Home – Home – Jornals – "Philosophy of Education" 2017 number 4

This article is a continuation of the previous articles of these authors in the journal «Philosophy of Education» [1-3]. It reflects the existence of two important approaches to the philosophy of education: the socio-philosophical and philosophical-anthropological ones in the context of interaction of modern civilizations [4; 5]. The article explores the formation and correlation of individual and public consciousness in the educational systems of different civilizations. Accordingly, different system types of modern civilizations are distinguished: self-supporting, parasitic, colonial and closed. It is shown that different types of educational systems, individual and public consciousness are formed in them. With interstate and international interaction of educational systems of different countries, it is necessary to take into account their specificity in different system types of civilizations. What is positive in the formation of one civilization, in another civilization can turn into a negative and even destructive factor when influencing individual and public consciousness.

Russia's current educational policy takes into account the world trends in the development of the education sector and reflects the complex process of seeking and formulating national interests in the field of education, which should become the basic priorities for the education system in general and higher education in particular. The vector of educational policy becomes especially important in the period of the crisis structural transformations of society, as it determines its further development. Despite the fact that over the past decades the state has been carrying out an intensive series of reforms in the sphere of science and education aimed at training practical practitioners who are ready to carry out their activities in the conditions of the emerging knowledge society, nevertheless, the transition of the Russian society to a qualitatively new level of development occurs. The purpose of the work is to identify the reasons for this discrepancy. To solve the problem, it is proposed to turn to the historical and philosophical analysis of the domestic educational policy, since the social and economic crisis that occurred in Russia in the 1990s, is not the first, significantly inhibited the positive processes in the development of science and education. So, no less serious impact on the development of all social institutions of our society was a systemic crisis that occurred in the Russian society at the beginning of the 20th century, which showed that the domestic system of higher education, which was formed in the XIX century in accordance with the European university tradition, did not satisfy the demands placed on the part of the developing socialist society. The paper considers the basic principles of the organization of the system of national education, which were laid in conditions of overcoming the crisis of the beginning of the 20th century and remained virtually unchanged for many decades; the strengths and weaknesses of the educational policy are outlined; an analogy is made with the systemic crisis that occurred in Russia at the turn of the 20th and 21st centuries. The brief historical and philosophical analysis of the changes in the Russian educational policy in the context of crisis situations, conducted in this paper, clearly demonstrated that at critical moments the rigid regulation of the activities of higher education institutions on the part of the state is increasing; at the same time, the educational institutions of the «narrow» practice-oriented specialization come to the forefront, while the classical university education, which is directed not at training a specialist but as bringing up a citizen, a «cultural personality» at the expense of familiarizing the student with various fields of modern knowledge, loses their positions. Ultimately, this fact can lead to a radical transformation of the national mentality, as well as a break with the spiritual and moral traditions of the national culture.

The article analyzes the transformation of the idea of unity and harmonization of interethnic relations in the Soviet and post-Soviet periods. The reasons are identified, which has exacerbated the situation of interethnic relations in the USSR in the second half of the 80s of the twentieth century and led to the «parade of sovereignties» in the national republics and autonomies. One of the reasons was the effectively conducted throughout the period of Soviet power policy of «indigenization», which was not in contradiction with the ideas of international education, but led to the strengthening of the ruling elites of the titular nationalities. As a result, in the early 90-ies of the twentieth century, instead of the concept of a multicultural society, there was put forward the idea of a multicultural variety of ethnic groups, the basis of the interaction of which was only cooperation on a contractual basis. The aggravation of the economic, social and political contradictions brought to the surface the national and the ethnic contradictions. It is emphasized that political debate and a long process of division of powers between the Federal centre and regional authorities began to be broadcasted by the education system and culture. As a result, by the end of the twentieth century, a new generation of people was formed, which worship of Western values and hate the Soviet past, which, however, was permeated with the idea of international education. Thus, the idea of unity of peoples of Russia was indirectly rejected. The shift towards Western values has resulted in Russia in the inversion of the basic principles of social organization, which involved all segments of the population into the adaptive and maladaptive processes, the dynamism of which created the situation of openness of the axiological system. Russia in the late twentieth century actually repeated the practice of the models of multiculturalism in Western Europe, based on the idea of the nation not as an ethnocultural community, but as multicultural with the opposition and the titular «other» ethno-social groups and received the same result, atomization of the country. The negative effects of the «parade of sovereignties» to the beginning of the XXI century led to the emergence of the work of scientists and ethno-sociologists characterized by lack of desire for radical changes and harsh criticism of the Soviet past. They again began to turn to the idea of progressive integration and actually return to a policy of internationalism (or multiculturalism). Socio-political and economic situation in the country required the development of new policy documents on harmonization of interethnic relations, strengthening of Patriotic education. The emphasis has shifted from the formation of the ethnic identity of the individual to civic education.

