On the basis of the informatics-cybernetic approach proposed by the author, the main historical stages of systemic global evolution are presented, including the formation of increasingly complex social-economic formations (SEF) from the primitive communal system to modern digital ones, and marked by basic information technologies. It is noted that from the standpoint of this approach, the main problem in the development of educational structures is the need to modify all previously historically emerged such structures in order to harmonize them with each other and ensure compliance with the newly emerging requirements of the new SEF.

It is noted that from the cybernetic point of view, the historical conditionality of education is a consequence and manifestation of the systemic integrity of the Humankind, determined by its deep structure — cybernetic mechanisms of autonomy (hierarchical adaptive search optimization of target criteria of an energetic nature). Using the informatics-cybernetic approach proposed by the author, the main stages of the formation in the history of the cognitive areas of education are listed, which coincide with the stages of the emergence of new information and production technologies, as well as the expansion of the range of spatial characteristics of the macro- and microworld mastered by the subjects. It is pointed out that the “operatively long-range” information technology of telecommunications, which has arisen recently and takes leading position today, radically changes the entire structure and content of education on the planet — in something positive, and in something negative.

On the basis of the informatics-cybernetic approach proposed by the author, the main historical stages of the “matrix” global evolution of a multidimensional system-educated person mastering a new basic information technology are presented. System education is understood as a sufficient level of education of the individuals composing it (to ensure the production, social, cultural and other processes of selfcontrolling of an element of the corresponding tier of the hierarchical-network system of the Humankind). It is indicated that all such elements form a triangular matrix of dimensions from 2×2 to 6×6 and beyond.

Based on the informatics-cybernetic approach proposed by the author, the main historical stages in the formation of typical areas of communication, coinciding with the stages in the emergence of new information technologies, are presented. It is indicated that the information technology of telecommunications that emerged historically “yesterday” and is leading today “operationally long-range” information technology of telecommunications radically changes the entire structure and content of communication on the planet — in some ways positive, and in some ways negative for a person.

The article raises the problem of the development of cultural-historical psychology in the direction of an evolutionary-activity approach. The concepts of essence and existence are compared with the concepts of norm and pathology, the concepts of development with the concepts of evolution. It is proved that the main psychological mechanisms of personality development and the evolution of the psyche are competition (comparison), “double reflection”, personogenesis, noogenesis and personal disintegration.

The purpose of the study described in the article is to determine the main stages of the evo-lution of co-maintenance and methods of ethnocultural training of teachers in the Soviet and post-Soviet periods. The study found that the transformation of ethnocultural teacher training took place in Russian universities in parallel with the evolution of multicultural teacher education. The lin-guocentric stage (the stage of the systemic organization of linguistic, ethnocultural and multicultural content, the development of explanatory and illustrative teaching methods); logo-centric stage (the stage of implementation of a practical orientation in the development of linguistic, ethnocultural and multicultural content, the use of developing and problem-based teaching meth-ods); stage of anthropocentric mastering of linguistic, ethnocultural and multicultural content, de-velopment of methods of individualization and personalization of education are singled out. It is proved that in modern practice it is necessary to take into account the priorities of each stage: they are integratively interconnected and complement each other.