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"Philosophy of Education"

2014 year, number 4


A. O. Karpov
Bauman Moscow State Technical University, 2-nd Baumanskaya str., ap. 5, p. 1, Moscow, 105005
Keywords: ontology of education of education, doctrinal group, implicit and local paradigms, deconstruction


The paper is devoted to identification of the paradigmatic structure of modern education in the context of key objectives of formation of the society, «working on the basis of knowledge; namely, the problem of building education that can ensure its cultural and material growth. The second part shows the role of local paradigms in deconstruction of the implicit paradigm; the paradigmatic-differentiated structure of education is defined and its characteristic is given. Modern education is ontologically and epistemically fragmentary. In education, the radical articulation of the specialized forms of life deconstructs universalism of cognitive relation. The educational institute today is capable of being a cultural pillar of local communities and global transnational corporations, it can serve purely economic affairs or form a spiritual foundation of the society, its cognitive attitude may keep in mind only the technical aid or may aspire to a radical search for truth. The ontological and epistemic differences between educational locations make it difficult to postulate a general idea and design of the overall paradigm of education. Local paradigms act as «design-interpretive communities experiencing their own transcendent order of values and cultivating phenomenological argot adopted in their «disciplines matrix. Inside the communities that cultivate them, the means of problematizing of legitimacy are traditionally weak; these means have to reveal exaggeration, omission, limitations and weaknesses of the doctrinal conceptualizations. But this weakness becomes strength when they try to fulfill their future by competing local paradigms rhetorically, destroying them and disqualifying in public discourse and control networks. The local paradigms start to play a role of instruments of significant changes in education; they deconstruct the overall implicit paradigm and become the basis of implicit paradigms that shape educational independent loci. This implies a movement towards a paradigmatic-differentiated education system, where research education becomes the culture-producing locus. As a structural basis of paradigmatic-differentiated education system, there acts a co-educational diversity loci endowed with original implicit paradigms; and the epistemic principle is to create a culturally and cognitively comfortable cognitive relation. Behind each local educational paradigm there are: a dominant type of cognitive activity, a system of significant pedagogical situations and basic methods (Kuhns «samples that operate in the «situation-method space), normative-methodological declarations, the structures of education organization and forms of the educational process. Each «paradigmatic locus has its own educational epistemology and educational ontology. The paradigmatic-differentiated system of education has its implicit macro-paradigm, which defines the principles of existence of multi-sectorial education system and realizes itself in a constructivist manner. Among its typical features, reflecting the taxonomy and morphology of educational loci, there is the cluster-network model of organization of the educational system.