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"Philosophy of Education"

2013 year, number 5

THE ONTOLOGICAL AND GNOSEOLOGICAL PROBLEMS OF THE HIGHER EDUCATION QUALITY: THE METHODOLOGICAL SPECIFICITIES

V. N. Turchenko, R. N. Shmatkov
Novosibirsk
Keywords: higher education quality, ontological problems, gnoseological problems, social philosophy

Abstract

The present work is devoted to studying the methodological specificities of the ontological and gnoseological problems of the higher education quality. An analysis is performed of the dialectical and phenomenological paradigms of the philosophy of education. The dialectical paradigm neither ignores, nor absolutizes the objective sides of functioning of the educational systems; however, it takes into account their being conditioned, to a substantial degree, by the objective (spiritual and material) sides of the social life. Moreover, this connection is a complex one; it has dialectical character and is manifested itself only at the final stage, if we consider the phenomena over wide enough intervals of historical time. The phenomenological (or the postmodernist) paradigm takes subjective reflections of objective reality as the objective social reality. Therefore, this paradigm has only formal connection even to the classical science which takes into account the objective (i.e. independent from the feelings and opinions of the researcher) existence of the objects under study. However, it is this paradigm that serves as the methodological basis of the absolute majority of modern research of the educational systems.