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Abstract: The requirements of the Federal State Educational Standard, as well as the increase of requirements to professional level of teachers, have led to the development of new pedagogical technologies, both in theoretical and applied directions. The convergence of discoveries in psychology, neuroscience and computer learning leads to the changes in educational theory and the design of educational environments. On the other hand, educational practice leads to new experiments in the teaching process, in which the key component comprises the role of the "social" factor. Social interactions are a powerful catalyst in the success of training that should be taken into account in educational technology. This is of particular importance for the development of sound methods of training, primarily in connection with the problem of choosing effective flow sequences of the studied material by the criteria of both content and temporal organization of learning episodes. Based on these, this paper critically analyzed two approaches popular in pedagogical literature: convergent and synergistic. It is shown that the concept of convergent technologies has a broader meaning and it can hardly be used in pedagogy. Synergetic approach in pedagogy has been analyzed too. It is shown that in the course of pedagogical system modeling one can use the principles of synergy, but as the pedagogical model formalization task is too complex, these principles are only declarative. The main principle of synergy is self-organization, but in the existing system of teaching in secondary mass schools it is also applicable with great restraint. It is shown that the introduction of interdisciplinary methodology, trans-disciplinary norms and values, a systematic approach to the scientific picture of the world is on the basis of network communication, which is a self-organizing communication.