Modern social management is becoming increasingly multi-level and complex. Of particular importance are the patterns and results of governance at the national and global levels. Therefore, these forms of management require special research on the socio-philosophical level, and the results should be reflected both in scientific knowledge and in education. A number of key problems are being actualized: determining the essence of relations between law, power and government; identifying the fundamental mechanisms of interaction between these social phenomens; developing the conceptual bases of social management in interrelation with law and authority; determining the specifics of state and global governance; reflecting the results obtained in the legal, political, social and philosophical and other branches of social and humanitarian education.

From the standpoint of philosophy, it can be noted that in different civilizational and cultural types of development of the countries, in the latter historically formed specific socio-legal subsystems (spheres), including with constitutional and unconstitutional legal bases, as well as various sciences -philosophical concept of law. Theoretical and practical socio-cultural approaches to law in different countries have special features of organization and manifestation, correspond to different forms of socio-political governance, have their advantages and disadvantages in certain social conditions. Accordingly, there are actual problems: the research of these social and legal concepts and approaches not only on the specific legal, but also on the philosophical, legal and socio-philosophical levels; to identify the correlation and harmonization of the various levels of knowledge obtained from the standpoint of conceptual and legal security - for individual countries. It is also necessary to reflect the knowledge gained in the relevant academic disciplines of professional legal education.

In this article, the necessity is substantiated of qualitative improvement of subordinate rulemaking as a critical factor in the practical implementation of laws in the conditions of high dynamics of social life and the need for the prompt legal response to the occurring changes. In the aspect of division of powers between the Russian Federation and subjects of Federation, according to the Russian Constitution, the author examines the legal scope of joint competence of Federation and its subjects. It is indicated that, in the joint jurisdiction of the Russian Federation and its subjects, there are accepted the same type of laws that creates an excessive number of laws and a high probability of their non-observance, giving rise to an increase in unsystematic and chaotic phenomena in the legislation. The novelty is the proposal to take a fresh look at regulation of subjects of reference, in accordance with article 72 of the Constitution of Russia, namely: to amend the Constitution of Russia, charging the subjects of the Russian Federation on subjects of joint jurisdiction with accepting not the laws of subjects in fulfillment of their powers, but subordinate regulatory enactments of legislative (representative) and executive authorities of the subjects of the Federation. In higher education institutions, in the discipline of «Constitutional law», while studying the legislative process, students should be encouraged to focus on subordinate rule-making as the most important mechanism of law enforcement.

The article intends to think about education from its historical-philosophical origins, identifying the impasses to which schools and teaching are placed today. It aims to map out that the conditions of possibility that allowed the emergence of the school, in modernity, are the same that today decline, putting it in check. At the same time, the radicalization of the idea of self-determination of the subjects, present in the Illuminist project, ends up constituting them as a subject of consumption, as individuals full of rights, who intend to be subdued to nothing but their own will, it is the dimension of consumption. It is within this context that we need to think on which education and which school make sense.

