The context of the crisis of higher education caused by the transition of modern society to the Second Modern is analyzed in the article. It is emphasized that there is a change in kinds and types of work in the information society, so the education system is forced to adapt to a flexible employment system, it puts forward new requirements for universities and the qualifications of their graduates. Two approaches to overcoming the crisis are being formed in response to the crisis of higher education and the demand for time for the constant renewal of education systems. On one hand, in the context of anticipation of the "university death" or its "destruction", researchers reconsider the "idea of the university", focus on changing its mission, suggest new models, flexible trajectories for education and more. In particular, the adaptation processes in universities, their creative response to today's challenges, the emergence of extracurricular educational services, platforms, courses and the development of the idea of continuing education, hustle culture, trend of soft skills and self-improvement. On the other hand, it is shown that despite the requirement of postmodernity, which is to find diversity, flexibility, creative solutions, there are parallel processes of unification of the educational system, ratings, that reflect the industrial society, with its purpose of forming a managed workforce. The functions of primary, secondary, and tertiary education in the universities` purposes are revealed in the article. The connection between tertiary education, the possibility of making mistakes and the role of fallibilism in modern education is traced. It turns the university into a laboratory of social and personal nanotechnologies, where the applicant learns his/her own uniqueness and in a process acquires plasticity of thinking and functions that are needed for future social nodes. In the article it was hypothesized that universities are moving towards education without regulated learning, when students gain experience of plastic thinking, creating their own new routes in the information chaos, to connect the elements in a certain way for understanding the structure. Learning is directed towards post-anthropocentrism, when it does not matter which network is learning, and universities become models of models.
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