Home – Home – Jornals – "Philosophy of Education" 2016 number 1

The article is devoted to the ontological level of the phenomenon of "education" that generates the development prospects and a cultural core of the society life. As a prerequisite for the research, M. Heidegger’s propositions have been taken regarding the ontological grounds of modern education and the association of its understanding with the Greek thought. Based on the analysis of the ancient episteme of activity (i.e., the system of ideas about forms and ways of knowledge usage), the principles are explicated, which define the ontological horizon of modern education development. The area of multi-sector system of education is shown, which is becoming today a recipient and bearer of these principles. The methodological basis of the conducted research is the hermeneutic study of primary sources of antiquity: the writings by Xenophon, Plato, and Aristotle, the results of which are projected onto the modern educational situation. The principles of the antique tέχνη (techne, Latin) are used as ontological components of this projection: correlation of knowledge with the world of real objects, combination of theoretical understanding of arts with practice, value mediation of activities through the attitude to truth, creativity of activities. Based on the analysis of the antique techne concept, the opportunities are revealed of the advanced understanding of the teaching and cognition technologization. The prospects of the development of a paradigmatically-differentiated system of modern education as a location of the cognitive-cultural diversity generation are considered. The characteristic of the activity episteme of a research education locus is given, the initial ideas of which were articulated in the writings of I. Kant, W. Humboldt, K. Jaspers. It is shown that in research education, the academic technologism becomes a meta-notion, which relies on: a) a complex instrumental-temporal structure of interrelated cognitive methods and techniques of teaching based on academic operationalization of research; b) a complex of open science-cognitive problems developed at different stages of learning; c) specific configurations of creative and discursive sides of an educational cognitive action, dynamics of socio-cognitive growth and problem-cognitive personality trajectories; d) an educational infrastructure and collectives «producing» knowledge. Here the academic technologism becomes scientific-innovational. With this, the episteme of research education is characterized through the principles of ancient techne, as follows: 1) research education transfers disciplinary knowledge into the world of real objects, which imposes on them the condition of authenticity, which means that cognition takes the road of truth; 2) technologization of acquired knowledge occurs, i.e. the knowledge becomes able to be implemented as an activity in specialized contexts and to impart the sociocultural objectifying sense to educational practices, and in addition, the empirical activity acquires its theory; 3) cognition gets its justification in the value dimension, both as a productive activity producing «things» useful for the world and as an internal, creative personality growth; 4) education turns into creativity in the sense of generating new knowledge and its integrating into reality, i.e. it becomes an act of innovation for a cognizing subject.