This paper presents, synthetically, three dear themes to the teaching of Philosophy: philosophy, ethics and knowledge as strategies for this teaching in the context of differences, considered from the perspective of the concept of «Will to Power» (Der Wille zur Macht), from Friedrich Nietzsche. If the Brazilian Law n.º 11.864 of 2008, determines the teaching of Philosophy in high school throughout Brazil, what are the risks that this teaching establish itself in a dogmatic format and therefore anti-philosophical? We argue that the «Will to Power» (Der Wille zur Macht) may constitute an important educational concept background to the teachers, consequently, as a hypothesis for a non-dogmatic teaching. The problem of the manuscript is: Can Philosophy teaching resist the formulation of consummate truths? The conclusion is that two characteristics should mark the Philosophy teaching: (i) the need to use the philosophical method and therefore the pursuit of knowledge should be the unifying axis of teaching and (ii) the need for adaptation of classical philosophy texts to the students' lives. If the students live in a world constantly influenced by technology, then the Philosophy teacher should explore the use of technological resources. Thus, the chances of success are always higher. Lastly, despite a paradoxically «regular» construction of philosophy classes, considering the didactics for the differences, what is sought, ultimately, is the philosophical experience or, if so desired, the rehearsal that provides other living constructions continuously. The Will to Power is a key to ensuring a non-dogmatic education.

Discussions about the role and place of religious knowledge in the system of modern universal education have a rather sporadic character. The interest to this, largely worldview-related theme is produced mainly by external factors - governmental decisions and mass medias. The proposed historical review is conditioned by other reasons and has not a situation-related, but rather an objectively-philosophical character. The first starting thesis of this article is consideration of education as a social institute, engaging in sociocultural reproduction and development of society. The second thesis is related to other element of social structure, religion. Within the framework of functional analysis, the basic zone of its interests and responsibility is strengthening of the religiously-spiritual, moral state of society. Understanding of the certain functional and historically formed intersection of these social institutes does not require an additional argumentation. A task is to remind about close connection and millennial unity of these institutes.

In this article, the authors consider the conceptual and theoretical foundations of health-building upbringing. The determinants that influence the effectiveness of the process of health-building upbringing, the principles and targets of health-building upbringing are revealed. The authors pay special attention to the characterization of health-building upbringing as one of the socio-cultural contexts of the individual's health-building position. Describing the health-building position of the individual, they describe the basic structural components of the personal education: valeologic mindset, metacognitive abilities, affective attribution, health-building competence. In the context of their research, the authors describe the socio-cultural context as a kind of «chronotope» of the health-building potential of the subject, that is, a broader psychological space reflecting the representation of sociocultural phenomena in their correlation with the proper factors of health formation. The content of the article reveals the essence of socio-personal and metahistorical approaches, which serve as the methodological basis for health-building upbringing. On the basis of a theoretical analysis of the literature, the authors present for the first time a refined definition of the concept of «health-building upbringing», show its relationship with the meaning of building (creation) of the health of pupils as a qualitatively new characteristic with an emphasis on the development of the spiritual and moral qualities of a growing person. In the context of their research, the authors argue that the interaction of parents and educators in preserving and developing the health of schoolchildren in the conditions of a spiritual and moral crisis must rise to a fundamentally new level of “companionship-in-arms”, the uniting of the efforts of educators and parents of students in resisting the destruction of traditional Russian values.

In accordance with the guidelines of the country's leadership and personally the President for the development of physical culture, sports and healthy lifestyles (HLS), the author's program has been developed of the university discipline «Healthy Lifestyle and Physical Culture and Health Practices» for students, representing theoretical knowledge, necessary for the practical implementation of programs involving young people in physical culture and HLS [1]. This discipline was approved by the leadership of the university and included in the complex five-year program of the Altai State Medical University «AGMU - Higher Education Institution of Healthy Lifestyle». The totality of organizational and managerial decisions, pedagogical efforts and sports and recreational activities enabled the university to become a prize-winner in the All-Russian competition of medical and pharmaceutical higher education institutions in Russia «Healthy Lifestyle» in 2016 and 2017.

