The paper looks into the relation between the contents and technologies of
engineering and professional education with technological paradigms and types of
scientific rationality dominating in the society. It is shown that it is possible to point out the paradigms of education corresponding to classical, neoclassical and post nonclassical rationality. The technical-technological, scientific-methodological and psychological-pedagogical basis of the pointed out types of engineering and professional education is studied. The paper considers the weaknesses and strengths of the institutional forms of such engineering and professional education paradigms.
A concept of symbiotic education, reflecting the concepts of post non-classical
scientific rationality, is proposed