students form the basis of the content of the element of the triad “how to learn”. Moreover, self- reflection should be understood as a formula: "I know not only what I know, but I also know why I know it and how I know it." (How I think about my thinking). Second, in the process of self-movement of a student, ultimately, his transition from self-organization Uncertainty of the Post-Covid Future: How will Humanity Solve this Puzzle? © 2021 Global Journals 60 Global Journal of Management and Business Research Volume XXI Issue V Version I Year 2021 ( ) B