On the basis of general scientific and philosophical knowledge on management, pedagogical management in the field of education, a particular type of management in the system of university management, physical education and sports management is considered. Its specificity consists in uniting several links into the general scheme of work: administrative influences of the university administration (according to the implementation of the comprehensive plan for conducting educational, sports and mass work), the sport clubs of the university, the heads of sport sections, organizational structures of the Chair of physical education and healthy lifestyle, as well as the bodies of student self-government. The real effectiveness of physical education and sports management is assessed: by the general level of physical fitness, physical health of the bulk of students; by the degree of familiarizing young people with healthy lifestyle; on the formation of health-improving worldview; by the number of participants and attractiveness for young people of the events; by the level of activity of student government; by the physical education and sports achievements of the university.

The article explores the phenomenon of the game in the field of pedagogics of physical culture and sports. It is noted that this issue can be approached from highly specialized applied positions, in the form of a specific study of sports games. But the most fruitful and promising is a broad study of the problem of the game based on revealing its sociocultural significance - playing as an integral part of people's lives in history and modernity, with a specific manifestation of the game behavior of people in different social spheres. Such an integral approach makes it possible to study the teaching of the game in physical culture integrally, taking into account the impact of gaming activity on the formation of physical properties of the organism and on the development of emotional, sensory and intellectual-volitional qualities of the individual. A research approach is proposed, which is promising in the opinion of the authors of the article. This is the study of the game and its health-developmental impact on students in the age aspect, on the basis of the pedagogy of healthcare, when comparing the overall educational approaches in school and university sports education.

In the conditions of informatization of society caused by the formation of a new type of educational interaction and based on the information culture of the personality, the change of value-related educational priorities, the methods of pedagogical influence on the younger generation, there take place ontological transformations and important changes in the intellectual, spiritual and psychological life of the individual. The sphere of education is inseparable from the social processes and tendencies of their development. The modern school should actively master new information resources. In this connection, the article discusses the following questions: is informatization of social space and education able to become an instrument for human development, ensure comprehensive communication, and not just primitive information exchange, and also contribute to the spiritual development of the individual, his/her intellect and psyche? Is it possible to implement traditional pedagogical influences in the conditions of computerization of various spheres of human activity? These and other issues are traditionally considered by the philosophy of education, which identifies the positive aspects of these processes - diversification and competence that can rely on the reproduction of «collective memory», the ability to link in education the formation of personality with a number of basic social values, such as team, life, health, benefit, etc. In the conditions of dominance of informatization of society and education, the authors attach great importance to the new pedagogical technologies (cyber-pedagogy, methodologies of information cognition, virtual museums, technologies of forming consciousness, information product creation and others.). Particular attention is paid to the concepts of «didactic process», «motivation of learning», «process of independent learning activity», etc.

In article on the basis of the analysis of policy documents actualizarea the task of training of specialists in high technology. Considers the concept of «high technology» (high technology) and the role of the phenomenon from the perspective of system theory. contributing to evolutionary change not only in the field for which they were developed, but imusa wide range of effects on the entire socio-cultural system as a whole and each individual in particular. The use of high technology has led to a breakthrough in educational activities and resulted in high requirements to the technological culture of specialists: the ability to build a program of its activities and implement it, the knowledge of modern information technologies. Affected structural component of the educational process. Formed a kind of new specialization for teachers - the teacher technologist. Changed the logic of the sequence of the preparatory and organizational phases of the educational process, which gives a visual representation of how the teaching technique becomes technology. The development of cognitive independence of students in the process of professional training is considered as a quality of personality, which combines the acquisition of new knowledge, the ability of their creative application in various situations and is becoming a major challenge. The rapid implementation of high technologies requires regular updating of educational programs and educational-methodical complexes of disciplines, which rely on modern computer technology. Specificity of education in a situation when access to information is open on one side creates conditions for diversity search, and with another - raises the problem of selection of information. But the most important becomes the task of forming a new information world and information culture of future specialists, responsive to all of the new technological proposals, ready to continuous development and revision of their level of education, efficient use of existing and newly formed information potential of society - and it becomes one of the preconditions for the birth of a synergistic effect on the development of the technological process of society as a whole. Analysis of the role of high technology has helped to clarify the definition of high technology in the aspect of professional training and demonstrate their role in the framework of philosophy of technology and education as determining possible forms of a radical transformation of the education system, as well as update their value of training of modern specialists the high technologies for the innovative development of the country.

The article discusses the results of studying the development of cadets’ professionalism in the learning process at the military College. The spontaneous development of the social aspects of future military profession, the weakness of the direct educational influence in this direction has led to uneven development of the professional qualities of the cadets. The data obtained in the course of the study using the method of control situation testify to incomplete readiness of future officers to social interaction. The article indicates that the development of professionalism of cadets in existing practice does not meet the needs of future professional activity. From this it follows that in practice there is a conflict between existing patterns of socio-professional upbringing and personal development in the educational process of the military institution.

The article reveals the essence of the processes and phenomena that generate personal forms of alienation in the process of foreign language learning. By examining the phenomenon of alienation through the ontological picture of underlying corresponding manifestations, the variety of interactions and social connections that lead to particular forms of personal alienation can be considered. Such forms of personal alienation as motivational, emotional, communicative, semantic, and intellectual are singled out in the article. As a basis for overcoming personal forms of alienation, a subject-activity approach to the construction and organization of work is proposed. One of the ways of starting the mechanisms of subject-genesis in foreign language teaching is active learning, which implies not only visible action, but, above all, the initiative and responsibility of subjects of learning. Active learning, regardless of its form, involves the student in the situation of independence, directed by the teacher, encourages interaction between subjects of learning, which also contributes to the acquisition of new knowledge and competences.

The authors of the article address the problems arising when teaching drawing and painting the junior students of the departments of Arts of the pedagogical higher education institutions. In article notes that the objectives of training, especially at the initial stage, are the formation and development of holistic perception in artistic activities, the study of the regularities of the creation of the artistic image. The success of development of the integral perception depends largely on the content and nature of the training exercises of the integral system of exercises aimed at effectiveness of formation and development. The article presents a characteristic of certain types of short-term assignments, which differ by the set tasks and the duration of execution. It is noted that the preparatory and short training exercises help to address methodological and organizational problems that arise in the pedagogical process when working on lengthy tasks. They are important before you begin staging, where one needs to capture the basic proportional-design, as well as large tonal and color relations. The authors draw a conclusion that as graphic abilities are creative abilities, students have an awareness of practical experience depending on the educational and creative tasks set for them. The search by the student of a solution represents conscious reorganization of the graphic experience.

The article is devoted to the health and safety of children of the preschool age. Special attention is paid to formation of skills of safe behavior in children of this age group. We emphasize the necessity for the formation of the skills that improve the level of protection of the child including those hazards that are difficult to predict and prevent by the adults. We identify the groups of adults with the greatest responsibility for the formation of these skills in children. These groups include the managers of education, teachers and parents. Special attention is given to the parents as a group that has the greatest potential for positive impact on children, including in the sphere of safety. There are two components in the skills of safe behavior in children: cognitive knowledge of safe behavior and a volitional one, the inner readiness and motivation to safe behavior. We identify the factors that are obstacles to the formation of the safety competence in children. The most visible and significant obstacles are the imprints which are easily adopted from adults as models of behavior and which carry hidden or apparent dangers for children. The imprints can be in conflict with those behaviors which adults consciously trying to teach children. The adult can teach children some forms of behavior, and he in his behavior use other forms, influencing the children by his example. The suppliers of the greatest number of imprints, forms of behavior unconsciously adopted from others, are parents. Therefore, it is the behavior of parents that influences to the greatest extent the success of building the safety competence. The performed analysis of the situation related to the formation of the safety competence in children of the preschool age allowed making the following conclusion. The success of the development of this competence to the greatest extent can be provided by the personnel in the field of education. The most valuable qualities of a manager are initiative, independent creative activity in the area of child safety.

The authors analyze the problems of training in sculpture, which is necessary to build on the same scientific bases as the training in other disciplines. It is quite obvious that the development of constructive and plastic perception and volume and spatial thinking is an integral educational process which harmoniously forms creative abilities of the student. Mastering technical and technological components of work is carried out in overcoming those difficulties that students face. In the article it is noted that at an initial stage of imaging the analytical beginnings do not yet actively participate; the emotional and spatial perception of the model dictates so far the emotional image which needs to be recorded in sculptural material. The technique of training in art of molding is based on idea of the sequence of stages of formation of the sculptural etude of a figure of the person. First of all, the sculptor needs to form an initial plan of composition. It may include the objectives of the compositions, the composition options, rhythmic order, plastic solution and so on. An impulse to the correct formation of a plan is the verbal analysis of model made by the teacher. In the article it is especially noted that it is impossible to form constructive and plastic perception separately from training in the elementary technique of sculpture, composition, from esthetic education, because it is an integral process.

The authors analyze a problem of studying the specifics of perception for the sculptural image which consists in that the individual properties and qualities of the perceived object act in a uniform complex and is perceived as an integral whole. In the pedagogical practice, this integrity of perception needs to be formed since this is the main condition for the creation of the complete sculptural image. Nevertheless, the impression about the model gained at its perception is insufficiently full without fixing of an adequate image in the material. In the article it is noted that the most important purpose of work of the sculptor consists in finding a «speaking pose» of the model and in the ability to decode the inner world of the perceived nature by its external signs. At the same time, an essential component of stylistic features in a sculpture is the portrayal of movement which differs from the portrayal of movement in other types of the fine arts and forms a basis for spiritualizing of images, for the reproduction of their inner meaning. In sculpture, as in no other type of fine arts, the figurative opportunities of gestures and movements are used for the reproduction of the plastic state of the character since they promote understanding the principle of image designing. At the same time, the plan, whatever it be, is implemented by the plastic means: the strained or relaxed muscles, a torso curve, a support on one leg or both legs - such is this language. In article it is especially noted that the requirements to searching an expressive artistic image (a sign, symbol of expression, mood, idea) requires an original solution and a laconic stylized image form.

The author analyzes the problem of development of the perception in the sculpture classes which is the first step of cognition and originally acting as rather simple act of inadvertent reflection of the reality that surrounds the person. In its development, perception turns into specific purposeful activity of observation allowing getting deeper into the world of perceived phenomena with a specific goal. And then, perception becomes a complex form of cognition, includes not the simple sum of feelings, but integrity and concreteness, separate types of feelings which form the generalized image of a thing. In the article it is noted that in the sculptural molding classes, by means of perception, there is realized sensory perception of various objects, their volume, size, remoteness, proportions and also spatial properties, time and movement. However in the course of training it is necessary to develop professional perception of students that assumes existence of constructive and plastic perception of a subject of the image. Formation of constructive and plastic perception is preceded by the process of receiving the quantitative information on an object. The fullest cognition of regularities and communications happens in the course of logical judgment based on theoretical, scientific knowledge of plastic anatomy, perspective that allows discovering deep connections of the perceived. Thanks to theoretical knowledge, it is possible to carry out various cogitative operations. In the graphic activity it is possible to speak about purposeful perception which is controlled and is subject specifically to the set objectives. There are ways of controlling the visual perception: first of all, the mindset which predetermines the direction of graphic actions of the artist.

This review is aimed at determining the meaning and significance of the collective monograph «Creativity and Subjectivity» in the context of contemporary discourse in humanities. The authors of the monograph are a group of researchers united in the Research and Education Center «Philosophy of Modernity and the Strategy of Expertise in Humanities» at the A. I. Herzen RSPU; their goal is to determine the conditions for the possibility of a subject in the modern socio-cultural and epistemological field. The book is devoted to the issues affecting the topical forms of philosophical reflection, existential being in the world, ethics and aesthetics of life, philosophy of event, which lead to the understanding of the foundations of socialization and education. The strudy is an interdisciplinary project: with its own language, built on the boundary of disciplines and aimed at revealing the constitutive mechanisms of the formation of the life world. The method of revealing the significance of the questions posed in the book is to transfer them to the problem field of our time. The congruence of author's efforts to the problem field of modernity, the accuracy of concepts, the scale of the resolving power of hypotheses, the fineness of methods are determined.